英語(yǔ)專業(yè) 基礎(chǔ)科段-英語(yǔ)閱讀

內(nèi)容概要

　　《全國(guó)高等教育自學(xué)考試標(biāo)準(zhǔn)預(yù)測(cè)試卷·英語(yǔ)專業(yè) 基礎(chǔ)科段：英語(yǔ)閱讀（2）（最新版）》每套試卷均附有詳細(xì)的參考答案，題型、題量及難度與真題相仿，注重實(shí)戰(zhàn)，講求技巧，通過(guò)深度的點(diǎn)評(píng)、詳盡的解析、精準(zhǔn)的預(yù)測(cè)，力求全真模擬實(shí)戰(zhàn)演練，切實(shí)提升考生的綜合應(yīng)試能力，滿足考生科學(xué)地進(jìn)行自我考評(píng)的需求。

書籍目錄

英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（一）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（二）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（三）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（四）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（五）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（六）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（七）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（八）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（九）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷（十）英語(yǔ)閱讀（二）標(biāo)準(zhǔn)預(yù)測(cè)試卷參考答案2007年10月高等教育自學(xué)考試全國(guó)統(tǒng)一命題考試英語(yǔ)閱讀（二）試題及參考答案2008年10月高等教育自學(xué)考試全國(guó)統(tǒng)一命題考試英語(yǔ)閱讀（二）試題及參考答案2009年10月高等教育自學(xué)考試全國(guó)統(tǒng)一命題考試英語(yǔ)閱讀（二）試題及參考答案2010年10月高等教育自學(xué)考試全國(guó)統(tǒng)一命題考試英語(yǔ)閱讀（二）試題及參考答案

章節(jié)摘錄

　　C. doesn't mean that one has the right to do things at will　　D. doesn't mean that one has the right to charge others without evidence Passage Five Throughout the nation' s more than 15000 school districts，widely differing approaches toteaching science and math have emerged.Though there can be strength in diversity，a newinternational analysis suggests that this variability has instead contributed to lackluster（平淡的）achievement scores by U.S.children relative to their peers in other developed countries.　　Indeed，concludes William H. Schmidt of Michigan State University，who led the new analysis，“no single intellectually coherent vision dominates U.S.educational practice in math or science.Thereason，”he said，“is because the system is deeply and fundamentally flawed.”　　The new analysis，released this week by the National Science Foundation in Arlington，VA，isbased on data collected from about 50 nations as part of the Third International Mathematics andScience Study.　　Not only do approaches to teaching science and math vary among individual U. S. communities，the report finds，but there appears to be little strategic focus within a school district's cumcula，itstextbooks，or its teachers' activities. This contrasts sharply with the coordinated national programs ofmost other countries.　　On average，U.S.students study more topics within science and math than their internationalcounterparts do.“his creates an educational environment that is a mile wide and an inch deep，Schmidt notes.　　For instance，eighth graders in the United States cover about 33 topics in math versus just 19 inJapan.Among sciencecourses，the international gap is even wider.U. S. curricula for tlus age levelresemble those of a small group of countries including Australia，Thailand，Iceland，and Bulgaria.Schmidt asks whether the United States wants to be classed with these nations，whoseeducational systems“share our pattern of splintered （支離破碎的） vision” but which are not economicleaders.“The new report couldn't come at a better time，”says Gerald Wheeler，executive director ofthe National Science Teachers Association in Arlington.“The new National Science EducationStandards provide that focused vision，”including the call “to do less，but in greater depth.”Implementing the new science standards and their math counterparts will be the challenge： heand Schmidt agree，because the decentralized responsibility for education m the United Statesrequires that any reforms be tailored and instituted one community at a time.　　In fact，Schmidt argues，reforms such as these proposed national standards “face an almostimpossible task，because even though they are intellectually coherent，each becomes only one morevoice in the babble .”Questions 21 - 25 are based on Passage Five.21. According to the passage，the teaching of science and math in America is【　】　　A. focused on tapping students' potential　　B. characterized by its diversity　　C. losing its vitality gradually　　D. going downhill in recent years　　22. The fundamental flaw of American school education is that【　】　　A. it lacks a coordinated national program　　B. it sets a very low academic standard for students　　C. it relies heavily on the initiative of individual teachers　　D. it attaches too much importance to intensive study of school subjects　　……

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