2017考研英語(yǔ)閱讀理解試題及解析(22)

    Americans today don’t place avery high value on intellect. Our heroes are athletes, entertainers, andentrepreneurs, not scholars. Even our schools are where we send our children toget a practical education—not to pursue knowledge for the sake of knowledge. Symptoms ofpervasive anti-intellectualism in our schools aren’t difficultto find。
    “Schools havealways been in a society where practical is more important than intellectual,”sayseducation writer Diane Ravitch. “Schools could be a counterbalance?！?Ravitch’s latestbock, Left Back: A Century of Failed School Reforms, traces the roots ofanti-intellectualism in our schools, concluding they are anything but acounterbalance to the American distaste for intellectual pursuits。
    But they could and should be. Encouraging kids to reject the lifeof the mind leaves them vulnerable to exploitation and control. Without theability to think critically, to defend their ideas and understand the ideas ofothers, they cannot fully participate in our democracy. Continuing along thispath, says writer Earl Shorris,“We will become a second-rate country. We will have a less civilsociety?！?BR>    “Intellect isresented as a form of power or privilege,”writes historian andprofessor Richard Hofstadter in Anti-Intellectualism in American Life, aPulitzer Prize winning book on the roots of anti-intellectualism in USpolitics, religion, and education. From the beginning of our history, saysHofstadter, our democratic and populist urges have driven us to reject anythingthat smells of elitism. Practicality, common sense, and native intelligencehave been considered more noble qualities than anything you could learn from abook。
    Ralph Waldo Emerson and other Transcendentalist philosophersthought schooling and rigorous book learning put unnatural restraints onchildren: “We are shut up in schools and college recitation rooms for 10 or 15years and come out at last with a bellyful of words and do not know a thing?！盡ark Twain’sHuckleberry Finn exemplified American anti-intellectualism. Its hero avoidsbeing civilized—going to school and learning to read—so he can preservehis innate goodness。
    Intellect, according to Hofstadter, is different from nativeintelligence, a quality we reluctantly admire. Intellect is the critical,creative, and contemplative side of the mind. Intelligence seeks to grasp,manipulate, re-order, and adjust, while intellect examines, ponders, wonders,theorizes, criticizes and imagines。
    School remains a place where intellect is mistrusted. Hofstadtersays our country’s educational system is in the grips of people who “joyfully andmilitantly proclaim their hostility to intellect and their eagerness toidentify with children who show the least intellectual promise?！?BR>    36. What do American parents expect their children to acquire inschool?
    [A] The habit of thinking independently。
    [B] Profound knowledge of the world。
    [C] Practical abilities for future career。
    [D] The confidence in intellectual pursuits。
    37. We can learn from the text that Americans have a history of
    [A] undervaluing intellect。
    [B] favoring intellectualism。
    [C] supporting school reform。
    [D] suppressing native intelligence。
    38. The views of Ravish and Emerson on schooling are
    [A] identical.
    [B] similar.
    [C] complementary.
    [D] opposite。
    39. Emerson, according to the text, is probably
    [A] a pioneer of education reform.
    [B] an opponent of intellectualism。
    [C] a scholar in favor of intellect.
    [D] an advocate of regular schooling。
    40. What does the author think of intellect?
    [A] It is second to intelligence.
    [B] It evolves from common sense。
    [C] It is to be pursued.
    [D] It underlies power。
    解析
    36. What do American parents expect their children to acquire inschool?
    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] The habit of thinking independently. 獨(dú)立思考的習(xí)慣。。
    [B] Profound knowledge of the world. 深厚的世界知識(shí)。。
    [C] Practical abilities for future career. 從事未來(lái)職業(yè)的實(shí)用技能。
    [D] The confidence in intellectual pursuits. 追求學(xué)識(shí)的信心。
    【答案】 C
    【考點(diǎn)】 事實(shí)細(xì)節(jié)題。
    【分析】 父母對(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。”至此，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)本身沒有問題，但是不適合本處的說法來(lái)干擾考生。考生一定要警惕先入為主的思維模式，在做閱讀理解的時(shí)候，不能按照自己的直覺和知識(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. We can learn from the text that Americans have a history of
    從原文中我們可以得知美國(guó)的歷史歷來(lái)是
    [A] undervaluing intellect. 貶低學(xué)識(shí)。
    [B] favoring intellectualism. 贊成學(xué)識(shí)至上論。。
    [C] supporting school reform. 支持學(xué)校改革。
    [D] suppressing native intelligence. 壓制天分。
    【答案】 A
    【考點(diǎn)】 事實(shí)細(xì)節(jié)題。
    【分析】 第四段“霍夫斯塔特說：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，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. The views of Ravish and Emerson on schooling are
    Ravitch and Emerson 對(duì)學(xué)校的看法是
    [A] identical. 相同的。
    [B] similar. 類似的。
    [C] complementary. 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“Ravitchand Emerson”二人對(duì)學(xué)校的看法后再將二人的意見進(jìn)行一番比較，然后得出二人意見的異同?！癛avitch”的意見我們從第二段中可以找到，“Diane Ravitch說：‘學(xué)校始終處于實(shí)用重于學(xué)識(shí)的社會(huì)之中。’”“學(xué)校本來(lái)可以是一種抵消的力量。”“Ravitch”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，書中的結(jié)論是：“美國(guó)學(xué)校絕對(duì)沒有抵制美國(guó)人對(duì)學(xué)識(shí)追求的厭惡。”從本段可以看出，“Ravitch”批評(píng)學(xué)校沒有起到抵制美國(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，后出來(lái)滿肚子墨水，卻啥都不懂?！北径握f明愛默生認(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：二人意見剛好相反。
    39. Emerson, according to the text, is probably
    根據(jù)本文， Emerson可能是一位
    [A] a pioneer of education reform. 教育改革的先驅(qū)。
    [B] an opponent of intellectualism. 學(xué)識(shí)主義的反對(duì)者。
    [C] a scholar in favor of intellect. 贊成學(xué)識(shí)的學(xué)者。
    [D] an advocate of regular schooling. 正規(guī)學(xué)校教育的倡導(dǎo)者。
    【答案】 B
    【考點(diǎn)】 推斷題。
    【分析】 從某人的觀點(diǎn)推斷出某個(gè)人的立場(chǎng)是常見的考題，上題中已經(jīng)提到過愛默生的觀點(diǎn)，即“學(xué)校教育和嚴(yán)格的書本學(xué)習(xí)限制了孩子們的天性”，也就是說，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. What does the author think of intellect?
    本文作者怎么看待才智?
    [A] It is second to intelligence. 它沒有智力重要。
    [B] It evolves from common sense. 它從常識(shí)發(fā)展而來(lái)。
    [C] It is to be pursued. 它是必須被人們追求的東西。
    [D] It underlies power. 它是權(quán)利的基礎(chǔ)。
    【答案】 C
    【考點(diǎn)】 作者觀點(diǎn)題。
    【分析】 作者觀點(diǎn)題通常只有在通篇讀完才能夠得出。第一段作者說今天的美國(guó)人不很看重“intellect”，第二段引用教育學(xué)作家“Diane Ravitch”的觀點(diǎn)來(lái)說明這一點(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“Earl Shorris”的話來(lái)說明如果不這么做，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，但是并沒有對(duì)它們進(jìn)行探討。