2022-2023年考博英语-重庆大学模拟考试题（含答案解析）第45期

2022-2023年考博英语-重庆大学模拟考试题（含答案解析）1. 单选题In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly, little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents （答问卷者） listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented （强调个性发展的），Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary school.Some Japanese parents believe that if their young children attend a university-based program, it will increase the childrens chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.1.We learn from the first paragraph that many American believe（ ）.2.Most American surveyed believe that preschools should also attach importance to（ ）.3.In Japans preschool education, the focus is on（ ）.4.Free play has been introduced in some Japanese kindergartens in order to（ ）.5.Why do some Japanese parents send their children to university-based kindergartens?问题1选项A.Japanese parents are more involved in preschool education than American parents.B.Japans economic success is a result or its scientific achievements.C.Japanese preschool education emphasizes academic instruction.D.Japans higher education is superior to theirs.问题2选项A.problem solvingB.group experienceC.parental guidanceD.individuallyoriented development问题3选项A.preparing children academicallyB.developing childrens artistic interestsC.lapping childrens potentialD.shaping childrens character问题4选项A.broaden childrens horizonB.cultivate childrens creativityC.lighten childrens study loadD.enrich childrens knowledge问题5选项A.They can do better in their future studies.B.They can accumulate more group experience there.C.They can be individually oriented when they grow up.D.They can have better chances of getting a first-rate education.【答案】第1题:C第2题:B第3题:D第4题:C第5题:D【解析】1.事实细节题。根据文章第一段，“However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly, little emphasis is put on academic instruction.”，可知日本的学前教育提供的答案并不是美国人所期望的。令人惊讶的是，在大多数日本学前教育中，很少强调学术教育指导。可判断出美国人相信日本的学前教育强调学术指导。相信C符合题意。2.事实细节题。根据文章第二段，“91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented，Americans listed group experience as one of their top three choices.”，可知91%的日本受访者认为，让孩子们有团体经历是日本社会让孩子接受学前教育的三大理由之一，62%的美国受访者将团队经历列为他们的三大选择之一。可判断出大多数接受调查的美国人认为学龄前儿童也应该重视团队经验。相信B符合题意。3.事实细节题。根据文章第一段，“Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group.”，可知日本的学校不教授阅读、写作和数学等学业知识，而是教授诸如坚持、专注和团队意识等能力。可判断出在日本的学前教育中，关注的重点在于塑造孩子的性格。选项D符合题意。4.判断推理题。根据文章最后一句，“Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.”，可知一些更先进的项目引入了自由游戏，作为一些日本幼儿园摆脱沉重的课业负担的方法。可判断出日本的学前教育引入了自由玩耍的项目，目的是为了减轻孩子的学习负担。选项C符合题意。5.事实细节题。根据文章最后一段，“Some Japanese parents believe that if their young children attend a university-based program, it will increase the childrens chances of eventually being admitted to top-rated schools and universities.”，可知一些日本父母认为，如果他们的孩子参加一个大学的项目，这将使孩子未来更有可能被一流学校和大学录取。可判断出一些日本父母把孩子送到大学附属的幼儿园，原因在于这能增加他们上一流大学的机会，从而接受最好的教育。选项D符合题意。2. 单选题Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.Here the reports on his findings.Section ABullying can take a variety of forms, from the verbalbeing taunted or called hurtful namesto the physicalbeing kicked or shovedas well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.Section BBullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimized pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.Section CUntil recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. “There is no bullying at this school” has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: “There is not much bullying here, but when it occurs we have a clear policy for dealing with it.”Section DThree factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted “before and after” evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.Section EEvidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time not just imposed from the head teachers office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short term effects; it should be an addition to policy work, not a substitute.There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as “no blame”, can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.Section FWith these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullyingand the consequent improvement in pupil happinessis surely a worthwhile objective.1.A recent survey found that in British secondary schools（ ）.2.Children who are bullied（ ）.3.The writer thinks that the declaration “There is no bullying at this school”（ ）.4.What were the findings of research carried out in Norway?问题1选项A.there was more bullying than had previously been the caseB.there was less bullying than in primary schoolsC.cases of persistent bullying were very commonD.indirect forms of bullying were particularly difficult to deal with问题2选项A.are twice as likely to commit suicide as the average personB.find it more difficult to relate to adultsC.are less likely to be violent in later lifeD.may have difficulty forming relationships in later life问题3选项A.is no longer true in many schoolsB.was not in fact made by many schoolsC.reflected the schools lack of concernD.reflected a lack of knowledge and resources问题4选项A.Bullying declined by 50% after an anti-bullying campaign.B.Twenty-one schools reduced bullying as a result of an anti-bullying campaign.C.Two years is the optimum length for an anti-bullying campaign.D.Bullying is a less serious problem in Norway than in the UK.【答案】第1题:B第2题:D第3题:D第4题:A【解析】1.细节题。根据文章Section A第二句，“A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.”，调查发现在英国有多达四分之一的学生有被欺凌的经历，中学的欺凌事件更少，大约二十五分之一的欺凌会持续下去。可判断出中学的欺凌行为比小学的少，选项B符合题意。2.细节题。根据文章Section B提到欺凌给小孩带来的影响，包括让孩子感到自卑和沮丧、导致自杀、长大后出现人际交往困难、更有可能在未来成为暴力分子，可判断出选项A和B文章并未提及，选项C “在以后生活中不太可能有暴力行为”，与原文内容相反，所以选项D “在以后可能会出现人际交往困难”符合文章意思，选项D符合题意。3.细节题。根据文章Section C “Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. There is no bullying at this school has been a common refrain, almost certainly untrue.”，可知“There is no bullying at this school”是学校提出的。学校声称没有欺凌现象的原因在于人们对这个话题所知甚少，老师们也未能得到帮助来应对欺凌。可判断出学校否认欺凌现象的原因在于知识和资源的缺乏。选项D符合题意。4.细节题。根据文章Section D “In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two year period, bullying was halved.”，在挪威，一项干预措施在全国推广后，对42所学校的评估表明，在两年的时间里，欺凌现象减少了一半。可判断出在挪威进行的研究发现在一场反欺凌运动之后，欺凌事件减少了一半，选项A符合题意。3. 单选题A majority taken collectively may be regarded as a being whose opinions and, most frequently, whose interests are opposed to those of another being, which is styled a minority. If it is admitted that a man possessing absolute power may misuse that power by wronging his adversaries, why should a majority not be liable to the same reproach? Men are not apt to change their characters by agglomeration; nor does their patience in the presence of obstacles increase with the consciousness of their strength. For these reasons we should not willingly invest any group of our fellows with that unlimited authority which we should refuse to any individual.One social power must always predominate over others, but liberty is endangered when this power is checked by no obstacles which may retard its course and force it to moderate its own vehemence. Unlimited power is in itself a bad and dangerous thing, and no power on earth is so worthy of honor for itself or of reverential obedience to the rights which it represents that we should admit its uncontrolled and all-predominant authority. When the right and means of absolute command are conferred on a people or a king, on an aristocracy or a democracy, a monarchy or a republic, there has been implanted the germ of tyranny.The main evil of the present democratic institutions of the United States does not arise, as is often asserted in Europe, from their weakness, but from their overpowering strength; the excessive liberty which reigns in that country is not so alarming as is the very inadequate security which exists against tyranny.When an individual or a party is wronged in the United States, to whom can he apply for redress? If to the public opinion, public opinion constitutes the majority; if to the legislature, it represents the majority and implicitly obeys its injunctions; if to the executive power, it is appointed by the majority and remains a passive tool in its hands; the public troops consist of the majority under arms; the jury is the majority invested with the right of hearing judicial cases, and in certain states even the judges are elected by the majority. However iniquitous or absurd the evil complained about, no sure barrier is established to defend against it.1.Which of the following would be the most appropriate title for the passage?2.With which of the following statements would the author of the passage be most likely to agree?3.The authors treatment of the topic of the passage can best be described as（ ）.4.In the passage, the author is primarily concerned with（ ）.问题1选项A.The Tyranny of the MajorityB.Democracy: Triumph of the PeopleC.Abuses of PowerD.The Failure of Democracy in the United States问题2选项A.Democracy is no greater defense against tyranny than is monarchy or aristocracy.B.Minority rule would probably be more responsive to the needs of all people than majority rule.C.To render itself immune to the germ of tyranny, the United States should strengthen its political institutions.D.Since one social power must always predominate over others, it is futile to provide checks and balances in government.问题3选项A.ironicB.neutralC.logicalD.irreverent问题4选项A.challenging a commonly held beliefB.contrasting two opposing viewsC.advocating a course of actionD.reconciling an apparent conflict【答案】第1题:A第2题:A第3题:C第4题:A【解析】1.判断推理题。根据文章第一段第二句，“If it is admitted that a man possessing absolute power may misuse that power by wronging his adversaries, why should a majority not be liable to the same reproach?”，如果承认一个拥有绝对权力的人可能会滥用这种权力来冤枉他的对手，为什么大多数人在滥用他们权力的时候不会受到同样的指责呢？此句为文章的中心句，体现了文章的中心思想。下文继续提出我们不应该把我们应该拒绝给个人的绝对权力授予任何大多数派的人。可判断出最符合文章的主题与大多数派相关。选项A符合题意。2.判断推理题。根据文章第二段最后一句，“When the right and means of absolute command are conferred on a people or a king, on an aristocracy or a democracy, a monarchy or a republic, there has been implanted the germ of tyranny.”，当绝对命令的权力授予一个民族或一个国王、一个贵族或一个民主、一个君主制或一个共和国时，就已经埋下了专制的种子。可判断出民主和君主制或贵族统治一样，也可能导致专制统治，选项A符合文意。文章中并没有提及少数人统治比多数人统治更令人满意，并未将二者进行比较，选项B不符合文意。根据第三段第一句，“The main evil of the present democratic institutions of the United States does not arise, as is often asserted in Europe, from their weakness, but from their overpowering strength”美国现行民主制度的主要弊端，并不像欧洲人常说的那样，来自于它们的软弱，而是来自于它们压倒一切的力量。可判断出文章并未提及美国需要加强政治制度来免受专制统治。选项C不符合文意。根据文章第二段第一句，“One social power must always predominate over others, but liberty is endangered when this power is checked by no obstacles which may retard its course and force it to moderate its own vehemence.”，一种社会力量必须始终凌驾于其他力量之上，但如果这种力量不受任何阻碍，而使其激烈程度得不到缓和，自由就会受到威胁。可判断出虽然在社会中一种力量必须凌驾于其他力量之上，但是权力行使的激烈程度必须受到限制和阻碍，以免使自由受到威胁，所以权力制衡是有必要的。选项D不符合文意。3.判断推理题。根据文章第一段第二句，“If it is admitted that a man possessing absolute power may misuse that power by wronging his adversaries, why should a majority not be liable to the same reproach?”，如果承认一个拥有绝对权力的人可能会滥用这种权力来冤枉他的对手，为什么大多数人在滥用他们权力的时候不会受到同样的指责呢？此句为文章的中心句，体现了文章的中心思想。由个人权力推理到大多数派权力的行使，所以作者对话题的探讨是具有逻辑性的。选项C符合题意。4.主旨大意题。文章第一段提到一个拥有绝对权力的个人会滥用权力来冤枉对手，那么拥有权力的大多数人在滥用权力时也应该受到责备。文章第二段继续指出当绝对命令的权力授予给一个民族或一个国王、一个贵族或一个民主、一个君主制或一个共和国时，就已经埋下了专制的种子。可判断出个人或大多数派统治对专制的防御都不会更好，对应文中提及的美国民主政治中存在的现象，所以作者在本文中在挑战一个普遍的信念。选项A符合题意。4. 单选题1.（ ）The role of governments in environmental management is difficult but inescapable. Sometimes, the state tries to manage the resources it owns, and does so badly. Often, however, governments act in an even more harmful way. They actually subsidize the exploitation and consumption of natural resources. A whole range of policies, from farm price support to protection for coal-mining, do environmental damage and (often) make no economic sense. Scrapping them offers a two-fold bonus: a cleaner environment and a more efficient economy. Growth and environmentalism can actually go hand in hand, if politicians have the courage to control the vested interest that subsidies create.2.（ ）No activity affects more of the earths surface than farming. It shapes a third of the planets land area, not counting Antarctica, and the proportion is rising. World food output per head has risen by 4 percent between the 1970s and 1980s mainly as a result of increases in yields from land already in cultivation, but also because more land has been brought under the plough. Higher yields have been achieved by increased irrigation, better crop breeding, and a doubling in the use of pesticides and chemical fertilizers in the 1970s and 1980s.3.（ ）All these activities may have damaging environment impacts. For example, land clearing for agriculture is the largest single cause of deforestation; chemical fertilizers and pesticides may contaminate water supplies; more intensive farming and the abandonment of fallow periods tend to exacerbate soil erosion; and the spread of monoculture and use of high-yielding varieties of crops have been accompanied by the disappearance of old varieties of food plants which might have provided some insurance against pests of diseases in future. Soil erosion threatens the productivity of land in both rich and poor countries. The United State, where the most careful measurements have been