XX考研英語(yǔ)模擬押題閱讀理解篇(二)

XX考研英語(yǔ)模擬押題閱讀理解篇（二）以下《xx考研英語(yǔ)模擬押題：閱讀理解篇（二）》由出guo考研英語(yǔ)模擬題為您獨(dú)家提供，歡迎大家參考。Americanstodaydon’tplaceaveryhighvalueonintellect.Ourheroesareathletes,entertainers,andentrepreneurs,notscholars.Evenourschoolsarewherewesendourchildrentogetapracticaleducation—nottopursueknowledgeforthesakeofknowledge.Symptomsofpervasiveanti-intellectualisminourschoolsaren’tdifficulttofind。“Schoolshavealwaysbeeninasocietywherepracticalismoreimportantthanintellectual,”sayseducationwriterDianeRavitch.“Schoolscouldbeacounterbalance?！盧avitch’slatestbock,LeftBack:ACenturyofFailedSchoolReforms,tracestherootsofanti-intellectualisminourschools,concludingtheyareanythingbutacounterbalancetotheAmericandistasteforintellectualpursuits。Buttheycouldandshouldbe.Encouragingkidstorejectthelifeofthemindleavesthemvulnerabletoexploitationandcontrol.Withouttheabilitytothinkcritically,todefendtheirideasandunderstandtheideasofothers,theycannotfullyparticipateinourdemocracy.Continuingalongthispath,sayswriterEarlShorris,“Wewillbeeasecond-ratecountry.Wewillhavealesscivilsociety?！薄癐ntellectisresentedasaformofpowerorprivilege,”writeshistorianandprofessorRichardHofstadterinAnti-IntellectualisminAmericanLife,aPulitzerPrizewinningbookontherootsofanti-intellectualisminUSpolitics,religion,andeducation.Fromthebeginningofourhistory,saysHofstadter,ourdemocraticandpopulisturgeshavedrivenustorejectanythingthatsmellsofelitism.Practicality,monsense,andnativeintelligencehavebeenconsideredmorenoblequalitiesthananythingyoucouldlearnfromabook。RalphWaldoEmersonandotherTranscendentalistphilosophersthoughtschoolingandrigorousbooklearningputunnaturalrestraintsonchildren:“Weareshutupinschoolsandcollegerecitationroomsfor10or15yearsandeoutatlastwithabellyfulofwordsanddonotknowathing。”MarkTwain’sHuckleberryFinnexemplifiedAmericananti-intellectualism.Itsheroavoidsbeingcivilized—goingtoschoolandlearningtoread—sohecanpreservehisinnategoodness。Intellect,aordingtoHofstadter,isdifferentfromnativeintelligence,aqualitywereluctantlyadmire.Intellectisthecritical,creative,andcontemplativesideofthemind.Intelligenceseekstograsp,manipulate,re-order,andadjust,whileintellectexamines,ponders,wonders,theorizes,criticizesandimagines。Schoolremainsaplacewhereintellectismistrusted.Hofstadtersaysourcountry’seducationalsystemisinthegripsofpeoplewho“joyfullyandmilitantlyproclaimtheirhostilitytointellectandtheireagernesstoidentifywithchildrenwhoshowtheleastintellectualpromise?！?6.WhatdoAmericanparentsexpecttheirchildrentoacquireinschool?[A]Thehabitofthinkingindependently。[B]Profoundknowledgeoftheworld。[C]Practicalabilitiesforfuturecareer。[D]Theconfidenceinintellectualpursuits。37.WecanlearnfromthetextthatAmericanshaveahistoryof[A]undervaluingintellect。[B]favoringintellectualism。[C]supportingschoolreform。[D]suppressingnativeintelligence。38.TheviewsofRavishandEmersononschoolingare[A]identical.[B]similar.[C]plementary.[D]opposite。39.Emerson,aordingtothetext,isprobably[A]apioneerofeducationreform.[B]anopponentofintellectualism。[C]ascholarinfavorofintellect.[D]anadvocateofregularschooling。40.Whatdoestheauthorthinkofintellect?[A]Itissecondtointelligence.[B]Itevolvesfrommonsense。[C]Itistobepursued.[D]Itunderliespower。名師解析36.WhatdoAmericanparentsexpecttheirchildrentoacquireinschool?美國(guó)的父母期望他們的孩子在學(xué)校里面學(xué)到什么?[A]Thehabitofthinkingindependently.獨(dú)立思考的習(xí)慣。。[B]Profoundknowledgeoftheworld.深厚的世界知識(shí)。。[C]Practicalabilitiesforfuturecareer.從事未來(lái)職業(yè)的實(shí)用技能。[D]Theconfidenceinintellectualpursuits.追求學(xué)識(shí)的信心?！敬鸢浮緾【考點(diǎn)】事實(shí)細(xì)節(jié)題?！痉治觥扛改笇?duì)孩子的期望這一點(diǎn)可以從第一段中找到“即使是學(xué)校也只是我們送孩子去接受實(shí)用教育的地方，而不是讓他們?yōu)榱酥R(shí)而去追求知識(shí)的地方?！敝链?，答案選項(xiàng)[C]一目了然。而選項(xiàng)[B]顯然錯(cuò)誤。選項(xiàng)[A]這個(gè)干擾項(xiàng)是出題人故意拿出一個(gè)本身沒(méi)有問(wèn)題，但是不適合本處的說(shuō)法來(lái)干擾考生?？忌欢ㄒ柘热霝橹鞯乃季S模式，在做閱讀理解的時(shí)候，不能按照自己的直覺(jué)和知識(shí)瞎猜，一定要以原文為根據(jù)。選項(xiàng)[D]顯然也是不符合家長(zhǎng)的期望的。37.WecanlearnfromthetextthatAmericanshaveahistoryof從原文中我們可以得知美國(guó)的歷史歷來(lái)是[A]undervaluingintellect.貶低學(xué)識(shí)。[B]favoringintellectualism.贊成學(xué)識(shí)至上論。。[C]supportingschoolreform.支持學(xué)校改革。[D]suppressingnativeintelligence.壓制天分?！敬鸢浮緼【考點(diǎn)】事實(shí)細(xì)節(jié)題?！痉治觥康谒亩巍盎舴蛩顾卣f(shuō)：自我們的歷史之初，我們對(duì)民主化和大眾化的渴望就驅(qū)使我們排斥任何帶有精英優(yōu)越論味道的東西。實(shí)用性、常識(shí)以及天分這些素質(zhì)一直被視作比可以從書(shū)本里學(xué)得的任何東西都高貴?！痹谶@里，我們可以把精英優(yōu)越論味道的東西以及書(shū)本里面學(xué)到的東西等同于學(xué)識(shí)，而實(shí)用性、常識(shí)以及天分這些素質(zhì)要比學(xué)識(shí)來(lái)得“高貴”，也就是說(shuō)，正確答案是選項(xiàng)[A]。選項(xiàng)[B]是與原文意思相反，選項(xiàng)[C]“支持學(xué)校改革”在文中找不到出處，選項(xiàng)[D]與霍夫斯塔特的描述也截然相反。38.TheviewsofRavishandEmersononschoolingareRavitchandEmerson對(duì)學(xué)校的看法是[A]identical.相同的。[B]similar.類(lèi)似的。[C]plementary.互補(bǔ)的。[D]opposite.相反的。【答案】D【考點(diǎn)】事實(shí)細(xì)節(jié)題。【分析】我們需要在尋找到“RavitchandEmerson”二人對(duì)學(xué)校的看法后再將二人的意見(jiàn)進(jìn)行一番比較，然后得出二人意見(jiàn)的異同。“Ravitch”的意見(jiàn)我們從第二段中可以找到，“DianeRavitch說(shuō)：‘學(xué)校始終處于實(shí)用重于學(xué)識(shí)的社會(huì)之中?！薄皩W(xué)校本來(lái)可以是一種抵消的力量?！薄癛avitch”最新著作《落后：失敗的學(xué)校改革的一個(gè)世紀(jì)》探索學(xué)校里反學(xué)識(shí)至上論的根源，書(shū)中的結(jié)論是：“美國(guó)學(xué)校絕對(duì)沒(méi)有抵制美國(guó)人對(duì)學(xué)識(shí)追求的厭惡?！睆谋径慰梢钥闯?，“Ravitch”批評(píng)學(xué)校沒(méi)有起到抵制美國(guó)人對(duì)學(xué)識(shí)追求的厭惡的作用，即認(rèn)為學(xué)校應(yīng)該追求學(xué)識(shí)。而“Emerson”的意見(jiàn)可以在第五段中找到，他和其他一些先驗(yàn)主義哲學(xué)家認(rèn)為學(xué)校教育和嚴(yán)格的書(shū)本學(xué)習(xí)限制了孩子們的天性?！拔覀儽魂P(guān)在中小學(xué)和大學(xué)的朗誦室里十年或十五年，最后出來(lái)滿肚子墨水，卻啥都不懂?！北径握f(shuō)明愛(ài)默生認(rèn)為學(xué)校壓制人的天性，追求學(xué)識(shí)的學(xué)校是不正確的。因此可以判定：二人意見(jiàn)剛好相反。39.Emerson,aordingtothetext,isprobably根據(jù)本文，Emerson可能是一位[A]apioneerofeducationreform.教育改革的先驅(qū)。[B]anopponentofintellectualism.學(xué)識(shí)主義的反對(duì)者。[C]ascholarinfavorofintellect.贊成學(xué)識(shí)的學(xué)者。[D]anadvocateofregularschooling.正規(guī)學(xué)校教育的倡導(dǎo)者?！敬鸢浮緽【考點(diǎn)】推斷題?！痉治觥繌哪橙说挠^點(diǎn)推斷出某個(gè)人的立場(chǎng)是最常見(jiàn)的考題，上題中已經(jīng)提到過(guò)愛(ài)默生的觀點(diǎn)，即“學(xué)校教育和嚴(yán)格的書(shū)本學(xué)習(xí)限制了孩子們的天性”，也就是說(shuō)，他是反對(duì)學(xué)識(shí)主義的，選擇[B]也就否定了[C]。一個(gè)反對(duì)學(xué)識(shí)教育的人，不可能是正規(guī)學(xué)校教育的倡導(dǎo)者，所以選項(xiàng)[D]也是不正確的。而選項(xiàng)[A]教育改革的先驅(qū)這一點(diǎn)在文中都找不到依據(jù)。40.Whatdoestheauthorthinkofintellect?本文作者怎么看待才智?[A]Itissecondtointelligence.它沒(méi)有智力重要。[B]Itevolvesfrommonsense.它從常識(shí)發(fā)展而來(lái)。[C]Itistobepursued.它是必須被人們追求的東西。[D]Itunderliespower.它是權(quán)利的基礎(chǔ)?！敬鸢浮緾【考點(diǎn)】作者觀點(diǎn)題?！痉治觥孔髡哂^點(diǎn)題通常只有在通篇讀完才能夠得出。第一段作者說(shuō)今天的美國(guó)人不很看重“intellect”，第二段引用教育學(xué)作家“DianeRavitch”的觀點(diǎn)來(lái)說(shuō)明這一點(diǎn)，第三段作者表明自己的態(tài)度：“鼓勵(lì)孩子們排斥精神生活使得他們極易被利用和控制。如果不能批判地思考、不能捍衛(wèi)自己的思想、不能理解他人的思想，他們就不能充分地參與我們的民主”。而且引用作家“EarlShorris”的話來(lái)說(shuō)明如果不這么做，國(guó)家將“淪為二流國(guó)家”。至此，我們可以看出，作者是支持“intellect”的。作者本人并沒(méi)有比較“intellect”和“intelligence”誰(shuí)優(yōu)誰(shuí)劣，所以[A]可以被排除。至于常識(shí)和權(quán)利，文章中雖然提到了，但是并沒(méi)有對(duì)它們進(jìn)行探討。難句解析：1.Evenourschoolsarewherewesendourchildrentogetapracticaleducation—nottopursueknowledgeforthesakeofknowledge?！窘Y(jié)構(gòu)分析】本句是主系表結(jié)構(gòu)。主語(yǔ)為“ourschools”，表語(yǔ)從句為“wherewesendourchildrentogetapracticaleducation—nottopursueknowledgeforthesakeofknowledge”，在表語(yǔ)從句中，破折號(hào)后面的內(nèi)容是補(bǔ)充說(shuō)明前面從句中的目的狀語(yǔ)的。2.Encouragingkidstorejectthelifeofthemindleavesthemvulnerabletoexploitationandcontrol?！窘Y(jié)構(gòu)分析】本句是簡(jiǎn)單句。主語(yǔ)由動(dòng)名詞短語(yǔ)“encouragingkidstorejectthelifeofthemind”充當(dāng)，“vulnerabletoexploitationandcontrol”是賓語(yǔ)“them”的補(bǔ)語(yǔ)。3.Hofstadtersaysourcountry’seducationalsystemisinthegripsofpeoplewho“joyfullyandmilitantlyproclaimtheirhostilitytointellectandtheireagernesstoidentifywithchildrenwhoshowtheleastintellectualpromise?！薄窘Y(jié)構(gòu)分析】本句主句為“Hofstadtersays”。賓語(yǔ)從句是主系表結(jié)構(gòu)，其主語(yǔ)是“ourcountry’seducationalsystem”，在表語(yǔ)中存在一個(gè)定語(yǔ)從句修飾“people”。全文翻譯：今天的美國(guó)人不很看重才智。我們的英雄不是學(xué)者，而是運(yùn)動(dòng)員、演藝名星和企業(yè)家。即使是學(xué)校也只是我們送孩子去接受實(shí)用教育的地方，而不是讓他們?yōu)榱酥R(shí)而去