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2009考研英语真题与参考答案第三部分

时间:2012-03-17 16:20:34
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  勤思考研讲师发布2009考研英语真题与参考答案第三部分。为2013年的考生提供考研资料。勤思考研助愿每位考生都能考上自己理想的大学。如果对于考研专业课复习和报考存在疑问,可以留下问题,和勤思互动。deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  Text 3deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  31. The author holds in paragraph 1 that the important of education in poor countries ___________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] is subject groundless doubtsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] has fallen victim of biasdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] is conventional downgradeddeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] has been overestimateddeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  32. It is stated in paragraph 1 that construction of a new education system __________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A]challenges economists and politiciansdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B]takes efforts of generationsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] demands priority from the governmentdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] requires sufficient labor forcedeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  33.A major difference between the Japanese and U.S workforces is that __________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] the Japanese workforce is better disciplineddeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] the Japanese workforce is more productivedeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C]the U.S workforce has a better educationdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] ]the U.S workforce is more organizedeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  34. The author quotes the example of our ancestors to show that education emerged __________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] when people had enough timedeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] prior to better ways of finding fooddeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] when people on longer went hungdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] as a result of pressure on governmentdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  35. According to the last paragraph , development of education __________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] results directly from competitive environmentsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] does not depend on economic performancedeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] follows improved productivitydeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] cannot afford political changesdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  Text 4deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits ” According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  Mean while , many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  36. The author notes that in the seventeenth-century New England___________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] Puritan tradition dominated political life.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] intellectual interests were encouraged.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] Politics benefited much from intellectual endeavors.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] intellectual pursuits enjoyed a liberal environment.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  37. It is suggested in paragraph 2 that New Englanders__________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] experienced a comparatively peaceful early history.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] brought with them the culture of the Old WorlddeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] paid little attention to southern intellectual lifedeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] were obsessed with religious innovationsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  38. The early ministers and political leaders in Massachusetts Bay__________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] were famous in the New World for their writingsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] gained increasing importance in religious affairsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] abandoned high positions before coming to the New WorlddeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] created a new intellectual atmosphere in New EnglanddeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  39. The story of John Dane shows that less well-educated New Englanders were often __________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] influenced by superstitionsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] troubled with religious beliefsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] puzzled by church sermonsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] frustrated with family earningsdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  40. The text suggests that early settlers in New England__________.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [A] were mostly engaged in political activitiesdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [B] were motivated by an illusory prospectdeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [C] came from different backgrounds.deZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

  [D] left few formal records for later referencedeZ勤思考研-心理学考研,教育学考研,汉硕等专业课辅导!

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