1、考研英语 197 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)Until recently most historians spoke very critically of the Industrial Revolution. They -|_|- th in the long run industrializion grely raised the standard of living for the -|_|- man. But they insisted th its -|_|- results during th
2、e period from 1750 to 1850 were widespread poverty and misery for the -|_|- of the English populion. -|_|- contrast, they saw in the preceding hundred years from 1650 to 1750, when England was still a -|_|- agricultural country, a period of gre abundance and prosperity. This view, -|_|- , is general
3、ly thought to be wrong. Specialists -|_|- history and economics, have -|_|- two things: th the period from 1650 to 1750 was -|_|- by gre poverty, and th industrializion certainly did not worsen and may have actually improved the conditions for the majority of the populace. Until recently most histor
4、ians spoke very critically of the Industrial Revolution. They -|_|- th in the long run industrializion grely raised the standard of living for the -|_|- man. But they insisted th its -|_|- results during the period from 1750 to 1850 were widespread poverty and misery for the -|_|- of the English pop
5、ulion. -|_|- contrast, they saw in the preceding hundred years from 1650 to 1750, when England was still a -|_|- agricultural country, a period of gre abundance and prosperity. This view, -|_|- , is generally thought to be wrong. Specialists -|_|- history and economics, have -|_|- two things: th the
6、 period from 1650 to 1750 was -|_|- by gre poverty, and th industrializion certainly did not worsen and may have actually improved the conditions for the majority of the populace. （分数：1.00）A.admittedB.believedC.claimedD.predicted二、Section Writing(总题数：1，分数：1.00)2.Outline: 1 ) importance of good healt
7、h 2 ) ways to keep fit 3 ) my own practices Outline: 1 ) importance of good health 2 ) ways to keep fit 3 ) my own practices （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)Late Victorian and modern ideas of culture are always, in some sense, attributed to Matthew Arnold, who, largely through his Culture
8、and Anarchy (1869) , placed the word at the center of debates about the goals of intellectual life and humanistic society. Arnold defined culture as “the pursuit of total perfection by means of getting to know, on all matters which most concern us, the best which has been thought and said in the wor
9、ld“. It was Arnolds hope that, through this knowledge, we can turn “a fresh and free thought upon our stock notions and habits“. Although Arnolds thinking about culture helped to define the purposes of the liberal arts curriculum in the century following the publication of Culture, three concrete fo
10、rms of disagreement with Arnolds views have had considerable impact of their own. The first can be seen as protesting Arnolds fearful destination of “anarchy“ as cultures enemy. This division seems to set up simply one more version of the old struggle between a privileged power structure and radical
11、 challenges to its authority. Arnold certainly tried to define the arch-the lawful order of value-against what he saw as the an-arch existentialist democracy, yet he himself was annoyed in his soul by the blind pride of the reactionary powers in his world. Another form of opposition saw Arnolds cult
12、ure as an absurd perpetuation of classical and literary learning, outlook, and privileges in a world where science had become the new arch and from which any really new order of thinking must develop. At the center of the “two cultures“ debate were the goals of the formal curriculum in the education
13、al system, which is always taken to be the principal vehicle through which Arnoldian culture operates. However, Arnold himself had viewed culture as enacting its life in a much more broadly conceived set of institutions. Today, however, Arnoldian culture is sustained, if indirectly, by multicultural
14、ism, a movement aimed largely at gaining recognition for voices and visions that Arnoldian culture has implicitly suppressed. At the level of educational practice, the multiculturalists are interested in lessening the arbitrary authority that “high culture“ exercises over the curriculum while bringi
15、ng into play the principle that we must learn what is representative, for we have overemphasized what is exceptional. The multiculturalists conflict with Arnoldian culture has clear similarities to the radical critique; yet multiculturalism affirms Arnold by returning us more specifically to a tensi
16、on inherent in the idea of culture rather than to the culture-anarchy division. The social critics, defenders of science, and multiculturalists insist that Arnolds culture is simply a device for ordering us about. Instead, it is designed to register the gathering of ideological clouds on the horizon
17、. There is no utopian motive in Arnolds celebration of perfection. The idea of perfection mattered to Arnold as the only background against which we could form a just image of our actual circumstances, just as we can conceive finer sunsets and unheard melodies. This capacity which all humans possess
18、, Arnold made the foundation and authority of culture. （分数：1.00）(1).The text is chiefly aimed at（分数：0.20）A.arguing against the views in opposition to Arnolds ideas.B.describing Arnolds conception of culture and education.C.tracing Arnolds influence on the liberal arts education.D.interpreting Arnold
19、s pursuit of sheer perfection of culture.(2).Arnold would most likely disagree with the statement that（分数：0.20）A.the capacity to conceive is the foundation of culture.B.culture operates in a wide array of social institutions.C.the traditional curriculum should be duly reformed.D.the anarchy culture
20、is a type of defiance against the authority.(3). In refuting Arnolds opponents, the author employs all of the following techniques EXCEPT（分数：0.20）A.disclosing the paradoxical nature of arguments against Arnolds culture.B.presenting evidence conflicting with the opponents opinions.C.asserting the opp
21、osite views to be oversimplifications of the facts.D.drawing analogies between opponents claims and other false ideas.(4). We can infer from the text that the two-culture debate（分数：0.20）A.emerged as a reaction to the multiculturalist movement.B.developed after the publication of Culture and Anarchy.
22、C.influenced Arnolds thinking about culture and society.D.was carried on by both American and European culturists.(5).Which of the following statements about multiculturalists is NOT supported by the text?（分数：0.20）A.They affirm Arnolds thesis through their opposition to his culture.B.They protest Ar
23、nolds designation of anarchy as cultures enemy.C.They seek to suppress the voices and visions of Arnolds allies.D.They oppose the pursuit of perfection in schools of higher education.All the characteristics and abilities a person acquires and all developmental changes result from two basic, though c
24、omplex, processes: learning and maturation. Since the two processes almost always interact, it is difficult to separate their effects from each other or to specify the relative contribution of each to a childs development. Clearly, growth in height is not learned but depends on maturation, a biologi
25、cal process. But improvements in motor activities such as walking, depend on maturation and learning, and the interaction between them. What, then, are maturation and learning? Developmental psychologists are not entirely in agreement, though there is a common core of accepted meaning. Thus all defi
26、nitions of maturation stress organic processes or structural changes occurring within an individuals body that are relatively independent of external environmental conditions, experiences, or practice. By maturation it is meant development of the organism as a function of time, or age. Learning has
27、also been defined in diverse ways, but the term generally refers to changes in behavior or performance as a consequence of experience. Learning is the process by which an activity originates or is changed through training procedures as distinguished from changes not attributable to training. A numbe
28、r of important and stimulating theories of learning have been proposed, each with its own set of principles and hypotheses for explaining the learning process. For our purposes, we do not need to be concerned with the specific details of the learning process, even though learning plays the most impo
29、rtant role in most aspects of development and change. We shall employ only a few generally accepted principles of learning in this discussion. Specifically, we accept the principle that a child will learn a response more effectively and more thoroughly if he is motivated to learn it. Moreover, he wi
30、ll learn a response better if he is rewarded for learning it. According to this view, the more a response is rewarded, the stronger it becomes and the more likely it is to be repeated. Although most learning involves motivation and reward, I believe some learning does occur without them. As for the
31、interrelationships between maturation and learning process, a general principle may be provided: maturation is essential to learning. （分数：1.00）(1).As is stated in the text, learning（分数：0.20）A.is generally a complex physiological process.B.has nothing to do with organic developmentC.is mostly indepen
32、dent of ones surroundings.D.concerns the gaining of knowledge or skill.(2). A childs development depends on（分数：0.20）A.learning process in particularB.either natural growth or education.C.both physical and mental progress.D.maturation process in the main.(3). The subject discussed in the text mainly
33、belongs to the realm of（分数：0.20）A.psychological biology.B.developmental psychology.C.biological psychology.D.evolutional physiology.(4). Which is NOT true according to the text?（分数：0.20）A.Physical growth of a child is an attribute of maturation.B.Organic development has close reference to ones age.C
34、.Maturation stems from accumulation of personal experience.D.Learning plays a vital role in improving a persons behavior.(5). In the authors opinion,（分数：0.20）A.learning is indispensible to ones advancement.B.few principles of learning are widely approved.C.a child learns nothing unless he has desire
35、 for it.D.learning is subject to substantial stimulation.Scattered around the globe are more than 100 small regions of isolated volcanic activity known to geologists as hot spots. Unlike most of the worlds volcanoes, they are not always found at the boundaries of the great drifting plates that make
36、up the earths surface; on the contrary, many of them lie deep in the interior of a plate. Most of the hot spots move only slowly, and in some cases the movement of the plates past them has left trails of dead volcanoes. The hot spots and their volcanic trails are milestones that mark the passage of
37、the plates. That the plates are moving is now beyond dispute. Africa and South America, for example, are moving away from each other as new material is injected into the seafloor between them. The complementary coastlines and certain geological features that seem to span the ocean are reminders of w
38、here the two continents were once joined. The relative motion of the plates carrying these continents has been constructed in detail, but the motion of one plate with respect to another cannot readily be translated into motion with respect to the earths interior. It is not possible to determine whet
39、her both continents are moving in opposite directions or whether one continent is stationary and the other is drifting away from it. Hot spots, anchored in the deeper layers of the earth, provide the measuring instruments needed to resolve the question. From an analysis of the hot-spot population it
40、 appears that the African plate is stationary and that it has not moved during the past 30 million years. The significance of hot spots is not confined to their role as a frame of reference. It now appears that they also have an important influence on the geophysical processes that propel the plates
41、 across the globe. When a continental plate comes to rest over a hot spot, the material rising from deeper layers creates a broad dome. As the dome grows, it develops deep fissures (cracks) : in at least a few cases the continent may break entirely along some of these fissures, so that the hot spot
42、initiates the formation of new ocean. Thus just as earlier theories have explained the mobility of the continents, so hot spots may explain their mutability( inconstancy ). （分数：1.00）(1). The author believes that _.（分数：0.25）A.the motion of the plates corresponds to that of the earths interiorB.the ge
43、ological theory about drifting plates has been proved to be trueC.the hot spots and the plates move slowly in opposite directionsD.the movement of hot spots proves the continents are moving apart(2).That Africa and South America were once joined can be deduced from the fact that _.（分数：0.25）A.the two
44、 continents are still moving in opposite directionsB.they have been found to share certain geological featuresC.the African plate has been stable for 30 million yearsD.over 100 hot spots are scattered all around the globe(3). The hot-spot theory may prove useful in explaining _.（分数：0.25）A.the struct
45、ure of the African platesB.the revival of dead volcanoesC.the mobility of the continentsD.the formation of new oceans(4). The passage is mainly about_.（分数：0.25）A.the features of volcanic activitiesB.the importance of the theory about drifting platesC.the significance of hot spots in geophysical stud
46、iesD.the process of the formation of volcanoesTo avoid the various foolish opinions to which mankind is liable, no superhuman genius is required. A few simple rules will keep you, not from all errors, but from silly errors. If the matter is one that can be settled by observation, make the observatio
47、n yourself. Aristotle could have avoided the mistake of thinking that women have fewer teeth than men, by the simple device of asking Mrs. Aristotle to keep her mouth open while he counted. He did not do so because he thought he knew. Thinking that you know when in fact you dont is a fatal mistake,
48、to which we are all liable. Many matters, however, are less easily brought to the test of experience. If, like most of mankind, you have strong convictions on many such matters, there are ways in which you can make yourself aware of your own prejudice. If an opinion contrary to your own makes you angry, that is a sign that you subconsciously are aware of having n
