南京师范大学 2011 年博士研究生入学考试题 考试科目：英语
Part I. Reading Comprehension (30%)
Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there four choices marked A., B., C., and D. You should decide on the best choice that best answers the question or completes the statement. Then mark the corresponding letter on the Answer Sheet with a single line through the center.
Passage One: Questions 1 to 5 are based on the following passage.
A close analogy to study design is the rough sketch made by an artist before he commits his vision to canvas. The broad outlines are drawn, the proper perspective achieved, and the total impact of the picture-to-be can be partially appreciated in advance. So it is with the design of research; it specifies in advance the kinds of statements that can be made on the basis of its findings and fix the perspectives against which these findings are to be evaluated.
One major purpose of this study was to demonstrate whether or not the newer social research techniques could help in broadening and deepening knowledge concerning juvenile delinquency. Construction of the design was guided by this goal of exploring new methods in the analysis of juvenile delinquency. However, research technique developed in one content cannot be mechanically transferred to another. A new application of a research technique
requires substantial changes and it is these innovative modifications that this study offers as its contribution.
Juvenile delinquency has been the subject of many previous studies using a variety of research techniques. This study makes an additional contribution by using a design specially planned to permit a comparison of several approaches. The drawing up of the study design profited greatly from an extensive survey of previous researches on crime, undertaken during the earliest stage of the project. It was found that most studies could be classified as belonging study and personal motivation study.
Each type has its characteristic design and mode of interpretation and each has produced information of considerable importance. Yet no attempt was made in any of the studies to integrate one or more of these three design types. It became apparent that one of the major contributions a pilot study could make to both method and substantive findings would be to bring all three study types together in one design for the purpose of correlating their findings and evaluating their relative importance in producing data of use to the practitioner.
1. The phrase “the project” (Paragraph 3) refers to .
A. an extensive research on crime
B. a foil exploration of research designs
C. an elaborate investigation into new techniques
D. a comprehensive research of juvenile delinquency
2. In Paragraph One, the author draws an analogy between .
A. a research and an artist
B. doing research and drawing a sketch
C. designing a research and making a sketch
D. research finding and picture’s perspectives
3. The major contribution of this study is to .
A. carry out a comprehensive analysis of juvenile delinquency
B. develop a new research technique easily transferred from one area to another
C. modify creatively the previous research finding of juvenile delinquency
D. demonstrate the successful application of new research techniques in a new area
4. The subject under discussion in the passage is about .
A. a research design concerning juvenile delinquency
B. application of analogy in studying juvenile delinquency
C. crime and juvenile delinquency
D. extensive survey of researchers in juvenile delinquency
5. Three design types of previous researches are .
A. interrelated to each other
B. supplementary to each other
C. to be modified considerably
D. to be integrated into one design
Passage Two: Questions 6 to 10 are based on the following passage.
In 1798 the political economist Malthus predicted that in time mankind would face starvation, having outgrown the available food supplies. Today, a century and a half later, there are still experts who forecast the same global disaster unless urgent measures are taken to prevent it. By the end of the present century there
may well be over five thousand million people living on this globe, ail increase of over fifty per cent of today's figure. In order to keep pace with this increase in mankind the farmers of the world would have to step up their production of food by at least two per cent every year. Such a rate of increase has never been maintained in any country by conventional methods of agriculture, despite modern mechanization and the widespread use of fertilizers. There are no large worthwhile reserves of potential farmland, remaining, and good fertile land is continually being diverted to industrial use. Moreover, erosion of the soil takes a constant toll Intensive research, carried out over many years in all manner of climatic conditions, has produced a revolutionary method of growing crops without using any soil at all Hydroponics, as this technique is called, may well be the answer to all our food worries. Already it has accomplished wonders in producing huge crops. Hydroponics was once a complicated and expensive business; now it is well out of the experimental stage. Labor costs are far lower than when normal methods of agriculture are employed. In fact, it is a completely automatic system. There is no hard manual work, no digging or plowing, and no weeding to speak of. Yields can be far higher than they are in soil.
6. Which of the following best sums up the whole passage?
A. Hydroponics is a new development in agriculture.
B. Malthus’ prediction has been proved to be correct by modern experts.
C. Hydroponics may be the answer to the world food shortage in the future.
D. Conventional methods of agriculture should be improved to step up food production by two per cent every year.
7. The phrase “having overgrown the available food supplies” in the first paragraph implies that . A. the available food supplies will be enough to feed world population
B. the earth is too exhausted to support its increasing population
C. world population will grow at a rate faster than food production
D. food supplies will be too much available for world population
8. According to the author, 2 per cent annual increase in the production of food can not be achieved. Which of the following is not the explanation he gave for the problem?
A. There are not enough potential farmland reserves left.
B. Land is being lost through erosion and industrialization.
C. Conventional methods of agriculture are still prevailing all over the world.
D. Modern mechanization and the use of fertilizers are not well popularized in the world.
9. Which of the following statements is not true of hydroponics?
A. Hydroponics has created wonders in agriculture.
B. Hydroponics is too complicated and expensive for practical use.
C. Hydroponics is considered a revolutionary method of agriculture.
D. Hydroponics has already been employed in food production.
10. Judging from the passage, the most important -advantage of hydroponics should be .
A. higher yield B. lower labor costs C. more automation D. less hard manual work
Passage Three: Questions 11 to 15 are based on the following passage.
I have long believed that trouble between the races is seldom what it appears to be. It was not hard to see after my first talks with students that racial tension on campus is a problem that misrepresents itself. It has the same look, the typical pattern, of America’s timeless racial conflict---white racism and black protest. And I think part of our concern over it comes from the fact that it has the feel of a relapse, illness gone and come again. But if we are seeing the same symptoms, I don't believe we are dealing with the same illness. For one thing, I think racial tension on campus is the result more of racial equality than inequality.
How to live with racial difference has been America's profound social problem. For the first 100 years or so following emancipation it was controlled by a legally approved inequality that acted as a buffer between the races. No longer is this the case. On campuses today, as throughout society, blacks enjoy equality under the law—a profound social advancement. No student may be kept out of a class or a dormitory or an extracurricular activity because of his or her race. But there is a paradox here: On a campus where members of all races are gathered, mixed together in the classroom as well as socially, differences are more exposed than ever. And this is where the trouble starts. For members of each race “young adults coming into their own, often away from home for the first time-bring to this site of freedom, exploration, and now, today, equality, very deep fears and anxieties, not fully developed feelings of racial shame, anger, and guilt. These feelings could lie hidden in the home, in familiar neighborhoods, in simpler days of childhood. But the college campus, with its structures of interaction and adult-level competition the big exam, the dorm, the “mixer”-is another matter I think campus racism is born of the rub between racial difference and a setting, the campus itself, devoted to interaction and equality. On our campuses, such concentrated micro-societies, all that remains unresolved between blacks and whites, all the old wounds and shames that have never been addressed, present themselves for attention-and present our youth with pressures they cannot always handle.
11. According to the author, .
A. people have misunderstood the causes of racial tension
B. people don’t understand the causes of racial tension
C. racial tension keeps the same typical pattern in history
D. racial tension on campus is the same as racial tension in society
12. Nowadays racial tension oil campus most probably starts with .
A. racial inequality
B. sudden awareness of racial differences
C. white racism
D. racial Interaction and competition
13. The phrase “coming into their own\" on Line 8 of Paragraph 2 probably means .
A. entering their own homes
B. showing their own values
C. entering their own colleges
D. having their own problems
14. The young adults enter college for the first time, .
A. they bring freedom and exploration to campus
B. they suffer from racial inequality and differences
C. they bring with them fear, anxiety and other feelings
D. they suffer from competitions in big exams
15. The passage is mainly about .
A. racial inequality in American society
B. racial tension in American society
C. racial equality on campus and in society
D. the causes of racial tension on campus
Passage Four: Questions 16 to 20 are based on the following passage.
When I decided to quit my foil time employment it never occurred to me that I might become a part of a new international trend. A lateral move that hurt my pride and blocked my professional progress prompted me to abandon my relatively high profile career although, in the manner of a disgraced government
minister, I covered my exit by claiming “I wanted to spend more time with my family”
Curiously, some two-and-a-half years and two novels later, my experiment in what the Americans term “downshifting” has turned my tired excuse into an absolute reality, I have been transformed from a passionate advocate of the philosophy of “having it all” preached by Linda Kelsey for the past seven years in the page of She magazine, into a woman who is happy to settle for a bit of everything.
I have discovered, as perhaps Kelsey will after her much-publicized resignation from the editorship of She after a buildup of stress, that abandoning the doctrine of “juggling your life” and making the alternative move into “downshifting” brings with it far greater rewards than financial success and social status. Nothing could persuade me to return to the kind of life Kelsey used to advocate and I once enjoyed: 12 hour working days, pressured deadlines, the fearful strain of office politics and the limitations of being a parent on “duality time”
In America, the move away from juggling to a simpler, less materialistic lifestyle is a well-established trend. Downshifting-also known in America as “voluntary simplicity”-has, ironically, even bred a new area of what might be termed anticonsumerism. There are a number of best-selling downshifting self-help books for people who want to simplify their lives. There are newsletters, such as The Tightwad Gazette, that give hundreds of thousands of Americans useful tips on anything from recycling their cling-film to making their own soap.
There are even support groups for those who want to achieve the mid-1990s equivalent of dropping out.
While in America the trend started as a reaction to the economic decline-after the mass redundancies caused by downsizing in the late-1980s-and is still linked to the politics of thrift, in Britain, at least among the middle-class down-shifters of my acquaintance, we have different reasons for seeking to simplify our lives.
For the women of my generation who were urged to keep juggling through the 1980s, downshifting in the mid-1990s is not so much a search for the mythical good life-growing your own organic vegetables, and risking turning into one - as a personal recognition of your limitations.
16. The writer quit her full-time job because
A. full-time employment is a new international trend
B. she was compelled by circumstances to leave her job
C. she was inspired by the philosophy of \"having it all\"
D. she was only too eager to spend more time with her family
17. “A lateral move”, in paragraph 1 means .
A. a change of responsibility but not position
B. advocating the notion of anti-consumerism
C. a change from a lower position to a higher one
D. a change from a higher position to a lower one
18. The writer’s experiment shows that downshifting .
A. enables her to realize her dream
B. helps her mold a new philosophy of life
C. prompts her to abandon her high social status
D. leads her to accept the doctrine of She magazine
19. “Juggling one’s life” probably mean .
A. taking a non-materialistic lifestyle.
B. trying out a life with a bit of everything
C. living a life characterized by extreme stress
D. advocating the notion of anti-consumerism
20. According to the passage, downshifting emerged in the U.S. as a result of .
A. the economic situation
B. man’s adventurous spirit
C. the quick pace of modern life
D. man’s search for mythical experiences
Part II. Vocabulary (15%) Directions: There are 30 incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the most appropriate answer to complete the sentence and then mark the corresponding letter on your Answer Sheet with a single line through the center.
21. He always has a lot of ideas in his mind, and sometimes we do not even know what he is thinking about.
A. novel B. minute C. explicit D. solemn
22. Much of the news provided by this newspaper is , not foreign.
A. domestic B. devilish C. unusual D. civilian
23. The engineers in this lab spent several weeks their plans for the new bicycle.
A. counting B. stripping C. elaborating D. casting
24. In the Americans’ minds, there are boundaries that other people are simply not supposed to cross. When the boundaries are crossed, Americans will stiffen and their mariner will become cool.
A. visibly B. tragically C. uneasily D. tremendously
25. Free medical service is to nearly all the college students in China.
A. favorite B. available C. convenient D. average
26. What he said in the meeting everybody present.
A. disgusted B. dismissed C. disposed D. disabled
27. Without a proper education, people could all kinds of crimes.
A. conduct B. stoop C. commit D. sweat
28. Several loudspeakers are -from the ceiling and we can hear the speaker very clearly.
A. connected B. winded C. associated D. suspended
29. I got a little when I learned that the appointment with the general
manager was changed to another time.
A. concerned B. distracted C. upset D. vicious
30. This is a very big hotel and it can more than 1,000 people.
A. furnish B. accommodate C. transport D. institute
31. Nobody knows how many people are to be blame for the coal-mine accident, so the government is trying to find out the whole truth about the accident.
A. inwardly B. honestly C. cleverly D. precisely
32. Central cities always have been hospitable to entrepreneurs, because they provide easy to buyers and producers.
A. ambit B. access C. appeal D. approval
33. People who lack core values rely on such external factors as their looks or status in order to feel good about themselves.
A. genuine horizontal C. naval D. pessimistic
34. The more people are jammed together, the more and irrational they become.
A. mechanical B. liable C. hostile D. earnest
35. To partially overcome the problem of funds and to speed the of Western technology, Hungary sold a 30% stake in its national phone company to two Western companies.
A. auction B. harmony C. sacrifice D. import
36. The Japanese personnel manager had to keeping a chemist on the payroll even though the company no longer needed his expertise.
A. modify B. justify C. sustain D. launch
37. In the evening they met at the hotel, both content with their day, happy to eat a meal ogether and dance a little afterwards.
A. manually B. causally C. leisurely D. vigorously
38. With the combination of intelligence and skills, people have found ways to use plant and animal resources, mineral ores, fuels, and many other of Earth’s materials and resources.
A. plausible B. elegant C. exterior D. manual
39. Careful planning and hard work will our final success.
A. ensure B. enclose C. discharge D. deny
40. Actually, recycling is one of the least important things we can do, if our real is to preserve natural resources,
A. subjection B. objective C. excitement D. inclusion
41. It is more important to the way for children's desire to know than to put them on a diet of facts they are not ready to assimilate.
A. tackle B. submit C. shield D. pave
42. I had to do a five hour written examination on horse and stable management; but you know I have to do it in order to get the .
A. civilization B. assimilation C. revolution D. qualification
43. Here you may select the one which is most to your taste, and you are even allowed to them before coming to a decision.
A. auction B. sample C. enforce D. wrap
44. As is the Chinese cook's custom, my mother always made remarks about her own cooking.
A. optional B. plural C. negative D. slender
45. My shoulder hurt each time I put another full barrel on it, and my legs occasionally trembled as I was heading to the street.
A. wickedly B. typically C. ultimately D. vainly
46. As soon as she could do so without an appearance of being rude, she pretended to , rose, and left him there alone.
A. faint B. urge C. yawn D. sink
47. It is also important to have something that can clean water and kill so water from other sources can be made safe to drink.
A. plasmodia B. bacteria C. criteria D. malaria
48. The first animals on this living sphere, the Earth, were primitive animals, and then around 500 million years ago these sea animals developed shejjs.
A. versatile B. marine C. predatory feasible
49. It is crucial that a broad set of people-not just technologists or those who happen to be in the computer industry in the debate about how this technology should be shaped.
A. compensate B. saturate C. motivate D. participate
50. In the modern society, people often feel comfortable physically but suffer a lot .
A. moderately B. naturally C. biologically D. psychologically
Part III. Translation (30%) Section One: Translation from English to Chinese (15%) Directions: Please translate the following English into Chinese and write your Chinese translation on the Answer Sheet.
“All nature is meant to make us think of paradise,” Thomas Merton observed. Because the Creation puts on a nonstop show, beauty is free and inexhaustible, but we need training in order to perceive more than the most obvious kinds. Even 15 billion years or so after the Big Bang, echoes of that event still linger in the form of background radiation, only a few degrees above absolute zero. Lust so, I believe, the experience of beauty is an echo of the order and power that permeate the universe. To measure background radiation, we need subtle instruments; to measure beauty, we need alert intelligence and our five keen senses.
Anyone with eyes can take delight in a face or a flower. You need training, however, to perceive the beauty in mathematics or physics or chess, in the architecture of a tree, the design of a bird's wing, or the shiver of breath through a flute. For most of human history, the training has come from elders who taught the young how to pay attention. By paying attention, we learn to savor all sorts of patterns, from quantum mechanics to patchwork quilts. This predilection brings with it a clear evolutionary advantage, for the ability to recognize patterns helped
our ancestors to select mates, find food, avoid predators. But the same advantage would apply to all species, and yet we alone compose symphonies and crossword puzzles, carve stone into status, map time and space.
Section Two: Translation from Chinese to English (15%) Directions: Please translate the following Chinese into English and write your English translation on the Answer Sheet.
六十整岁望七十如攀高山。不料七十岁居然过了。七十岁开始可以诸事不做而拿退休金，不愁没有一 碗饭吃，自由自在，自得其乐。要看书可以随便乱翻。金庸、梁羽生、克里斯蒂、松本清张，从前哪能拜 读？现在可以了。随看随忘，便仍在一边。无忧无虑，无人打扰，不必出门而自有天地。真是无限风光在老年。
偶尔有人来，不论男女老少认识不认识，天南地北，天上地下，天文地理，谈天说地，百无禁忌。我 的话匣子一开，激光磁盘便响个不停，滔滔不绝。无奈我闲人忙，听众逐渐稀少，终于门庭冷落，只剩一 屋子广阔天地，任我独往独来，随意挥洒。
Part IV. Writing (25%) Section One: Abstract writing (10%) Directions: In this section, you will be given a long passage. Please read the passage and write a 150-word abstract and five keywords for it. Write your abstract and keywords on your Answer Sheet.
Russell’s conception of critical thinking involves reference to a wide range of skills, dispositions and attitudes which together characterize a virtue which has both intellectual and moral aspects, and which serves to prevent the emergence of
numerous vices, including dogmatism and prejudice. Believing that one central purpose of education is to prepare students to be able to form “a reasonable judgment on controversial questions in regard to which they are likely to have to act”, Russell maintains that in addition to having “access to impartial supplies of knowledge,” education needs to offer “training in judicial habits of thought” Beyond access to such knowledge, students need to develop certain skills if the knowledge acquired is not to produce individuals who passively accept the teacher’s wisdom or the creed which is dominant in their own society. Sometimes, Russell simply uses the notion of intelligence, by contrast with information alone, to indicate the whole set of critical abilities he has in mind.
Such critical skills, grounded in knowledge include:(i) the ability to form an opinion for oneself, which involves, for example, being able to recognize what is intended to mislead, being capable of listening to eloquence without being carried away, and becoming adept at asking and determining if there is any reason to think that our beliefs are true;(ii) the ability to find an impartial solution which involves learning to recognize and control our own biases, coming to view our own beliefs with the same detachment with which we view the beliefs of others, judging issues on their merits, trying to ascertain the relevant facts, and the power of weighing arguments;(iii) the ability to identify and questioa assumptions, which involves learning not to be credulous, applying what Russell calls constructive doubt in order to test unexamined beliefs, and resisting the notion that some authority, a great philosopher perhaps, has captured the whole truth. Russell reminds us that \"our most unquestiqried convictions may be as mistaken as those of Galileo’s opponents.”
There are numerous insights in Russell's account which should have a familiar ring to those acquainted with the recent critical thinking literature..First, Russell’s language, especially his emphasis on judgment, suggests the point that critical skills cannot be reduced to a mere formula to be routinely applied. Critical judgment means that one has to weigh evidence and arguments, approximate truth must be estimated, with the result that skill demands wisdom. Second, critical thinking requires being critical about our own attempts at criticism. Russell observes, for example, that refutations are rarely final; they are usually a prelude to further refinements. He also notes, anticipating a recent objection that critical thinking texts restrict criticism to “approved” topics, that punishment awaits those who wander into unconventional fields of criticism. For Russell, critical thinking must include critical reflection on what passes for critical thinking. Third critical thinking is not essentially a negative enterprise, witness Russell's emphasis on constructive doubt, and his warning against practices which lead to children becoming destructively critical. Russell maintains that the kind of criticism aimed at is not that which seeks to reject, but that which considers apparent knowledge on its merits, retaining whatever survives critical scrutiny.
There is a pervasive emphasis in Russell's writings, as in much recent commentary, oil the reasons and evidence which support, or undermine, a particular belief. Critical scrutiny of these is needed to determine the degree of confidence we should place in our beliefs. He emphasizes the need to teach the skill of marshalling evidence if a critical habit of mind is to be fostered, and suggests that one of the most important, yet neglected, aspects of education is learning how to reach true conclusions on insufficient data. This emphasis on
reasons, however, does not lead Russell to presuppose the existence of an infallible faculty of rationality. Complete rationality, he observes, is an unattainable ideal; rationality is a matter of degree. Far from having an uncritical belief in rationality, he was even prepared to say, somewhat facetiously, that philosophy was an unusually ingenious attempt to think fallaciously!
The mere possession of critical skills is insufficient to make one a critical thinker, Russell calls attention to various dispositions which mean that the relevant skills are actually exercised, Typically, he uses the notion of habit (sometimes the notion of practice) to suggest the translation of skills into actual behaviour. Russell describes education as the formation, by means of instruction, of certain mental habits [and a certain outlook on life and the world]. He mentions, in particular:(i) the habit of impartial inquiry, which is necessary if one-sided opinions are not to be taken at face value, and if people are to arrive at conclusions which do not depend solely on the time and place of their education;(ii) the habit of weighing evidence, coupled with the practice of not giving full assent to propositions which there is no reason to believe true;(iii) the habit of attempting to see things truly, which contrasts with the practice of merely collecting whatever reinforces existing prejudice; and (iv) the habit of living from one’s own centre, which Russell describes as a kind of self-direction, a certain independence in the will. Such habits, of course, have to be exercised intelligently. Russell recognizes clearly, indeed it is a large part of the problem which critical thinking must address, that one becomes a victim of habit if the habitual beliefs of one’s own age constitute a prison of prejudice. Hence the need for a critical habit of mind.
Because they are not simply automatic responses in which one has been drilled, such intellectual habits in effect reflect a person's willingness, what Russell typically calls one’s readiness, to act and respond in various ways. His examples include:(i) a readiness to admit new evidence against previous beliefs, which involves an open-minded acceptance (avoiding credulity) of whatever a critical examination has revealed;(ii) a readiness to discard hypotheses which have proved inadequate, where the test is whether or riot one is prepared in fact to abandon beliefs which once seemed promising; and (iii) a readiness to adapt oneself to the facts of the world, which Russell distinguishes from merely going along with whatever happens to be in the ascendant, which might be evil To be ready to act, or react, in these ways suggests both an awareness that the habits in question are appropriate and a principled commitment to their exercise. They have in common the virtue Russell called truthfulness, which entails the wish to find out, and trying to be right in matters of belief.
In Russell’s conception, beyond the skills and dispositions outlined above, a certain set of attitudes characterizes the outlook of a critical person. By the critical attitude, Russell means a temper of mind central to which is a certain stance with respect to knowledge and opinion which involves:(i) a realization of human fallibility, a sense of the uncertainty of many things commonly regarded as indubitable，bringing with it humility;(ii) an open-minded outlook with respect to our beliefs, an “inward readiness” to give weight to the other side, where every question is regarded as open and where it is recognized that what passes for knowledge is sure to require correction;(iii) a refusal to think that our own desires and wishes provide a key to understanding the world, recognizing that what we
should like has no bearing whatever on what is;(iv) being tentative, without failing into a lazy skepticism (or dogmatic doubt), but holding one's beliefs with the degree of conviction warranted by the evidence. Russell defends an outlook midway between complete skepticism and complete dogmatism in which one has a strong desire to know combined with great caution in believing that one knows. Hence his notion of critical undogmatic receptiveness which rejects certainty (the demand for which Russell calls an intellectual vice and ensures that open-mindedness does not become mindless.
Russell describes critical undogmatic receptiveness as the true attitude of science, and often speaks of the scientific outlook, the scientific spirit, the scientific temper, a scientific habit of mind and so on, but Russell does not believe that critical thinking is only, or invariably, displayed in science. It is clear that Russell is suggesting a certain ideal to which science can only aspire but which, in his view, science exemplifies to a greater extent than philosophy, at least philosophy as practised in the early twentieth century. Russell uses a number of other phrases to capture the ideal of critical thinking, including the philosophic spirit and a philosophical habit of mind, the liberal outlook (or even the liberal creed), and the rational temper. All of these ideas are closely intertwined. He remarks, for example, that the scientific outlook is the intellectual counterpart of what is, in the practical sphere, the outlook of liberalism. The critical outlook, for Russell, reflects ail epistemological and ethical perspective which emphasizes:(i) how beliefs are held i.e. not dogmatically,(ii) the doubtfulness of all beliefs,(iii) the belief that knowledge is difficult but not impossible,(iv) freedom of opinion,(v) truthfulness, and (vi) tolerance.
Section Two: Essay writing (15%) Directions: In this section, you are required to write a 300-word essay on the topic “Art or Science?” You can write according to the outline given. Please write your essay on your Answer Sheet.
Art or Science?
Some disciplines are called art and some disciplines are called science. For example,… Art refers to… Science refers to…
In conclusion…
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