1、考研英语 174 及答案解析(总分：36.00，做题时间：180 分钟)一、Section Use of (总题数：1，分数：1.00)In economics the value added by a manufacturing firm to its products is the difference between the price of a finished product and the cost of raw materials, parts supplies, fuel, and electrical energy used in the production of that
2、 product. When 1 in this manner, the value added by manufacture is a useful index of the manufacturing firms 2 to the national economy. It is a more 3 index, of course, than 4 sales, a figure that is misleading because it tells 5 about production costs and 6 the manufacturing firm is 7 at a profit o
3、r at a loss. In education there is now a spirited 8 as to whether such a concept would not be most 9 for college graduates is evidently 10 in the salaries they can command 11 receipt of a college degree. Engineers, accountants, and computer specialists command 12 salaries upon graduation and by impl
4、ication, there must be an 13 value added to their marketability 14 the education and training they 15 in college. When looked at more closely, 16 ,the missing factor is 17 the difference between learner capabilities 18 to their educational experiences and graduate capabilities after 19 a college deg
5、ree. In brief, how much does the student 20 from the instruction he or she has received? （分数：1.00）(1). In economics the value added by a manufacturing firm to its products is the difference between the price of a finished product and the cost of raw materials, parts supplies, fuel, and electrical en
6、ergy used in the production of that product. When 1 in this manner, the value added by manufacture is a useful index of the manufacturing firms 2 to the national economy. It is a more 3 index, of course, than 4 sales, a figure that is misleading because it tells 5 about production costs and 6 the ma
7、nufacturing firm is 7 at a profit or at a loss. In education there is now a spirited 8 as to whether such a concept would not be most 9 for college graduates is evidently 10 in the salaries they can command 11 receipt of a college degree. Engineers, accountants, and computer specialists command 12 s
8、alaries upon graduation and by implication, there must be an 13 value added to their marketability 14 the education and training they 15 in college. When looked at more closely, 16 ,the missing factor is 17 the difference between learner capabilities 18 to their educational experiences and graduate
9、capabilities after 19 a college degree. In brief, how much does the student 20 from the instruction he or she has received? （分数：0.05）A.concludedB.computedC.conductedD.countedA.creationB.distributionC.contributionD.donationA.somethingB.anythingC.everythingD.nothingA.thatB.whyC.whetherD.becauseA.opera
10、tingB.managingC.executingD.maintainingA.argumentB.debateC.quarrelD.disturbanceA.delightfulB.distinctiveC.appropriateD.acceptableA.reflectedB.embodiedC.embracedD.indicatedA.overB.uponC.aboutD.beforeA.plentifulB.extensiveC.abundantD.impressiveA.appreciableB.applicableC.essentialD.inherentA.inB.fromC.w
11、ithD.byA.realisticB.specificC.elasticD.economicA.persuedB.awardedC.receivedD.enjoyedA.thereforeB.howeverC.moreoverD.thereafterA.curiouslyB.graciouslyC.dubiouslyD.obviouslyA.superiorB.interiorC.priorD.inferiorA.earningB.grantingC.conferringD.offeringA.attainB.benefitC.rewardD.favorA.retailB.readyC.ne
12、tD.gross二、Section Writing(总题数：1，分数：1.00)1.Study the following pictures carefully and write an essay entitled “After Picnics“. In the essay you should 1) describe the pictures, 2) give your comment on the phenomena, and 3) suggest possible measures to change them. You should write about 160-200 words
13、 neatly on ANSWER SHEET 2. (20 points) Study the following pictures carefully and write an essay entitled “After Picnics“. In the essay you should 1) describe the pictures, 2) give your comment on the phenomena, and 3) suggest possible measures to change them. You should write about 160-200 words ne
14、atly on ANSWER SHEET 2. (20 points)* （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)The classic difficulty felt with democracy arises from the fact that democracy can never express the will of the whole people because there never exists any such unchanging will (at least in any society that call itself d
15、emocratic). The concept of government of the whole people by the whole people must be looked on as being in the poetry rather than in the prose of democracy; the fact of prose is that real democracy means government by some kind of dominant majority. And the ever-present danger, repeatedly realized
16、in fact, is that this dominant majority may behave toward those who are not of the majority in such a manner as to undermine the moral basis of the right of people, because they are people, to have some important say in the setting of their own course and in the use of their own faculties. Other for
17、ms of government may similarly fail to respect human independence. But there is at least no contradiction in that; the underlying assumption of every kind of government by wisers and betters is that people on the whole are not fit to manage their own affairs, but must have someone else do it for the
18、m, and there is no paradox when such a government treats its subjects without respect, or deals with them on the basis of their having no rights that the government must take into account. But democracy affirms that people are fit to control themselves, and it cannot live in the same air with the th
19、eory that there is no limit to the extent to which public power-even the power of a majority-can interfere with the lives of people. Rational limitation on power is therefore not a contradiction to democracy, but is of the very essence of democracy as such. Other sorts of government may impose such
20、limitations on themselves as an act of grace. Democracy is under the moral duty of limiting itself because such limitation is essential to the survival of that respect for humankind which is in the foundations of democracy. Respect for the freedom of all people cannot, of course, be the only guide,
21、for there would then be no government. Delicate ongoing compromise is what must be looked for. But democracy, unless it is to deny its own moral basis, must accept the necessity for making this compromise and for giving real weight to the claims of those without the presently effective political pow
22、er to make their claims prevail in elections （分数：1.00）(1).By “the prose of democracy“ ( Par. 1 ) the author most probably means its（分数：0.20）A.popular interpretation.B.actual operation.C.ongoing compromise.D.rational limitation.(2). In the authors view, the failure of nondemocratic governments to res
23、pect human independence（分数：0.20）A.is in conformity with their basic assumptions.B.interferes with the rights of the minority.C.hinders the achievement of their objectives.D.leads to consequences beyond their anticipation.(3). We can infer from the selection that（分数：0.20）A.democracy in its true sense
24、 can scarcely be regarded as realistic.B.democracy has to give up its moral basis for proper compromise.C.democratic governments should respect the rights of the minority.D.democratic governments must weigh the claims of political inferiors.(4).Which of the following does the author consider essenti
25、al for the preservation of the moral basis of democracy?（分数：0.20）A.Actual development of self-governments of the minority.B.Real expression of the whole peoples will.C.Necessary limitation on the power of the government.D.Full respect for the freedom of all individuals.(5). According to the text, al
26、l types of governments believe that the（分数：0.20）A.minority must well cooperate with the majority.B.course of citizens lives is to be regulated officially.C.individual is entitled to directing his or her own affairs.D.government can hardly express the will of every citizen.The phrase “progressive edu
27、cation“ is one, if not of protest, at least of contrast, of contrast with an education which was predominantly static in subject-matter, authoritarian in methods, and mainly passive and receptive from the side of the young. But the philosophy of education must go beyond any idea of education that is
28、 formed by way of contrast, reaction and protest. For it is an attempt to discover what education is and how it takes place. Only when we identify education with schooling does it seem to be a simple thing to tell what education actually is, and yet a clear idea of what it is gives us our only crite
29、rion for judging and directing what goes on in schools. It is sometimes supposed that it is the business of the philosophy of education to tell what education should be. But the only way of deciding what education should be, at least, the only way which does not lead us into the clouds, is discovery
30、 of what actually takes place when education really occurs. And before we can formulate a philosophy of education we must know how human nature is constituted in the concrete; we must know about the working of actual social forces; we must know about the operations through which basic raw materials
31、are modified into something of greater value. The need for a philosophy of education is thus fundamentally the need for finding out what education really is. We have to take those cases in which we find there is a real development of desirable powers, and then find out how this development took plac
32、e. Then we can project what has taken place in these instances as a guide for directing our other efforts. The need for this discovery and this projection is the need for a philosophy of education. What then is education when we find actual satisfactory specimens of it in existence? In the first pla
33、ce, it is a process of development, of growth. And it is the process and not merely the result that is important. A truly healthy person is not something fixed and completed. He is a person whose processes and activities go on in such a way that he will continue to be healthy. Similarly, an educated
34、 person is the person who has the power to go on and get more education. In any case, development, growth, involve change, modification, and modification in definite directions. It is quite possible for a teacher, under the supposed sanction of the idea of cultivating individuality, to fixate a pupi
35、l more or less at his existing level. Respect for individuality is primarily intellectual. It signifies studying the individual to see what is there to work with. Having this sympathetic understanding, the practical work then begins, for the practical work is one of modification, of changing, of rec
36、onstruction continued without end. The change must at least be towards more effective techniques, towards greater self-reliance, towards a more thoughtful and inquiring disposition, one more capable of persistent effort in meeting obstacles. （分数：1.00）(1).In the authors view, the philosophy of educat
37、ion（分数：0.20）A.is identical to the conception of progressive education.B.studies the essence of education and the way it emerges.C.conforms to any idea of education that is unconventional.D.deals with the judgement and direction of schooling.(2). The philosophy of education is supposed（分数：0.20）A.to r
38、esult from real understanding of actual schooling.B.to lead to overall prescription of practical education.C.to have happened when education came into existence.D.to be the basis on which practical education is formulated.(3). The author argues that respect for individuality means（分数：0.20）A.to treat
39、 individuals as objects of sincere sympathy.B.to train individuals to develop in planned directions.C.to discover an individuals qualifications for education.D.to cultivate an individual in light of his/her natural talent.(4).The chief task of the philosophy of education is（分数：0.20）A.to analyse the
40、constitution of human nature in great detail.B.to clarify the practical effects of social forces on education.C.to explore how to convert raw materials into valuable goods.D.to find out ways to bring out the best human faculties.(5).The significance of desirable education lies（分数：0.20）A.more in its
41、operation than in its alteration.B.less in its modification than in its operation.C.not only in its result but also in its process.D.rather in its procedure than in its outcome.There are two basic ways to see growth: one as a product, the other as a process. People have generally viewed personal gro
42、wth as an external result or product that can easily be identified and measured. The worker who gets a promotion, the student whose grades improve, the foreigner who learns a new languageall these are examples of people who have measurable results to show for their efforts. By contrast, the process
43、of personal growth is much more difficult to determine, since by definition it is a journey and not the specific signposts or landmarks along the way. The process is not the road itself, but rather the attitudes and feelings people have, their caution or courage, as they encounter new experiences an
44、d unexpected obstacles. In this process, the journey never really ends; there are always new ways to experience the world, new ideas to try, new challenges to accept. In order to grow, to travel new roads ,people need to have a willingness to take risks, to confront the unknown, and to accept the po
45、ssibility that they may “fail“ at first. How we see ourselves as we try a new way of being is essential to our ability to grow. Do we perceive ourselves as quick and curious? If so, then we tend to take more chances and to be more open to unfamiliar experiences. Do we think were shy and indecisive?
46、Then our sense of timidity can cause us to hesitate, to move slowly ,and not to take a step until we know the ground is safe. Do we think were slow to adapt to change or that were not smart enough to cope with a new challenge? Then we are likely to take a more passive role or not try at all. These f
47、eelings of insecurity and self-doubt are both unavoidable and necessary if we are to change and grow. If we do not confront and overcome these internal fears and doubts, if we protect ourselves too much, then we cease to grow. We become trapped inside a shell of our own making. （分数：1.00）(1). A perso
48、n is generally believed to achieve personal growth when_.（分数：0.25）A.he has given up his smoking habitB.he has made great efforts in his workC.he is keen on learning anything newD.he has tried to determine where he is on his journey(2). In the authors eyes, one who views personal growth as a process
49、would_.（分数：0.25）A.succeed in climbing up the social ladderB.judge his ability to grow from his own achievementsC.face difficulties and take up challengesD.aim high and reach his goal each time(3).When the author says “a new way of being“ (line 3, para. 3) ,he is referring to_.（分数：0.25）A.a new approach to experiencing the worldB.a new way of taking risksC.a new method of perceiving ourselvesD.a new system of
