理工类填空集考试卷模拟考试题_0

1、姓名：_ 班级：_ 学号：_-密-封 -线- 理工类填空集考试卷模拟考试题考试时间：120分钟 考试总分：100分题号一二三四五总分分数遵守考场纪律，维护知识尊严，杜绝违纪行为，确保考试结果公正。1、*html*?下面的短文后有2项测试任务：(1)第2326题要求从所给出的6个选项中为第14段每段选择1个最佳标题；(2)第2730题要求从所给出的6个选项中为每个句子确1个最佳选项。? ?intelligence: a changed view?1. ?intelligence was believed to be a fixed entity (存在，实体), somefaculty of t

2、he mind that we all possess and which determines in some way theextent of our achievements. its value, therefore, was as a predictor ofchildrens future learning. ?if they differed markedly in their ability tolearn complex tasks, then it was clearly necessary to educate them differentlyand the need f

3、or different types of school and even different ability groupswithin school was obvious. ?intelligence tests could be used forstreaming(分流，分组) children according to ability at an early age. and at 11 thesetests were superior to measures of attainment for selecting children fordifferent types of seco

4、ndary education.? ?2. today, we arebeginning to think differently. in the last few years, research has throwndoubts on the view that innate (内在的) intelligence can ever be measured and onthe very nature of intelligence itself. there is considerable evidence now showsthe great influence of environment

5、 both on achievement and intelligence.children with poor home backgrounds not only do less well in their school workand intelligence tests but their performance tends to deteriorate graduallycompared with that of their more fortunate classmates.? ?3. thereare evidences that support the view that we

6、have to distinguish between geneticintelligence and observed intelligence(习得智力). any deficiency in the appropriategenes will restrict development no matter how stimulating the environment is. wecannot observe and measure innate intelligence, whereas we can observe andmeasure the effects of the inter

7、action of whatever is inherited with whateverstimulation has been received from the environment. researchers have beeninvestigating what happens in this interaction(相互作用).? ?4. twomajor findings have emerged from these researches. ?firstly, the greatestpart of the development of observed intelligenc

8、e occurs in the earliest years oflife. it is estimated that 50 percent of measurable intelligence at age 17 isalready predictable by the age of four. secondly, the most important factors inthe environment are language and psychological aspects of the parent-childrelationship. much of the difference

9、in measured intelligence between”privileged” and “disadvantaged” children may be due to the latters lack ofappropriate verbal stimulation and the poverty of their perceptual (感性的)experiences.? ?5. these research findings have led to a revisionin our understanding of the nature of intelligence. inste

10、ad of it being somelargely inherited fixed power of the mind, we now see it as a set of developedskills with which a person copes with any environment. these skills have to belearned and, indeed, one of them is learning how to learn.? ?6.the modern ideas concerning the nature of intelligence are bou

11、nd to have someeffect on our school system. in one respect a change is already occurring. withthe move toward comprehensive education and the development of unstreamedclasses, fewer children will be given the label “low iq(智商,intelligencequotient)” which must inevitably condemn a child in his own, i

12、f not societyseyes. the idea that we can teach children to be intelligent in the same way thatwe canteach them reading or arithmetic is accepted by more and morepeople.? ?a. main results of recent researches? ?b.popular doubt about the new view? ?c. effect of environment onintelligence? ?d. intellig

13、ence and achievement? ?e.impact on school education? ?f. a changed view ofintelligenceparagraph 2_ （ ）2、*html*?下面的短文后有2项测试任务：(1)第2326题要求从所给出的6个选项中为第14段每段选择1个最佳标题；(2)第2730题要求从所给出的6个选项中为每个句子确1个最佳选项。? ?intelligence: a changed view?1. ?intelligence was believed to be a fixed entity (存在，实体), somefaculty

14、of the mind that we all possess and which determines in some way theextent of our achievements. its value, therefore, was as a predictor ofchildrens future learning. ?if they differed markedly in their ability tolearn complex tasks, then it was clearly necessary to educate them differentlyand the ne

15、ed for different types of school and even different ability groupswithin school was obvious. ?intelligence tests could be used forstreaming(分流，分组) children according to ability at an early age. and at 11 thesetests were superior to measures of attainment for selecting children fordifferent types of

16、secondary education.? ?2. today, we arebeginning to think differently. in the last few years, research has throwndoubts on the view that innate (内在的) intelligence can ever be measured and onthe very nature of intelligence itself. there is considerable evidence now showsthe great influence of environ

17、ment both on achievement and intelligence.children with poor home backgrounds not only do less well in their school workand intelligence tests but their performance tends to deteriorate graduallycompared with that of their more fortunate classmates.? ?3. thereare evidences that support the view that

18、 we have to distinguish between geneticintelligence and observed intelligence(习得智力). any deficiency in the appropriategenes will restrict development no matter how stimulating the environment is. wecannot observe and measure innate intelligence, whereas we can observe andmeasure the effects of the i

19、nteraction of whatever is inherited with whateverstimulation has been received from the environment. researchers have beeninvestigating what happens in this interaction(相互作用).? ?4. twomajor findings have emerged from these researches. ?firstly, the greatestpart of the development of observed intelli

20、gence occurs in the earliest years oflife. it is estimated that 50 percent of measurable intelligence at age 17 isalready predictable by the age of four. secondly, the most important factors inthe environment are language and psychological aspects of the parent-childrelationship. much of the differe

21、nce in measured intelligence between”privileged” and “disadvantaged” children may be due to the latters lack ofappropriate verbal stimulation and the poverty of their perceptual (感性的)experiences.? ?5. these research findings have led to a revisionin our understanding of the nature of intelligence. i

22、nstead of it being somelargely inherited fixed power of the mind, we now see it as a set of developedskills with which a person copes with any environment. these skills have to belearned and, indeed, one of them is learning how to learn.? ?6.the modern ideas concerning the nature of intelligence are

23、 bound to have someeffect on our school system. in one respect a change is already occurring. withthe move toward comprehensive education and the development of unstreamedclasses, fewer children will be given the label “low iq(智商,intelligencequotient)” which must inevitably condemn a child in his ow

24、n, if not societyseyes. the idea that we can teach children to be intelligent in the same way thatwe canteach them reading or arithmetic is accepted by more and morepeople.? ?a. main results of recent researches? ?b.popular doubt about the new view? ?c. effect of environment onintelligence? ?d. inte

25、lligence and achievement? ?e.impact on school education? ?f. a changed view ofintelligenceparagraph 4_ （ ）3、*html*?下面的短文后有2项测试任务：(1)第2326题要求从所给出的6个选项中为第14段每段选择1个最佳标题；(2)第2730题要求从所给出的6个选项中为每个句子确1个最佳选项。? ?intelligence: a changed view?1. ?intelligence was believed to be a fixed entity (存在，实体), somefacu

26、lty of the mind that we all possess and which determines in some way theextent of our achievements. its value, therefore, was as a predictor ofchildrens future learning. ?if they differed markedly in their ability tolearn complex tasks, then it was clearly necessary to educate them differentlyand th

27、e need for different types of school and even different ability groupswithin school was obvious. ?intelligence tests could be used forstreaming(分流，分组) children according to ability at an early age. and at 11 thesetests were superior to measures of attainment for selecting children fordifferent types

28、 of secondary education.? ?2. today, we arebeginning to think differently. in the last few years, research has throwndoubts on the view that innate (内在的) intelligence can ever be measured and onthe very nature of intelligence itself. there is considerable evidence now showsthe great influence of env

29、ironment both on achievement and intelligence.children with poor home backgrounds not only do less well in their school workand intelligence tests but their performance tends to deteriorate graduallycompared with that of their more fortunate classmates.? ?3. thereare evidences that support the view

30、that we have to distinguish between geneticintelligence and observed intelligence(习得智力). any deficiency in the appropriategenes will restrict development no matter how stimulating the environment is. wecannot observe and measure innate intelligence, whereas we can observe andmeasure the effects of t

31、he interaction of whatever is inherited with whateverstimulation has been received from the environment. researchers have beeninvestigating what happens in this interaction(相互作用).? ?4. twomajor findings have emerged from these researches. ?firstly, the greatestpart of the development of observed int

32、elligence occurs in the earliest years oflife. it is estimated that 50 percent of measurable intelligence at age 17 isalready predictable by the age of four. secondly, the most important factors inthe environment are language and psychological aspects of the parent-childrelationship. much of the dif

33、ference in measured intelligence between”privileged” and “disadvantaged” children may be due to the latters lack ofappropriate verbal stimulation and the poverty of their perceptual (感性的)experiences.? ?5. these research findings have led to a revisionin our understanding of the nature of intelligenc

34、e. instead of it being somelargely inherited fixed power of the mind, we now see it as a set of developedskills with which a person copes with any environment. these skills have to belearned and, indeed, one of them is learning how to learn.? ?6.the modern ideas concerning the nature of intelligence

35、 are bound to have someeffect on our school system. in one respect a change is already occurring. withthe move toward comprehensive education and the development of unstreamedclasses, fewer children will be given the label “low iq(智商,intelligencequotient)” which must inevitably condemn a child in hi

36、s own, if not societyseyes. the idea that we can teach children to be intelligent in the same way thatwe canteach them reading or arithmetic is accepted by more and morepeople.? ?a. main results of recent researches? ?b.popular doubt about the new view? ?c. effect of environment onintelligence? ?d.

37、intelligence and achievement? ?e.impact on school education? ?f. a changed view ofintelligenceparagraph 5_ （ ）4、*html*?下面的短文后有2项测试任务：(1)第2326题要求从所给出的6个选项中为第14段每段选择1个最佳标题；(2)第2730题要求从所给出的6个选项中为每个句子确1个最佳选项。? ?intelligence: a changed view?1. ?intelligence was believed to be a fixed entity (存在，实体), some

38、faculty of the mind that we all possess and which determines in some way theextent of our achievements. its value, therefore, was as a predictor ofchildrens future learning. ?if they differed markedly in their ability tolearn complex tasks, then it was clearly necessary to educate them differentlyan

39、d the need for different types of school and even different ability groupswithin school was obvious. ?intelligence tests could be used forstreaming(分流，分组) children according to ability at an early age. and at 11 thesetests were superior to measures of attainment for selecting children fordifferent t

40、ypes of secondary education.? ?2. today, we arebeginning to think differently. in the last few years, research has throwndoubts on the view that innate (内在的) intelligence can ever be measured and onthe very nature of intelligence itself. there is considerable evidence now showsthe great influence of

41、 environment both on achievement and intelligence.children with poor home backgrounds not only do less well in their school workand intelligence tests but their performance tends to deteriorate graduallycompared with that of their more fortunate classmates.? ?3. thereare evidences that support the v

42、iew that we have to distinguish between geneticintelligence and observed intelligence(习得智力). any deficiency in the appropriategenes will restrict development no matter how stimulating the environment is. wecannot observe and measure innate intelligence, whereas we can observe andmeasure the effects

43、of the interaction of whatever is inherited with whateverstimulation has been received from the environment. researchers have beeninvestigating what happens in this interaction(相互作用).? ?4. twomajor findings have emerged from these researches. ?firstly, the greatestpart of the development of observed

44、 intelligence occurs in the earliest years oflife. it is estimated that 50 percent of measurable intelligence at age 17 isalready predictable by the age of four. secondly, the most important factors inthe environment are language and psychological aspects of the parent-childrelationship. much of the

45、 difference in measured intelligence between”privileged” and “disadvantaged” children may be due to the latters lack ofappropriate verbal stimulation and the poverty of their perceptual (感性的)experiences.? ?5. these research findings have led to a revisionin our understanding of the nature of intelli

46、gence. instead of it being somelargely inherited fixed power of the mind, we now see it as a set of developedskills with which a person copes with any environment. these skills have to belearned and, indeed, one of them is learning how to learn.? ?6.the modern ideas concerning the nature of intellig

47、ence are bound to have someeffect on our school system. in one respect a change is already occurring. withthe move toward comprehensive education and the development of unstreamedclasses, fewer children will be given the label “low iq(智商,intelligencequotient)” which must inevitably condemn a child i

48、n his own, if not societyseyes. the idea that we can teach children to be intelligent in the same way thatwe canteach them reading or arithmetic is accepted by more and morepeople.? ?a. main results of recent researches? ?b.popular doubt about the new view? ?c. effect of environment onintelligence? ?d. intelligence and achievement? ?e.impact on school education? ?f. a changed view ofintelligenceparagraph 6_ （ ）5、*html*? ?a. bor