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发布时间： 2021-12-24 14:07
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Text 3 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 building 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 radically higher productivity and,as a result,radically higher standards of living.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 the 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 counterparts--a result of the training that U.S.workers received on the job.More recently,while examining 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.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.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that 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 foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.35.According to the last paragraph,development of education__________.
本题解析：
文章最后一段第一句谈到“随着教育提高人类的生产潜能，人类可以负担更多的教育”，由此可以看出，教育促进经济的发展，而经济发展则反过来促进教育发展，两者之间是一种相互促进的作用，故本题答案为B。
Text 4 The most thoroughly studied intellectuals 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 importance 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.To take this approach to the New Englanders normally means 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.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.We should not forget,however,that most New Englanders were less well educated.While few craftsmen or farmers,let alone dependents and servants,left literary compositions to be analyzed,it is obvious that their views were less fully intellectualized.Their 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 came 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 churches.Meanwhile,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."38.The early ministers and political leaders in Massachusetts Bay__________.
本题解析：
文章第三段谈到“马萨诸塞海湾早期的居民有许多在英格兰受过让人印象深刻的教育和影响”，最后一句谈到“人们写作并出版了大量的关于新旧世界的书，吸引了大量了新旧世界的读者，并给新英格兰创造了一种热心知识分子的氛围”，由这两句内容可以判断答案为D。A、B和C的内容都是一种单一现象的描述，内容过于片面。
Text 4 The most thoroughly studied intellectuals 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 importance 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.To take this approach to the New Englanders normally means 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.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.We should not forget,however,that most New Englanders were less well educated.While few craftsmen or farmers,let alone dependents and servants,left literary compositions to be analyzed,it is obvious that their views were less fully intellectualized.Their 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 came 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 churches.Meanwhile,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."37.It is suggested in paragraph 2 that New Englanders__________.
本题解析：
文章第二段内容谈到“把这种方式正常地带给新英格兰人意味着从清教徒的神学创新和新英格兰人对教堂持有的独特思想（这是我们不能忽视的一个重要话题）开始。但与我们检视南方知识分子一致的是，我们可以把最初的清教徒作为适应新世界氛围早期文化的携带者。新英格兰殖民地是这个片段中最重要一幕，在追求普遍理解和赞誉文明的理想”。从这段内容可知，既然清教徒是适应新世界文化的携带者，那么新英格兰人必然是带有旧文化，由此本题答案为B。
Text 4 The most thoroughly studied intellectuals 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 importance 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.To take this approach to the New Englanders normally means 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.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.We should not forget,however,that most New Englanders were less well educated.While few craftsmen or farmers,let alone dependents and servants,left literary compositions to be analyzed,it is obvious that their views were less fully intellectualized.Their 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 came 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 churches.Meanwhile,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."36.The author notes that in the seventeenth-century New England___________.
本题解析：
本题答案来源于文章第一段第二句“根据美国哲学的正统历史，除了在殖民地的美洲，没有其他地方给予知识分子追求这么重视，根据一些书和文章的记载，新英格兰的领导人确立了基本主题和在美国知识分子当中一种自由、清教徒支配方式的传统”，重视对知识分子的追求，也就是“鼓励知识分子的兴趣”，四个选项中，B的内容与此句吻合，故答案为B。A是对第一段出现的清教徒和政治信息的错误结合；C是文章中无中生有的内容；D则是对文章信息的过度推断。
Text 4 The most thoroughly studied intellectuals 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 importance 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.To take this approach to the New Englanders normally means 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.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.We should not forget,however,that most New Englanders were less well educated.While few craftsmen or farmers,let alone dependents and servants,left literary compositions to be analyzed,it is obvious that their views were less fully intellectualized.Their 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 came 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 churches.Meanwhile,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."40.The text suggests that early settlers in New England__________.
本题解析：
从文章第三段内容谈到这些早期的定居者有作家、律师、政客等可以推断出C的结论。
Text 4 The most thoroughly studied intellectuals 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 importance 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.To take this approach to the New Englanders normally means 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.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.We should not forget,however,that most New Englanders were less well educated.While few craftsmen or farmers,let alone dependents and servants,left literary compositions to be analyzed,it is obvious that their views were less fully intellectualized.Their 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 came 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 churches.Meanwhile,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."39.The story of John Dane shows that less well-educated New Englanders were often__________.
本题解析：
文章第四段谈到“但是，我们不应该忘记大部分新英格兰人较少的文化。虽然有少数手工艺人或农民，更不用说家属及受雇人对文学成分进行分析，他们的思想往往有一种传统的迷信质量”，然后文章拿John Done进行举例说明，由此我们可知答案为A。
Text 3 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 building 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 radically higher productivity and,as a result,radically higher standards of living.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 the 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 counterparts--a result of the training that U.S.workers received on the job.More recently,while examining 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.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.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that 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 foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.34.The author quotes the example of our ancestors to show that education emerged__________.
本题解析：
文章第三段谈到our ancestor时说到“我们不得不怀疑是不断增长的经济促进了教育的发展，即使在没有政府的强制政策下。毕竟，这正是教育的起源。当我们的祖先在10，000年前还是狩猎者时，除了寻找食物，他们没有时间对其他的事情产生好奇。仅仅当人类以更高生产率的方式生产食物时，他们才有时间来关注其他的事情。”由这句话可以看出，不再饥饿才是教育起源的直接因素，故答案为C。A只是表征现象的内容，不是本质；B则是和文章内容相反；D是教育到了一定阶段才有的结果，不是教育出现的原因。
Text 3 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 building 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 radically higher productivity and,as a result,radically higher standards of living.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 the 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 counterparts--a result of the training that U.S.workers received on the job.More recently,while examining 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.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.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that 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 foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.31.The author holds in paragraph 1 that the important of education in poor countries___________.
本题解析：
文章第一段谈到“正式教育和经济增长之间的关系在经济学家和政治家产生同样的误解。在这两个领域的进步毫无疑问对社会、政治以及知识领域等所有社会其他方面都是必须的；但是，在促进穷国快速经济发展中，教育应该放在最优先的地位的传统观点是错误的。”从这句我们可以看出，教育是重要的，但把它放在第一位则是错误的，因此我们可以得出穷国把教育放在经济最优先发展的地位是高估教育了，故答案为D。
Text 1 Habits are a funny thing.We reach for them mindlessly,setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine."Not choice,but habit rules the unreflecting herd,"William Wordsworth said in the 19th century.In the ever-changing 21st century,even the word"habit"carries a negative implication.So it seems paradoxical to talk about habits in the same context as creativity and innovation.But brain researchers have discovered that when we consciously develop new habits,we create parallel paths,and even entirely new brain cells,that can jump our trains of thought onto new,innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit,we can instead direct our own change by consciously developing new habits.In fact,the more new things we try—the more we step outside our comfort zone—the more inherently creative we become,both in the workplace and in our personal lives.But don't bother trying to kill off old habits;once those ruts of procedure are worn into the hippocampus,they're there to stay.Instead,the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads."The first thing needed for innovation is a fascination with wonder,"says Dawna Markova,author of"The Open Mind"and an executive change consultant for Professional Thinking Partners."But we are taught instead to'decide,'just as our president calls himself'the Decider.'"She adds,however,that"to decide is to kill off all possibilities but one.A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware,she says.Researchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primary ways:analytically,procedurally,relationally（or collaboratively）and innovatively.At the end of adolescence,however,the brain shuts down half of that capacity,preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure,meaning that few of us inherently use our innovative and collaborative modes of thought."This breaks the major rule in the American belief system—that anyone can do anything,"explains M.J.Ryan,author of the 2006 book This Year I Will...and Ms.Markova's business partner."That's a lie that we have perpetuated,and it fosters commonness.Knowing what you're good at and doing even more of it creates excellence."This is where developing new habits comes in.25.Ryan's comments suggest that the practice of standardized testing________
本题解析：
文章最后一段第一句谈到“当前的标准测试强调了分析和程序的思考模式，意味着我们当中只有少数人内在的用到了我们这种创新和合作的思考模式”。这说明标准测试忽略了创新和合作的思考模式，当然就阻碍了新习惯的形成，故答案为A。B的内容是对末段出现的commonness内容的嫁接；C和D则和文章最后一段谈到的内容相反。
Text 1 Habits are a funny thing.We reach for them mindlessly,setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine."Not choice,but habit rules the unreflecting herd,"William Wordsworth said in the 19th century.In the ever-changing 21st century,even the word"habit"carries a negative implication.So it seems paradoxical to talk about habits in the same context as creativity and innovation.But brain researchers have discovered that when we consciously develop new habits,we create parallel paths,and even entirely new brain cells,that can jump our trains of thought onto new,innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit,we can instead direct our own change by consciously developing new habits.In fact,the more new things we try—the more we step outside our comfort zone—the more inherently creative we become,both in the workplace and in our personal lives.But don't bother trying to kill off old habits;once those ruts of procedure are worn into the hippocampus,they're there to stay.Instead,the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads."The first thing needed for innovation is a fascination with wonder,"says Dawna Markova,author of"The Open Mind"and an executive change consultant for Professional Thinking Partners."But we are taught instead to'decide,'just as our president calls himself'the Decider.'"She adds,however,that"to decide is to kill off all possibilities but one.A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware,she says.Researchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primary ways:analytically,procedurally,relationally（or collaboratively）and innovatively.At the end of adolescence,however,the brain shuts down half of that capacity,preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure,meaning that few of us inherently use our innovative and collaborative modes of thought."This breaks the major rule in the American belief system—that anyone can do anything,"explains M.J.Ryan,author of the 2006 book This Year I Will...and Ms.Markova's business partner."That's a lie that we have perpetuated,and it fosters commonness.Knowing what you're good at and doing even more of it creates excellence."This is where developing new habits comes in.24.Dawna Markova would most probably agree that________.
本题解析：
文章第五段开头句Dawna Markova谈到：创新所需的第一要素就是对好奇的迷恋。选项D正是这句的表达，故答案为D。A的内容是对第一段出现的relax内容的嫁接；B和C在文章中没有提及。
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