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提问人：网友sky1102 发布时间：2022-01-07
[主观题]

Scholars and students have always been great travelers. "Academic mobility" is now often s

tated as a fundamental necessity for economic and social progress in the world, but it is certainly nothing new. Serious students were always ready to go abroad in search of the most stimulating teachers and the most famous academies; in search of the purest philosophy, the most effective medicine, the likeliest road to gold.

Mobility of this kind means also mobility of ideas, their transference across frontiers, their simultaneous impact upon many groups of people. The point of learning is to share it, whether with students or with colleagues; one presumes that only eccentrics have an interest in being credited with a startling discovery, or a new technique. It must also have been reassured to know that other people in other parts of the world were about to make the same discovery or were thinking along the same lines, and that one was not quite alone, confronted by inquisition, ridicule or neglect.

In the twentieth century, and particularly in the last twenty years, the old footpaths of the wandering scholars have become vast highways. The vehicle which has made this possible has of course been the aeroplane, making contact between scholars even in most distant places immediately feasible, and providing for the very rapid transmission of knowledge. Apart from the vehicle itself, it is fairly easy to identify the main factors which have brought about the recent explosion in academic movement. Some of these are purely quantitative and require no further mention: there are far more centers of learning, and a far greater number of scholars and students.

In addition, one must recognize the very considerable multiplication of disciplines, particularly in the sciences, which by widening the total area of advanced studies has produced an enormous number of specialists whose particular interests are precisely defined. These people would work in some isolation if they were not able to keep in touch with similar isolated groups in other countries.

It can be concluded from the passage that "academic mobility"______.

A．means the friendship formed by scholars on the trip

B．is a program initiated by governments

C．has been put great emphasis on in the world

D．means going abroad in search of the best teacher

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更多“Scholars and students have always been great travelers. "Academic mobility" is now often s”相关的问题
第1题
In terms of other activities in addition to the previously mentioned ones, __________________ often recognize student scholars in a certain academic discipline.
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第2题
Financial support from both private organizations and the government has made possib
le____________

A．they can find the best students

B．the university’s academic advancement and physical extension

C．some of the most distinguished scholars

D．where a sports meet is held every year

E．must have been the top student’s in their classes

F．must be hardworking

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第3题
It is possible for students to obtain advanced degrees in English while knowing little or
nothing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon--the list of authors whose works are most widely taught--is ever to include more women, scholars must be well trained in historical scholarship and textual editing. Scholars who do not know how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are bereft of crucial tools for revising the canon.

To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students' consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.

Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day; thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith's play The Platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.

The range of Griffith's work meant that each student could become the world's leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student I hope for a lifetime--against credulous use of reference sources. (433)

The author of the passage is primarily concerned with ______.

A．revealing a commonly ignored deficiency

B．proposing a return to traditional terminology

C．describing an attempt to correct a shortcoming

D．assessing the success of a new pedagogical approach

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第4题
It is possible for students to obtain advanced degrees in English while knowing little or
nothing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers, ff the canon(教规)—the list of authors whose works are most widely taught—is ever to include more women, scholars must be well trained in historical scholarship and textual editing. Scholars who do not know how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are lacking in crucial tools for revising the canon.

To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students' consciousness about the usefulness of traditional learning for any modem critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantages of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.

Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extent scholarship on Griffith was so tiny that it could all be read in a day, thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith's Play—The Platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.

The range of Griffith' s work meant that each student could become the world' s leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid serve to vaccinate the student—I hope for a lifetime—against credulous use of reference sources.

The author of the passage is primarily concerned with ______.

A．revealing a commonly ignored deficiency

B．proposing a return to traditional terminology

C．describing an attempt to correct a shortcoming

D．assessing the success of a new pedagogical approach

点击查看答案
第5题
It is possible for students to obtain advanced degree in English while knowing little or n
othing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon--the list of authors whose works are most widely taught—is ever to include more women, scholars must be well trained in historical scholarship and textual editing. Scholars who do not know how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are lacking crucial tools for revising the canon.

To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students' consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources.① Instead, students were engaged in a collective effort to do original work on a neglected eighteenth century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.

Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could be all read in a day, thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith's play The Platonic Wife exists in three visions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.

The range of Griffith's work meant that each student could become the world's leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid serve to vaccinate the students I hope for a lifetime—against credulous use of reference sources. ②

The author of the passage is primarily concerned with______.

A．revealing a commonly ignored deficiency

B．proposing a return to traditional method

C．describing an attempt to correct a shortcoming

D．assessing the success of a new pedagogical approach

点击查看答案
第6题
It is possible for students to obtain advanced degree in English while knowing little or n
othing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon the list of authors whose works are most widely taught—is ever to include more women, scholars must be well trained in historical scholarship and textual editing. Scholars who do not know how to read early manuscripts, locate rare hooks, establish a sequence of editions, and so on are lacking in crucial tools for revising the canon.

To address such concerns, an experimental version of the traditional scholarly methods course was de signed to raise students' consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources①. Instead students were engaged in a collective effort to do original work on a neglected eighteenth century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.

Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could be all read in a day, thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith's play—The Platonic Wife exists in three visions, enough to provide i]lustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.

The range of Griffith's work meant that each student could become the world's leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title trans formed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid serve to vaccinate the student—I hope for a lifetime—against credulous use of reference sources②.

The author of the passage is primarily concerned with ______.

A．revealing a commonly ignored deficiency

B．proposing a return to traditional method

C．describing an attempt to correct a shortcoming

D．assessing the success of a new pedagogical approach

点击查看答案
第7题
Text III Scholars and researchers have tried to di...

Text III Scholars and researchers have tried to discover what personality characteristics go along with success in living in another country. Although many experiments have been done, the findings have always been unclear or incomplete. It might be a tough question for them, but three characteristics stand out in the scholars’ reports: patience, a sense of humor, and the awareness of being unclear. Patience, of course, is the ability to keep calm even when things do not go as one wants them to, or hopes they will, or has ever been sure they will. It is the characteristic that may help one go on with the thing he or she is researching. Impatience sometimes brings improvements in relations with other people, but usually it does not. It may put off the thing one is going on. Next, a person with a sense of humor is less likely to take things too seriously and more ready to see the humor in her own relations than is a humorless person. This characteristic helps one deal with the problem in his research or study. When one has to be faced with some trouble, a humorous person is more likely to handle it in a more relaxed and correct way. Finally, “the awareness of being unclear” is an even more difficult concept than patience or a sense of humor and should be focused on. Foreigners often find themselves in situations that are unclear. That is, they do not know what is happening in the situation. Perhaps they do not understand the local language well enough, or they do not know how some system or organization works, or they can’t be sure of different people’s roles in what is going on. “It is like I just got here from the moon.” A Chinese graduate student who had just arrived in the United States said, “Things are just so different here.” 11. The passage mainly tells us ___________.

A、that it’s not easy to travel abroad

B、that humor is very important in communication

C、of some skills in dealing with foreigners

D、of three main characteristics useful in communicating with foreigners

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第8题
How Europe fails its youngThose Europeans who are tempted, in the light of the dismal scen

How Europe fails its young

Those Europeans who are tempted, in the light of the dismal scenes in New Orleans this fortnight, to downgrade the American challenge should meditate on one word: universities. Five years ago in Lisbon European officials proclaimed their intention to become the world's premier "knowledge economy" by 2010. The thinking behind this grand declaration made sense of a sort: Europe's only chance of preserving its living standards lies in working smarter than its competitors rather than harder or cheaper. But Europe's failing higher-education system poses a lethal threat to this ambition.

Europe created the modem university. Scholars were gathering in Paris and Bologna before America was on the map. Oxford and Cambridge invented the residential university: the idea of a community of scholars, living together to pursue higher learning. Germany created the research university. A century ago European universities were a magnet for scholars and a model for academic administrators the world over.

But, as our survey of higher education explains, since the second world war Europe has progressively surrendered its lead in higher education to the United States. America boasts 17 of the world's top 20 universities, according to a widely used global ranking by the Shanghai Jiao Tong University. American universities currently employ 70% of the world's Nobel prize-winners, 30% of the world's output of articles on science and engineering, and 44% of the most frequently cited articles. No wonder developing countries now look to America rather than Europe for a model for higher education.

Why have European universities declined so precipitously in recent decades？ And what can be done to restore them to their former glory？ The answer to the first question lies in the role of the state. American universities get their funding from a variety of different sources, not just government but also philanthropists, businesses and, of course, the students themselves. European ones are largely state-funded. The constraints on state funding mean that European governments force universities to "process" more and more students without giving the TM the necessary cash—and respond to the universities' complaints by trying to micromanage them. Inevitably, quality has eroded. Yet, as the American model shows, people are prepared to pay for good higher education, because they know they will benefit from it: that's why America spends twice as much of its GDP on higher education as Europe does.

The answer to the second question is to set universities free from the state. Free universities to run their internal affairs: how can French universities, for example, compete for talent with their American rivals when professors are civil servants？ And free them to charge fees for their services—including, most importantly, student fees.

Asia's learning

The standard European retort is that if people have to pay for higher education, it will become the monopoly of the rich. But spending on higher education in Europe is highly regressive (more middle-class students go to university than working-class ones). And higher education is hardly a monopoly of the rich in America: a third of undergraduates come from racial minorities, and about a quarter come from families with incomes below the poverty line. The government certainly has a responsibility to help students to borrow against their future incomes. But student fees offer the best chance of pumping more resources into higher education. They also offer the best chance of combining equity with excellence.

Europe still boasts some of the world's best universities, and there are some signs that policy makers have realised that their system is failing. Britain, the pacemaker in university reform. in Europe, is raising fees. The Germans are trying to create a Teutonic Ivy League. European universities

A．Y

B．N

C．NG

点击查看答案
第9题
听力原文：M: Sally, how are you doing？W: I'm doing fine. I've spent the last two years stud

听力原文：M: Sally, how are you doing？

W: I'm doing fine. I've spent the last two years studying Chinese literature on the lovely coast. I could not have made a better choice, as I really enjoy everything about being here except the lack of snow, of course!

M: Why did you choose to study Chinese literature？

W: Well, my parents are China scholars, and since I was very young I've been interested in China, especially Chinese culture.

I have always believed that a country's literature reveals a lot about its culture.

M: What do you like about your study？

W: What I like most is that we have group work, presentations and assignments as well as seminars and lectures. These variations enable interaction and discussion among the students.

M: Say something more about the place of your study, will you？

W: It's a great student town bemuse of its size and nightlife. You will not experience being lost or lonely here. Unfortunately for some, there is a lack of opportunities for those interested in art.

M: I guess it's still a wonderful place.

W: It sure is. It can offer friendly people, a gorgeous beach, powerful waves and a fresh sea breeze. Nothing else can refresh you more than a walk by the beach!

(27)

A．Four.

B．Three.

C．Two.

D．One.

点击查看答案
第10题
It is possible for students to obtain advanced degrees in English while knowing little or
nothing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon—the list of authors whose works are most widely taught—is ever to include more women, scholars who do not know how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are lacking in crucial tools for revising the canon.

To address such concerns, an experimental, version of the traditional scholarly methods course was designed to raise students' consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.

Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day, thus students spent little time and effort mastering the literature and, had a clear field for their own discoveries. Griffith's play The Platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.

The range of Griffith's work meant that each student could become the world's leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student I hope for a lifetime against credulous use of reference sources.

The author of the passage is primarily concerned with ______.

A．revealing a commonly ignored deficiency

B．proposing a return to traditional terminology

C．describing an attempt to correct a shortcoming

D．assessing the success of a new pedagogical approach

点击查看答案
第11题
Soon after Beijing graduate student Gang Dong-chun landed in Taiwan last year to research
its political development, the United Daily News invited him to write a guest column. Gang quickly discovered, however, that there was a huge gap between his views and those of his Taiwanese comrades.

The result: The Beijing University researcher came in for stinging criticism in the same newspaper. One critic asked how someone from the university whose students launched China's historic prodemocracy movement of May 4, 1919, could argue that things such as national and economic development should take precedence over democracy. The episode illustrated both the problems and the promise of educational exchanges across the Taiwan Strait.

Gang was nevertheless just the first of what may soon be a steady trickle of students, teachers and researchers taking part in educational exchanges. Until now, these have been limited to brief conferences and getting-to-know-you tours of each side's educational centers. But now Taipei and Beijing are allowing longer stays for study and research a significant breakthrough that could help reduce the two sides' many differences.

Ironically, the exchanges are gaining momentum despite recent cross-strait tensions. In mid-January, university presidents and administrators from two dozen educational institutions in China met their Taiwanese counterpart for 10 days at National Cheng Kung University in the southern city of Tainan. They discussed how to move from perfunctory to substantive exchanges. "In the past, academics were led by politics," says Wu Jin, the university's president. "This is not right. We should deal with academics and politics separately."

The conference concluded with a politically neutral statement with the bland title: To Create the 21st Century for the Chinese People Through Academic Cooperation. In it, the presidents of leading schools in Taiwan and prestigious mainland institutions agreed to open teaching posts in each others' universities, cooperate on research projects and open doors for students to study on both sides.

Weng Shilie, an engineering professor who's president of Shanghai's Jiaotong University, said in an interview that the next time he see Chinese President Jiang Zemin, who is a Jiaotong alumnus, he will brief him on the latest developments in cross-strait exchanges in education. "Education is forever," says Weng, implying that political problems are merely temporary. Temporary or not, the obstacles to cooperation remain formidable. Neither side recognizes the other's academic credentials and both governments impose paralyzing restrictions on students. In Taiwan, screening committees at two ministries must vet applications from mainland-Chinese students. Taipei allowed an estimated 6,000 Chinese residents to visit Taiwan for education and cultural exchanges last year, an increase of 50% over 1994. Most were athletes, performing artists and scholars attending conferences.

Following Gang's three-month stay last year, Taiwan agreed to let 14 graduate researchers come from China to study; the first are expected to arrive in March. They will research Taiwan-related topics at nine universities. Each student will receive a monthly scholarship of NT ＄15,000 (＄546) for his first four months, a round-trip air ticket, accommodation and health insurance. Education officials in Taipei say they hope to increase the number of scholarships to 20 next year. "We have opened the door," says Bruce Wu, who administers the scholarships from the Chinese Development Fund of the Mainland Affairs Council, a cabinet-level agency in Taipei. "Everything now depends on China's cooperation."

Given the political stalemate between Taipei and Beijing, however, skepticism abounds. In practice, says political scientist Lu Ya-li of National Taiwan University, it is very difficult for the two sides to treat education in a politically neutral w

A．was the first mainland student taking part in the research conference in Taipei

B．was the first mainland student who received criticism in Taipei

C．was the first mainland student in Taipei studying the May 4th movement

D．was the first educational exchange student from mainland studying in Taipei

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