2018年考研英语阅读理解之教育类练习题.doc

凯程考研，为学员服务，为学生引路！2018年考研英语阅读理解之教育类练习题暑期集训来了，如何在暑期两个月创造出双倍的价值是每个考生想要达到的目标。这就需要加倍的努力和科学的规划了。英语方面的复习，大家要持续性背单词，阅读、写作及翻译要多加练习，总结方法技巧，活学活用。下面凯程在线和大家分享教育类的阅读模拟题，大家不妨集中练习，提升阅读速度和做题技巧。Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph. D. s. Some have placed the dropouts loss as high as 50 percent. The extent of the loss was， however， largely a matter of expert guessing. Last week a well-rounded study was published. It was published. It was based on 22，000 questionnaires sent to former graduate students who were enrolled in 24 universities and it seemed to show many past fears to be groundless.The dropouts rate was found to be 31 per cent，and in most cases the dropouts，while not completing the Ph. D. requirement， went on to productive work. They are not only doing well financially， but， according to the report， are not far below the income levels of those who went on to complete their doctorates.Discussing the study last week， Dr. Tucker said the project was initiated because of the concern frequently expressed by graduate faculties and administrators that some of the individuals who dropped out of Ph. D. programs were capable of competing the requirement for the degree. Attrition at the Ph. D. level is also thought to be a waste of precious faculty time and a drain on university resources already being used to capacity. Some people expressed the opinion that the shortage of highly trained specialists and college teachers could be reduced by persuading the dropouts to return to graduate schools to complete the Ph. D.“The results of our research” Dr. Tucker concluded， “did not support these opinions.”1. Lack of motivation was the principal reason for dropping out.2. Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their specialities.3. Most dropouts are now engaged in work consistent with their education and motivation.Nearly 75 per cent of the dropouts said there was no academic reason for their decision， but those who mentioned academic reason cited failure to pass the qualifying examination， uncompleted research and failure to pass language exams. Among the single most important personal reasons identified by dropouts for non-completion of their Ph. D. program， lack of finances was marked by 19 per cent.As an indication of how well the dropouts were doing， a chart showed 2% in humanities were receiving $ 20，000 and more annually while none of the Ph. D. s with that background reached this figure. The Ph. D. s shone in the $ 7，500 to $ 15，000 bracket with 78% at that level against 50% for the dropouts. This may also be an indication of the fact that top salaries in the academic fields， where Ph. D. s tend to rise to the highest salaries， are still lagging behind other fields.As to the possibility of getting dropouts back on campus， the outlook was glum. The main condition which would have to prevail for at least 25 % of the dropouts who might consider returning to graduate school would be to guarantee that they would retain their present level of income and in some cases their present job.1.The author states that many educators feel thatA steps should be taken to get the dropouts back to campus.B the dropouts should return to a lower quality school to continue their study.C the Ph. D. holder is generally a better adjusted person than the dropout.D The high dropouts rate is largely attributable to the lack of stimulation on the part of faculty members.2.Research has shown thatA Dropouts are substantially below Ph. D. s in financial attainment.B the incentive factor is a minor one in regard to pursuing Ph. D. studies.C The Ph. D. candidate is likely to change his field of specialization if he drops out.D about one-third of those who start Ph. D. work do not complete the work to earn the degree.3.Meeting foreign language requirements for the Ph. D.A is the most frequent reason for dropping out.B is more difficult for the science candidate than for the humanities candidate.C is an essential part of many Ph. D. programs.D does not vary in difficulty among universities.4.After reading the article， one would refrain from concluding thatA optimism reigns in regard to getting Ph. D. dropouts to return to their pursuit of the degree.B a Ph. D. dropout， by and large， does not have what it takes to learn the degree.C colleges and universities employ a substantial number of Ph. D. dropouts.D Ph. D. s are not earning what they deserve in nonacademic positions.5.It can be inferred that the high rate of dropouts lies inA salary for Ph. D. too low.B academic requirement too high.C salary for dropouts too high.D 1000 positions.答案详解1. A. 许多教育工作者感到应采取步骤让辍学者回校学习，特别是有些学科。这在第三段最后一句话：“有些人建议高级专家和大学教师短缺现象可以通过劝说辍学者返回校园完成博士学位来减少。”B. 辍学者应回到稍第几的学校去完成学业。 C. 有博士学位的人一般比辍学者具有较好的适应性。 D. 高辍学率主要原因在于教师方面缺乏刺激鼓励。这三项文内没有提。2. D.约三分之一开始就读博士学位的人没有完成学业取得学位。第二段第一句：“辍学率为31%。大多数情况下，辍学人不能完成博士学位学业，就去从事生产性工作”。A. 辍学者的经济收入比博士生低许多。这是错的。见倒数第二段：“作为辍学者干得真不错的证明，统计图表说明2%人文学科的辍学者年收入为20000多没劲，没有一个同样背景的博士生达到这个数字。7000至15000美元年收入水平为博士生的78%，辍学者仅为50%。” B. 在博士学习中刺激因素较小。 C. 博士预备生如果中途退学很可能改变其专业领域。3. C. 博士生应达到外语要求的水平是许多博士生课程的一个基本组成部分。这在第四段有所表示：“约75%的退学者说，他们决定退学并不是处于学术的原因，而处于学术原因的退学者提出：难以通过资格考试，难以完成研究，通不过外语考试”。这里看出外语是博士生课程的基本组成部分。A. 它是退学最频繁的原因。 B. 它对理科博士生比文科博士应考生更难。 D. 它在大学中的难度并没有不同。4. A. 读完这篇文章，人们不会有这种结论。这在第三段末和最后一段。第三段末：“我们研究的结果并不支持这些一件(包括返回校园之意见)：缺乏动力是退学的主要原因。大多数退学者在博士课程上已经达到和他们的能力水平和专业水平相一致的水平。大多数退学者现在从事的工作和他们所受教育和动机相一致。”最后一段：“至于返回校园的可能性，前景不乐观。至少有25%的退学生可能考虑返回研究生院就读，条件是保证他们保留现有的收入水平，有些还要保留他们目前的工作。”B. 博士生退学者，大体而论，并不具备得到学位所需要的一切。 C. 学院和大学雇佣了许多退学生。 D. 博士生在非学术岗位上没有挣到他们应得的钱。B.、C.两项文内没提。D.不对，参见难句译注4。5. A. 博士生的工资太低。见第四题A.的译注和难句译注4。B. 学术要求太高。这只是某些因学术原因辍学者之强调点。 C. 辍学者工资太高。不是太高而是有一部分高于博士生。见第二题D项注释。 D. 职位低。文内没有提。Imagining being asked to spend twelve or so years of your life in a society which consisted only of members of own sex. How would you react? Unless there was something definitely wrong with you， you wouldnt be too happy about it， to say the least. It is all the more surprising therefore that so many parents in the world choose to impose such abnormal conditions on their children conditions which they themselves wouldnt put up with for one minute!Any discussion of this topic is bound to question the aims of education. Stuffing childrens heads full of knowledge is far from being foremost among them. One of the chief aims of educations is to equip future citizens with all they require to take their place in adult society. Now adult society is made up of men and women， so how can a segregated school possibly offer the right sort of preparation for it? Anyone entering adult society after years of segregation can only be in for a shock.A co-educational school offers children nothing less than a true version of society in miniature. Boys and girls are given the opportunity to get to know each other， to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms of academic ability， athletic achievement and many of the extra-curricular activities which are part of school life. What a practical advantage it is ( to give just a small example ) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense co-education makes of the argument that boys are cleverer than girl or vice-versa. When segregated， boys and girls are made to feel that they are a race apart. Rivalry between the sexes is fostered. In a coeducational school， everything falls into its proper place.But perhaps the greatest contribution of co-education is the healthy attitude to life it encourages. Boys dont grow up believing that women are mysterious creatures airy goddesses， more like book-illustrations to a fairy-tale， than human beings. Girls dont grow up imagining that men are romantic heroes. Years of living together at school dispel illusions of this kind. There are no goddesses with freckles， pigtails， piercing voices and inky fingers. There are no romantic heroes with knobbly knees， dirty fingernails and unkempt hair. The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up. These can better be overcome in a co-educational environment. Segregated schools sometimes provide the right conditions for sexual deviation. This is hardly possible under a co-educational system. When the time comes for the pupils to leave school， they are fully prepared to enter society as well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women.1.What is the best title for this passage?A only co-education can be in harmony with society.B people are in great need of co-education.C any form of education other than co-education is simply unthinkable.D co-education has many features.2.what does co-education offer to children?A A society.B A true small model of society.C A real life.D True version of social condition.3.According to the passage， what is one of the chief aims of education?A It is for students to acquire knowledge.B It is to equip future citizens with scientific technology.C It is to equip future citizens with what is required in getting a position in society.D It is for students to get academic achievements.4.Why do boys and girls in co-education have no illusion about each other?A They live together and know each other too well.B Years of living together at school dismiss such illusion.C co-education encourage them to have an healthy attitude toward life.D They are familiar with each others problems.Vocabulary1.to be in for = receive 接受2.He is in for punishment. 他受到惩罚。3.miniature 缩样，雏形，微型画4.freckle 雀斑5.pigtail 鞭子6.knobbly = knobby 多节的7.unkempt 乱七八糟，蓬乱的8.sharp focus = clear view9.bring into focus 使集中在焦点上，对光10.bring into sharp focus 这里的意义是：一目了然，明显突出11.deviation 越轨，偏离，入歧途12.all the more 越发，格外难句译注1.a co-educational school offers children nothing less than a true version of society in miniature.【参考译文】男女合校至少给孩子提供了一个社会真正缩影。2.The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up.【参考译文】棘手的青春期把成长过程中出现的某些身体上合感情上的问题清晰地摆出来。写作方法与文章大意文章论及“男女合校制的优越性和男女分校制的缺陷。”采用因果、对比写法。首先假设单一性别社会，人所不能容忍，那单一性别的学校培养的人又怎能适应社会。因为社会是男女组成的。然后分别对比合校和分校的优缺点。比较合校的优点，分校的缺点，最后得出结论：之后合校的学生，在离校进入社会，已做好一切准备，而不会感到震惊，因为他们已有好几年的经验，会处理面临男女的许多问题。答案详解1. C 除了男女合校，其他形式的教育简直难以想象。答案见第一段“设想请你在一个只有你一样性别的人存在的社会生活12年光景，你会如何反应呢?除非你本人确实有毛病，否则，你至少不会太高兴。因此，世界上有那么多的父母愿意把这种不正常的环境(他们自己一分钟都受不了的环境)强加给他们的孩子们，这太令人惊讶!”第二段讲“教育的目的之一就是为未来的公民在成人社会中找一席之地，准备好需要的一切。而社会由男女组成，那分校又怎能准备?”后两段讲合校之优点，分校之缺点，具体对比突出主题。这都说明C 最合适。A. 只有合校才能和社会相协调。D. 合校有许多特点。这两项文章内容涉及到，但作为最佳标题则不确切。B. 人们非常需要合校。文内没有直接谈到。2. B 一个真实社会的缩影。这在第三段第一句“男女合校确实能给孩子们提供一个社会真实的缩影。”下面的内容都是围绕这个主题而写的具体情况。如：生活在一起，彼此了解，对比等。A. 社会。C. 一种真实的生活。D. 真实的社会情况。都没有B项那样确切。3. C 为未来公民在社会上拥有一席之地，准备好所需要的一切。这在第二段“这个话题的讨论必然会引出教育目的的问题。把各种知识塞进孩子头脑远不是教育主要的目的，教育的主要目的之一是为未来公民在成人社会求得一席之地，准备好所需一切。”A. 学生学到只是。B. 以科技武装未来公民。C.为学生缺德学术成就。都只是知识学习的一个部分。4. B 几年学校共同生活打消了幻想。答案在第四段中，“在学校中，几年生活在一起消除这一类的幻想。没有什么脸上有雀斑，梳着鞭子，涂着指甲，尖的噪音的女神，也没有膝部有疙瘩，指甲脏兮兮，头发乱蓬蓬的浪漫英雄。棘手的青春期明显呈现出来的成长过程中身体上和感情上的问题，在男女合校环境中得到很好的解决。”A. 他们生活在一起，彼此太了解。此答案太过，不是太了解而不产生幻想，而是了解情况;真人就在眼前，人就实际了，消除了幻想。C. 合校鼓励他们对生活有一种健康积极的态度。这是合校的大方向，不是消除幻想的根本原因。D. 他们熟悉彼此的问题。不全是消除幻想之因，而是处理问题的前奏。这在最后一段最后两句话有说明“当学生离校的时刻来到时，他们已是很有适应性的成人，为进入社会做好了充分准备。他们已有几年处理面临男女的许多问题的经验。”When it comes to schooling， the Herrera boys are no match for the Herrera girls. Last week， four years after she arrived from Honduras， Martha， 20， graduated from Fairfax High School in Los Angeles. She managed decent grades while working 36 hours a week at a Kentucky Fried Chicken. Her sister， Marlin， 22， attends a local community college and will soon be a certified nurse assistant. The brothers are a different story. Oscar， 17， was expelled two years ago from Fairfax for carrying a knife and later dropped out of a different school. The youngest， Jonathan， 15， is now in a juvenile boot camp after running into trouble with the law. “The boys get sidetracked more，” says the kids mother， Suyapa Landaverde. “The girls are more confident.”This is no aberration. Immigrant girls consistently outperform boys， according to the preliminary findings of a just-completed， five-year study of immigrant childrenthe largest of its kind， including Latino， Chinese and Haitian kidsby Marcelo and Carola Suarez-Orozco of the Harvard Graduate School of Education. Though that trend holds for U.S.-born kids as well， the reasons for the discrepancy among immigrants are different. The study found that immigrant girls are more adept at straddling cultures than boys. “The girls are able to retain some of the protective features of their native culture” because theyre kept closer to the hearth， says Marcelo Suarez-Orozco， “while they maximize their acquisition of skills in the new culture” by helping their parents navigate it.Consider the kids experiences in school. The study found that boys face more peer pressure to adopt American youth culturethe dress， the slang， the disdain for education. Theyre disciplined more often and， as a result， develop more adversarial relationships with teachersand the wider society. They may also face more debilitating prejudices. One teacher interviewed for the study said that the “cultural awareness training” she received as part of her continuing education included depictions of Latino boys as “aggressive” and “really macho” and of the girls as “pure sweetness.”Gender shapes immigrant kids experiences outside school as well. Often hailing from traditional cultures， the girls face greater domestic obligations. They also frequently act as “cultural ambassadors，” translating for parents and mediating between them and the outside world， says Carola Suarez-Orozco. An unintended consequence： “The girls get foisted into a responsible role more than the boys do.” Take Christina Im， 18， a junior at Fairfax who arrived from South Korea four years ago. She ranks ninth in a class of 400 students and still finds time to fix dinner for the family and work on Saturdays at her mothers clothing shop. Her brother? “He plays computer games，” says Im.The Harvard study bears a cautionary note： If large numbers of immigrant boys continue to be alienated academicallyand to be clear， plenty perform phenomenallythey risk sinking irretrievably into an economic underclass. Oscar Herrera， Marthas dropout brother， may be realizing that. “Im thinking of returning to school，” he recently told his mother. He ought to look to his sisters for guidance.1. In the opening paragraph， the author introduces his topic byAposing a contrastBjustifying an assumptionCmaking a comparisonDexplaining a phenomenon2. The statement “they also frequently act as cultural ambassadors”(Line two， Paragraph 4) implies thatAthey work as a translator for their parentsBthey help their parents have a better understanding of the foreign cultureCthey encourage their parents to go into the outside worldDtheir parents help them realize their dream of becoming an ambassador.3. Immigrant boys do not fare well in the outside world because of the following reasons， except thatAAmerican youth culture has a bad influence on the boysBpeople have prejudice against themCtheir sense of responsibility is not as strong as that of the girlsDthey do not get well along with the teachers and the outside world4. Marcelo and Carola Suarez-Orozco have eventually found in their study thatAthe immigrant boys should not be allowed to go into the outside worldBthe immigrant boys have no judgment about the youth cultureCthe immigrant girls do a better job than the immigrant boysDthe immigrant boys should be severely disciplined5. What can we infer from the last paragraph?AAll the dropouts should receive good education.BMany immigrant boys are likely to fall into trouble in the future.CSchooling education has been neglected.DMore attention should be paid to the immigrant children.词汇注释sidetracked 使受牵制的，误入歧途的aberration 失常;偏差outperform 胜过preliminary 预备的，初步的discrepancy 相差，差异，矛盾adept at 熟练于;擅长于straddle 跨坐navigate 航行于，驾驶，操纵adversarial 敌手的，对手的debilitate 使衰弱，使虚弱macho 男子的，男子气的hailing from 来自，在某地生长mediate 仲裁，调停foist 偷偷插入，使混入phenomenally 现象上的，明白地;惊人地irretrievably 不能挽回地，不能补救地look to sb. for sth.以来或指望某人提供或作某事物fare 进展;成功难句讲解1. Last week， four years after she arrived from Honduras， Martha， 20， graduated from Fairfax High School in Los Angeles. She managed decent grades while working 36 hours a week at a Kentucky Fried Chicken.简析 本句话是一个并列句，其主干“Martha graduated from Fairfax High School in Los Angeles. She managed decent grades”。four years after she arrived from Honduras和20是插入语;while引导的断语作状语，表示让步。2. “The girls are able to retain some of the protective features of their native culture” because theyre kept closer to the hearth， says Marcelo Suarez-Orozco， “while they maximize their acquisition of skills in the new culture” by helping their parents navigate it.简析本句话的主干是“The girls are able to retain some of the protective features”。Because引导的是原因庄宇从句;says Marcelo Suarez-Orozco是插入语;while 引导的是时间状语从句，其中的by引导的短语作状语，其中的it指的是new culture.3. One teacher interviewed for the study said t