1、在职攻读硕士学位全国联考教育硕士英语二卷一真题 2010年及答案解析(总分：14.04，做题时间：90 分钟)一、Section I Use of En(总题数：1，分数：10.00)Do the languages we speak shape the way we think? Do 01 merely express thoughts, or do the 02 in languages shape the thoughts we wish to express? Take “Humpty Dumpty sat on a ” 03 an example. The nursery rhym
2、e reveals 04 languages can differ from one another. In English, we have to mark the verb 05 tense, we say “sat” rather than “sit.” 06 in Russian, you would have to mark tense and 07 , changing the verb form if Mrs. Dumpty 08 the sitting. You would also have to decide if the sitting was 09 or not. If
3、 our hero sat on the wall for the entire time he was 10 to, it would be another different form of the verb 11 if he had a great fall. While in Turkish, you would often have to include in the 12 how you acquired this information. For instance, if you saw the fellow on the wall with your own eyes, you
4、 would use one form of the verb, but if you had simply 13 it, you would use a different form. Do English, Russian and Turkish speakers 14 attending to, understanding, and remembering their 15 differently one way or another simply 16 they speak different languages? These questions 17 all the major co
5、ntroversies in the study of 18 . Yet very little empirical work had been done on these questions until recently. The idea that language might shape thought was considered untestable at 19 . Now, some new research is showing 20 language does profoundly influence how we see the world.（分数：10.00）A.weB.t
6、heyC.youD.peopleA.vocabulariesB.expressionsC.structuresD.usagesA.asB.forC.toD.withA.how muchB.whyC.whatD.how manyA.ofB.inC.withD.forA.ButB.HoweverC.NeverthelessD.ThoughA.moodB.numberC.genderD.personA.tookB.didC.madeD.actedA.to completeB.completeC.completedD.completingA.meantB.plannedC.hopedD.agreedA
7、.ratherB.thanC.insteadD.fromA.phraseB.sentenceC.structureD.verbA.asked aboutB.looked aroundC.felt likeD.heard aboutA.end upB.result inC.lead toD.attribute toA.knowledgeB.experiencesC.thoughtsD.memoriesA.beforeB.whenC.becauseD.ifA.lead toB.touch onC.lie inD.come upA.mindB.languagesC.cultureD.nationA.
8、pastB.leastC.bestD.presentA.thatB.whatC.whetherD.how二、Section II Reading (总题数：4，分数：4.00)What should true education do? When most people think of the word “education,” they think of a pupil as a sort of sausage container. Into this empty container, the teachers are supposed to stuff “education.” But
9、genuine education, as Socrates knew more than two thousands years ago, is not inserting the stuffing of information into a person, but rather eliciting knowledge from him; it is the drawing out of what is in the mind. “The most important part of education,” once wrote William Ernest Hocking, the dis
10、tinguished Harvard philosopher, “is this instruction of a man in what he has inside of him.” And, as Edith Hamilton has reminded us, Socrates never said, “I know, learn from me.” He said, rather, “Look into your own selves and find the spark of truth that God has put into every heart and that only y
11、ou can develop to fame.” In the dialogue called the “Meno,” Socrates takes an ignorant slave boy, without a day of schooling, and proves to the amazed observers that the boy really “knows” geometrybecause the principles of geometry are already in his mind, waiting to be called out. So many of the di
12、scussions and controversies about the content of education are useless and inconclusive because they are concerned with what should “go into” the student rather than with what should be taken out, and how this can best be done. The college student who once said to me, after a lecture, “I spend so mu
13、ch time studying that I dont have a chance to learn anything,” was expressing his dissatisfaction with the sausage-container view of education. He was being so stuffed with varied facts, with such an indigestible mass of material, that he had no time (and was given no encouragement) to draw on his o
14、wn resources, to use his own mind for analyzing and synthesizing and evaluating this material. Education, to have any meaning beyond the purpose of creating well-informed dunces, must elicit from the pupil what is potential in every human being the rules of reason, the inner knowledge of what is pro
15、per for men to be and do, the ability to assess evidence and come to conclusions that can generally be agreed on by all open minds and warm hearts. Pupils are more like oysters（牡蛎）than sausages. The job of teaching is not to stuff them and then seal them up, but to help them open and reveal the rich
16、es within. There are pearls in each of us, if only we knew how to develop them with enthusiasm and insistence.（分数：1.02）(1).What did Socrates say about genuine education? （分数：0.17）A.Education should draw students attention.B.Education demands to elicit much knowledge.C.Education requires explicit kno
17、wledge transfer.D.Education aims to develop students potentials.(2).As Edith Hamilton reminded us about Socrates, students （分数：0.17）A.should learn knowledge from their teachers with modesty.B.should investigate what the God has put in their hearts.C.were encouraged to discover the truth themselves.D
18、.were required to find the spark to fame.(3).The example of the slave boy shows that （分数：0.17）A.the boy is a genius with rich knowledge.B.schooling is unnecessary to young people.C.clever people can learn geometry by themselves.D.knowledge exists in peoples mind waiting to be explored.(4).The underl
19、ined phrase “well-informed dunces” refers to （分数：0.17）A.well-educated but stupid students.B.intelligent but inefficient students.C.talented but incapable students.D.knowledgeable but inactive students.(5).Which of the following statements is not included in the view of education as sausage? （分数：0.17
20、）A.Teaching content is primarily decided by teachers.B.Knowledge is transferred based on learners requirements.C.Teachers job is mainly to give students more knowledge.D.Students should acquire as much insights as possible.(6).Which of the following statements is not included in the view of educatio
21、n as oyster? （分数：0.17）A.Education intends to explore the pearls in students.B.Students are encouraged to show their own talents.C.Knowledge can only be acquired through hard work.D.Teachers job is mainly to find out students values.The nature of concepts In a totally inorganic world there could be n
22、o concepts but with the existence of organisms capable of complex perceptual responses, concepts become possible. In brief, concepts are properties of organismic experience more particularly, they are the abstracted and often cognitively structured class of “mental” experience learned by organisms i
23、n the course of their life histories. 27 Through language learning, many concepts (classes of experience) will acquire names, that is, words or phrases in a particular language, partly because some classes of experience are so important and obvious that nearly every person acquires them for himself,
24、 and partly because language makes possible the diffusion and sharing of concepts as classes of experience. 28 We can experience heat, or light, or odor directly, while our experiences of giraffes or atoms, say, may be characterized as being indirect, coming only through verbal descriptions or other
25、 patterns of stimuli that evoke these concepts. 29 A further necessary condition for the formation of a concept is that the series of experiences embodying the concept must be preceded, interspersed, or followed by other experiences that constitute negative instances of the concept. 30 But concept l
26、earning from verbal explanation, as will be noted below, must, as it were, put the learner through a series of vicarious experiences of positive and negative instances. For example, in telling a child what a lion is, one must indicate the range of positive and negative instances the range of variati
27、ons that could be found in real lions and the critical respects in which other animals tigers, leopards, etc. differ from lions. 31 The evidence suggests that the learner must be oriented to, and attending to, the relevant stimuli in order to form a concept. The public test of the formation of a con
28、cept is the ability to respond correctly and reliably to new positive and negative instances of it; we do not wish to imply, however, that a concept has not been formed until it put to such a test. 32 It is felt in different positions and with different parts of the body, and experienced with still
29、other sense-modalities taste, smell. But underlying all these experiences are common elements sufficient for the infant to make an identifying response to the particular toy in question perhaps to the point that he will accept only the particular specimen that he is familiar with and reject another
30、specimen that is in the least bit different. A As the complexity of the concepts increases there is a greater necessity for an appropriate sequencing of positive and negative instances in order to insure adequate learning of the concept. At least this is true when the concept has to be formed from n
31、on-verbal experiences only. B There is evidence that animals other than human beings behave with regard to concepts in this sense, but we shall confine our attention to human organisms. Because of the continuity of the physical, biological, and social environment in which human beings live their con
32、cepts will show a high degree of similarity. C We have been describing what is often called the process of abstraction. We have given a number of necessary conditions for the formation of a concept; exactly what conditions are sufficient cannot yet be stated, but in all likelihood this will turn out
33、 to be a matter of the number, sequencing, or timing of the instances presented to the individual. D One necessary condition for the formation of a concept is that the individual must have a series of experiences that are in one or more respects similar; theconstellation of “respects” in which they
34、are similar constitutes the “concept” that underlies them. Experiences that embody it may be called “negative instances.” E Hence the hypothesis which seemed the simplest for a long time: that habit constitutes a primary fact, explicable in terms of passively experienced associations,and intelligenc
35、e grows out of it gradually, by virtue of the growing complexity of the acquired associations. F We use the term “experience” in an extremely broad sense defining it as any internal or perceptual response to stimulation. We can “have experience of” some aspect of the physical, biological, or social
36、environment by either direct or indirect means. G The infant acquires “concepts” of many kinds even before he attains anything like language. One kind of concept that is acquired by an infant quite early is the concept embodied in the experience of a particular object a favorite toy, for example. As
37、 the toy is introduced to the infant, it is experienced in different ways it is seen at different angles, at different distances, and in different illuminations. （分数：1.02）A.B.C.D.A.B.C.D.E.F.A.B.C.D.A.B.C.D.A.B.C.D.A.B.C.D.E.F.G.Plagiarism in research papers 33 A research paper presents the results
38、of your investigations on a selected topic. Based on your own thoughts and the facts and ideas you have gathered from a variety of sources, a research paper is a creation that is uniquely yours. When writing a research paper, using someone elses ideas or phrasing and representing those ideas as our
39、own, either on purpose or through carelessness, is a serious offense known as plagiarism. 34 Ideas borrowed or paraphrased include written or spoken material, of course from whole papers and paragraphs to sentences, and, indeed, phrases but it also includes statistics, lab results, art work, etc. “S
40、omeone else” can mean a professional source, such as a published writer or critic in a book, magazine, encyclopedia, or journal; an electronic resource such as material we discover on the World Wide Web; another student at our school or anywhere else; a paper-writing “service” (online or otherwise)
41、which offers to sell written papers for a fee. 35 Let us suppose, for example, that were doing a paper for Music Appreciation on the child prodigy years of the composer and pianist Franz Liszt and that weve read about the development of the young artist in several sources. In Alan Walkers book Franz
42、 Liszt: The Virtuoso Years , we read that Liszts father encouraged him, at age six, to play the piano from memory, to sight-read music and, above all, to improvise. We can report in our paper (and in our own words) that Liszt was probably the most gifted of the child prodigies making their mark in E
43、urope in the mid-nineteenth century because that is the kind of information we could have obtained from a number of sources; it has become what we call common knowledge. 36 However, if we report on the boys fathers role in the prodigys development, we should give proper credit to Alan Walker. We cou
44、ld write, for instance, the following: Franz Liszts father encouraged him, as early as age six, to practice skills which later served him as an internationally recognized prodigy (Walker，1959). Or, we could write something like this: Alan Walker notes that, under the tutelage of his father, Franz Li
45、szt began work in earnest on his piano playing at the age of six (1959). Not to give Walker credit for this important information is plagiarism. 37 The penalty for plagiarism is usually determined by the instructor teaching the course involved. In many schools and colleges, it could involve failure
46、for the paper and it could mean failure for the entire course and even expulsion from school. Ignorance of the rules about plagiarism is no excuse, and carelessness is just as bad as purposeful violation. At the very least, however, students who plagiarize have cheated themselves out of the experien
47、ce of being responsible members of the academic community and have cheated their classmates by pretending to contribute something original which is, in fact, a cheap copy. 38 Within schools and colleges that have a diverse student body, instructors should be aware that some international students fr
48、om other cultures may have ideas about using outside resources that differ from the institutions policies regarding plagiarism; opportunities should be provided for all students to become familiar with institutional policies regarding plagiarism. A Possible sources of plagiarism B Ways of proper ack
49、nowledgement C Definition of plagiarism D Hidden reasons for plagiarism E Acceptable borrowing without acknowledging F Cultural differences in plagiarism G The price of plagiarism（分数：1.02）A.B.C.D.A.B.C.D.A.B.C.D.E.A.B.C.D.A.B.C.D.E.F.G.A.B.C.D.E.F.A YES = the statement agrees with the information in the passage B NO = the statement contradicts the information in the passage C NOT GIVEN = there is no information on this in the passage A step in the right direction A simple walk out in the fresh air often helps focus the mind and clear it o
