Education is one of the key words of our time. A man without an education, most of us beli

第1题

Because a degree from a good university is the means to a better job, education is one of

the most ______ areas in the Japanese life.

A．sophisticated

B．competitive

C．considerate

D．superficial

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第2题

According to the passage, one important change in United States education by the 1920's wa

s that ______.

A．most places required children to attend

B．the amount of time spent on formal education was limited

C．new regulations were imposed on nontraditional education

D．adults and children studied in the same classes

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第3题

It is essential that you start by listening because one of the main _______ teenagers

and their parents face in forming positive relationships is that neither listens to the other.

A、education

B、advantages

C、barriers

D、betterment

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第4题

Why do I want to go to college？ No one has ever asked me11a question. But many times I

Why do I want to go to college？ No one has ever asked me 11 a question. But many times I have asked myself. I have 12 a whole variety of reasons. 13 important reason is that I want to be a better man. Many things make human beings different 14 or better than or even superior to animals. One of the most important things is 15. If I fail to receive higher education, my education 16. As I want to be a fully 17 man, I must get a well-rounded education, which good colleges and universities are supposed to 18. I know one can get educated in many ways, but colleges and universities are 19 the best places to teach me how to educate myself. Only when I am well-educated, will I be a better human being and 20 fit into society.

11、A.quite

B.so

C.such

D.another

12、A.come up with

B.agreed with

C.been fed up with

D.got on well with

13、A.Most

B.The most

C.More

D.Much

14、A.to

B.around

C.between

D.from

15、A.education

B.weather

C.temperature

D.science

16、A.finished

B.don’t finish

C.will not finish

D.has finished

17、A.develop

B.developed

C.developing

D.experience

18、A.improve

B.graduate

C.hear

D.provide

19、A.between

B.among

C.inside

D.outside

20、A.can good

B.may better

C.be able to better

D.able to best

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第5题

The relationship between formal education and e（‘onol11lc growth in poor countri

The relationship between formal education and e(‘onol11lc growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both areas 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 an 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.

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.and 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 counterparts-a result of the training that U.S. workers received on the job.

What is the real relationship between education and economic. development&39;？ We have to suspect that continuing economic growth promotes the development of education even when governments don&39;t force it. After all, that&39;s how education got started. When our ancestors were hunters and gatherers 10,000),ears ago, they didn&39;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 thing.

As education improved, humanity&39;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&39;t constrain the ability of the developing world&39;s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn&39;t developing more quickly there than it is.

A major difference between the Japanese and U.S workforces is that__.

A.the Japanese workforce is better disciplined

B.the Japanese workforce is more productive

C.the U.S workforce has a better education

D.the U.S workforce is more organized

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第6题

We are pleased to announce that the winner of this year's Teaching Award goes to D

r. Marie Dagenais.Dr.Dagenais, graduated from Universite de Montreal in 1983.She became an Assistant Professor in the Faculty in 1988.In 2000 she was appointed as Associate Dean, a very important role in the Faculty.In 2001 she was appointed to Associate Professor and became Professor five years later.For many years she has held important roles in the Association of Teaching and Learning, including being President of this Association in 2005-2006.Similarly she has been heavily involved with the American Association of Distance Education and was that Association's President during 2008-2011.She has also held a number of leadership roles in the Commission on Lifelong Education of America, one of the most important organizations in adult education.

This is an incomplete list of some of the countless important roles Dagenais has had both within the University and beyond in the field of distance education in America.She is a very worthy winner of this year's Teaching Award.

26.Marie is the winner of this year's Teaching Award.

27.Marie graduated from Yale University in 1983.

28.Marie was appointed to Professor in 2006.

29.Marie was the President of American Association of Distance Education during 2009-2011.

30.Marie has made a great contribution to American distance education.

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第7题

In recent years American society has become increasingly dependent on its universities to

find solutions to its major problems. It is the universities that have been charged with the principal responsibility for developing the expertise to place men on the moon; for dealing with our urban problems and with our deteriorating environment; for developing the means to feed the world's rapidly increasing population. The effort involved in meeting these demands presents its own problems. In addition, this concentration on the creation of new knowledge significantly impinges on the universities' efforts to perform. their other principal functions, the transmission and interpretation of knowledge the imparting of the heritage of the past and the preparing of the next generation to carry it forward.

With regard to this, perhaps their most traditionally sanctioned task, colleges and universities today find themselves in a serious hind generally. On the one hand, there is the American commitment, entered into especially since WWII, to provide higher education for all young people who can profit from it. The result of the commitment has been a dramatic rise in enrollments in our universities, coupled with a radical shift from the private to the public sector of higher education. On the other hand, there are serious and continuing limitations on the resources available for higher education.

While higher education has become a great "growth industry", it is also simultaneously a tremendous drain on the resources of nation. With the vast increase in enrollment and the shift in priorities away from education in state and federal budgets, there is in most of our public institutions a significant decrease in per capita outlay for their students, one crucial aspect of this drain on resources lies in the persistent shortage of trained faculty, which has led, in rum, to a declining standard of competence in instruction.

Intensifying these difficulties is, as indicated above, the concern with research, with its competing claims on resources and the attention of the faculty. In addition, there is a strong tendency for the institutions; organization and functioning to conform. to the demands of research rather than those of teaching.

According to the passage,—is the most important function of institutions of higher education.

A．creating new knowledge

B．providing solutions to social problems

C．making experts on sophisticated industries out of their students

D．preparing their students to transmit inherited knowledge

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第8题

Education is one of the key words of our time. A man, without an education, many of us bel

ieve, is an unfortunate victim of adverse circumstances deprived of one of the greatest twentieth-century opportunities. Convinced of the importance of education, modern states "invest" in institutions of learning to get back "interest" in the form. of a large group of enlightened young men and women who are potential leaders. Education, with its cycles of instruction so carefully worked out, is punctuated by textbooks--those purchasable wells of wisdom--what would civilization be like without its benefits？

So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births; but our spiritual outlook would be different. We would lay less stress on "facts and figures" and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow citizens. If our educational system were fashioned after its bookless past we would have the most democratic form. of "college" imaginable. Among the people whom we like to call savages all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect everybody is equally equipped for life.

It is the ideal condition of the "equal start" which only our most progressive forms of modem education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no "illiterates"--if the term can be applied to people without a script--while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England 1876, and is still non-existent in a number of "civilized" nations. This shows how long it was before we deemed it necessary to make sure that 'all our children could share in the knowledge accumulated by the "happy few" during the past centuries.

Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parents, therefore the jungles and the grasslands know of no "juvenile delinquency". No necessity of making a living away from home results in neglect of children and no father is confronted with his inability to "buy" an education for his child.

The word "interest" in the first paragraph most probably means ______.

A．pleasure

B．returns

C．share

D．knowledge

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第9题

听力原文：In 1968, the city of Philadelphia, Pennsylvania, had a problem. The city's school

听力原文： In 1968, the city of Philadelphia, Pennsylvania, had a problem. The city's school system needed a new school building and teachers but did not have the money to pay for this multi-million-dollar project. City officials solved the problem in a unique way. They decided to use the many scientific and cultural institutions in the city and the classrooms. Experts who worked in the various institutions would be the teachers. About 100 institutions in Philadelphia--public, private, and commercial--helped the Program. The experiment in education, known as the Parkway Program, began in February 1969. John Bremer, an Englishman and education innovator, planned the program and became its director. The Program had grown in size from 142 to 500 high school students and is so popular that thousands of applicants are denied places each year. The Program gives a freedom to high school education never known before. Besides basic courses required for a diploma--languages, history, science--students may choose from more than a hundred other courses. Any subject will be offered if an instructor can be found. Every group of 15 boys and girls belong to a "tutorial group", led by a teacher and one assistant. Students in the Program say that school is no longer a place but an interesting activity.

(33)

A．City officials.

B．Experts in various institutions.

C．Newly-graduated university students.

D．Some famous scientists.

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第10题

Are some people born clever, and others born stupid？ Or is intelligence（智力)developed

Are some people born clever, and others born stupid？ Or is intelligence(智力)developed by our environment and our experiences？ Strangely enough, the answer to both questions is yes. To some extent our intelligence is given to us at birth and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways. It is easy to show that intelligence, to some extent, is something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical twins(双胞胎)they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth. Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.

1.The writer is in favor of the view that man’s intelligence is given to him ().

A.at birth

B.through education

C.both at birth and through education

D.neither at birth nor through education

2.If a child is born with low intelligence, he will ().

A.never become a genius

B.still become a genius if he is given special education

C.exceed(超过)his intelligence limits in rich surroundings

D.not reach his intelligence limits in his life

3.In the second paragraph," if we take two unrelated people at random from the population" means if we ().

A.pick up any two persons

B.choose two persons who are relatives

C.take out two different persons

D.choose two persons with different intelligence

4.The example of the twins put in different environments is to show ().

A.the importance of their intelligence

B.the influence of environment on intelligence

C.the importance of their positions

D.the part that birth plays

5.The best title for this passage is ().

A.Surroundings

B.Intelligence

C.Dependence on Environment

D.Effect of Education

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