专家答疑：2009年考研之调剂疑问全解答
青海大学2009年考研调剂信息（4月24日更新）考研
青海大学2009年考研调剂信息（4月24日更新）考研PDF转换可能丢失图片或格式，建议阅读原文/html/579/s_579900_57.htm公费：青海大学农学类专业导师全额资助硕士研究生公告（月日更新） 我校第一批复试已结束，农学类专业目前还有较多调剂名额(公费)，学费由导师全额资助，每年元人，并享受普通奖学金元年.热忱欢迎全国各地优秀考生调剂到我校继续深造。
一、调剂原则： 、入学考试成绩(单科与总分)达到国家统一划定的类地区入学考试初试合格资格线. 、调剂专业为相同或相近专业.详细条件见表中要求 二、调剂专业及要求：专业-研究方向-导师-姓名-资助名额-调剂条件-作物栽培学与耕作学马铃薯栽培张永成--、相同或相近专业-、农学专业优先-、通过--优先作物遗传育种马铃薯遗传育种王舰-青稞遗传育种迟德钊-植物种质资源马晓岗-蔬菜遗传育种李莉-园林植物与观赏园艺园林植物遗传育种唐道城--、相同或相近专业-、园林专业优先-、通过--优先草业科学高原牧草遗传育种资源研究与利用马玉寿周青平颜红波--、相同或相近专业-、草业科学专业优先-、通过--优先动物营养与饲料科学反刍动物营养与生产刘书杰毛学荣魏雅萍--、相同或相近专业-、动物营养专业优先-、动物遗传育种专业优先-、通过--优先单胃动物营养与生产候生珍- 三、调剂程序： 、考生请登陆中国研究生招生信息网调剂服务系统填写调剂申请，我校将在小时内对审核通过的考生发出复试通知.考生须在小时内点击“接受复试通知”。
、考生点击“接受复试通知”后，请登陆我校调剂平台查询复试科目、复试办法，认真准备复试。
各位考生请与我办保持电话联系(-)。
、我校第二批复试时间定在月日报到，-日复试，请按我校复试办法的要求，带齐相关资料和证件按时到校参加复试。
、复试结束后，复试合格的调剂考生我校将在教育部调剂系统平台发出待录取通知，并通知考生网上确认。
考生须在小时内确认是否接受我校待录取，若考生逾期未作答复，我校可取消待录取资格。
专家提醒：08考研调剂两大关键事项不可忽视
专家提醒：08考研调剂两大关键事项不可忽视万学·海文周剑09年全国硕士研究生入学考试成绩公布在即，紧随其后的复试和调剂工作就会相续展开。
未雨绸缪是增大胜券把握的关键之一。
万学·海文提醒09年面临调剂的考生注意以下三大关键事项：一、一旦获取成绩后，应该立刻做出反应一旦通过报考院校网站或是电话声讯台获知自己的成绩之后，如果发现自己的分数不够所报专业的初试分数最低线或是刚刚超过该线，都要立刻做出反应。
1）想办法获得所报院校或意向调剂院校的联系方式。
如果你符合一些学校的调剂条件，就可以马上电话咨询或信件联系。
如果报考的是自己原院校或本校跨专业，可以直接到系里去找老师进行沟通，你可以向系里老师争取到负责研究生招生的院系老师的联系电话。
目的是尽早的把电话打过去。
询问有关调剂的一些信息；如果你是跨校考研，在报考院校的研究生网站，可以找到该院系的联系电话。
你除了向他们了解调剂信息和流程以外的内容，还可以问询他们是否可以推荐调剂，一些学校会帮你推荐。
2）条件允许，可以亲自参与调剂争取主动权，你成功地机会就会更大些，如果地域条件、经济条件允许，你不妨亲自去院校进行调剂，这样更有利于个人档案信息被接受调剂的院校顺利转接，当调剂院校有信息疑问时，可以第一时间向你了解，同时，通过与老师的面对面接触，能够给对方一个直观的印象。
3）联系导师注意事项联系导师的常见方式是电话联系，当然，有机会见面更好。
如果是电话联系，通话首先要言简意赅的介绍自己，如果是见面，那就准备一份前面所说的简历，简单而又有重点地介绍自己。
另外最好准备一份英文简历，以备需要。
在与导师谈话时应注意与导师谈话的方式，同样是一个问题，不太恰当的表达可能会带来歧异，影响导师对你的看法，并且如果没有对导师充分的了解，就不要说话太随便。
二、调剂心态很重要1）如果调剂成为现实，千万不可萎靡不振，怨天尤人。
因为抱怨解决不了问题，你应该马上着手调剂。
换句话讲，如果你先调整好心态，做好调剂的各项准备工作，首先主动出击，那么你会比其他同调剂者更具有胜券的可能。
考研调剂常见问题解答参考资料
考研调剂常见问题解答参考资料考研调剂常见问题解答1、本系统适用考生范围：参加网上报名，达到全国硕士研究生统一入学考试考生进入复试的初试成绩基本要求未被一志愿单位录取的统考、管理类联考、法硕联考以及少数民族骨干计划考生，不在此范围内的考生没有进入调剂系统的权限。
2、3个志愿如何填写?有何区别?答：填写完第一个志愿后，第二个、第三个志愿随时可以填写，位置互换也没有关系，3个调剂志愿是平行关系，没有区别，互不影响。
请点击“考生调剂报名”，在相应位置(调剂志愿不分前后)填写即可，不会覆盖已经填写的志愿。
3、我已填写手机号码，为什么收不到系统发送的短消息?答：考生填写手机号码时，如果在全角状态下输入，系统无法识别，导致收不到短消息。
建议考生填写手机号码时，将输入法切换到英文(半角)状态。
如手机号码填写有误，需要等志愿可修改的时候才能修改填写的手机号码。
另外，考生填写完调剂志愿后，并不会马上收到系统发送的短消息。
等到招生单位发送复试通知等操作时，系统才会给考生发送短消息通知。
由于短信网关拥堵或出现异常、手机安全软件拦截、手机在境外使用等均可能导致无法收到短消息，故请考生不要依赖短消息通知，应及时登录调剂系统查看或确认通知。
4、分区概念：国家按照一区、二区确定考生参加复试基本分数要求：一区包括北京、天津、上海、江苏、浙江、福建、山东、河南、湖北、湖南、广东、河北、山西、辽宁、吉林、黑龙江、安徽、江西、重庆、四川、陕西等21省(市);二区包括内蒙古、广西、海南、贵州、云南、西藏、甘肃、青海、宁夏、新疆等10省(区)。
5、跨一级学科/领域调剂(分数需达到该一级学科所在门类/类别所报招生单位的分区资格线)的学科领域有：体育学[0403]、体育硕士[0452]、中医学[1005]、中西医综合[1006]、临床医学照顾专业、工学照顾专业及工程硕士照顾专业。
( 特别注意：第一志愿报考工商管理、公共管理、工程管理、旅游管理、会计、图书情报、审计专业学位的考生可相互调剂，但不得调入其他专业;其他专业考生也不得调入以上七个专业。
2009年宁波大学研究生招生政策及常见问题解答
⼀、2009年学校的收费政策 1.第⼀志愿报考宁波⼤学录取的研究⽣，同等条件下优先录取，优先使⽤公费指标。
2.⾃筹经费⽣和委培⽣每年收取培养费7000.00元，分年付款。
3.2008年我校公费⽣⽐例为95%。
4.我校有三个专业招收博⼠研究⽣，分别是：⽔产养殖、通信与信息系统、⼯程⼒学。
08年公费⽣⽐例为100%。
⼆、2008年录取情况 1.2008年录取率 2008年第⼀志愿报考宁波⼤学，且符合国家A类基本复试分数线的考⽣，录取率为95%。
我校不提供分专业录取情况的数据。
2.关于初试和复试成绩所占⽐例 2008年我校在录取时，初试成绩和复试成绩在综合成绩中所占的⽐例⼀般为60%：40%。
3.关于复试阶段的淘汰⽐例 2007年我校复试⼈数的总体⽐例按招⽣指标的1：1——1：1.2确定。
因各学院学科差异较⼤，实际的复试淘汰⽐例略有差异。
4.我校硕⼠⽣的待遇 (1)符合条件的硕⼠⽣，可享受我校设⽴的普通奖学⾦、优秀奖学⾦、单项奖学⾦等多项奖学⾦待遇。
(2)学校为研究⽣设⽴曹光彪学⽣科研奖、绣⼭清寒优秀学⽣奖学⾦，绣⼭清寒新⽣奖学⾦，奖⾦额度可达10000元⼈民币。
(3)我校为硕⼠⽣提供勤⼯俭学机会。
(4)学校实⾏“三助”岗位制度，为研究⽣提供“助研”、“助教”、“助管”岗位。
(5)家庭困难的⾃筹经费学⽣可申请助学贷款，符合条件的可以申请国家助学贷款。
(6)通过CET6(470分及以上)的考⽣可在⼊学后申请英语(Q吧)公共课免修，CET6合格分数的时效为2年。
三、有关报名情况 1.关于我校同等学⼒报考问题 (1)根据国家规定，以同等学⼒报考我校攻读硕⼠学位研究⽣，必须具备下列条件：获得国家承认的⼤专学历后，经2年或2年以上(从⼤专毕业到录取为研究⽣当年的9⽉1⽇，下同)，达到与⼤学本科毕业同等学⼒。
(2)国家承认学历的本科结业⽣和成⼈⾼校应届本科毕业⽣(不含⾃考⽣和络教育学⽣)，按本科毕业同等学⼒⾝份报考。
教育部关于做好2009年全日制专业学位硕士研究生
教育部关于做好2009年全日制专业学位硕士研究生教育部关于做好2009年全日制专业学位硕士研究生招生计划安排工作的通知教发〔2009〕6号各省、自治区、直辖市教育厅（教委）、高等学校招生委员会，有关研究生招生单位：为更好地适应国家经济社会发展对高层次、多类型人才的需要，增强研究生教育服务经济社会发展的能力，当前和今后一个时期要加快研究生教育结构调整优化的步伐,努力提高研究生选拔培养质量，积极为国家经济社会发展培养应用型、紧缺型人才。
经研究决定，2009年在已下达的研究生招生计划基础上，增加全日制专业学位硕士研究生招生5万名，现就有关事项通知如下：一、统筹规划，调整优化研究生招生类型结构加强专业学位研究生招生工作是新时期、新阶段进一步完善和发展研究生教育的需要，是进一步优化研究生教育结构的重要举措，是研究生招生制度改革的重要内容。
各研究生招生单位要加大研究生培养类型和培养模式改革的力度，统筹规划好学术型和应用型研究生教育的发展，增加符合我国产业结构特环节作相应调整，参照有关专业学位研究生培养方案制定专门的全日制教学计划，学生毕业后颁发研究生毕业证书和硕士专业学位证书。
专业学位硕士研究生培养收费标准及其他奖助政策按照《教育部关于做好全日制专业学位硕士研究生招生收费有关工作的通知》（教财〔2009〕5号）确定，其它待遇方面应与普通专业学术型自筹经费研究生相同。
请各招生单位认真填报《2009年全日制专业学位硕士研究生分专业（领域）招生计划汇总表》（附件3）和2009年全日制专业学位硕士研究生分专业（领域）招生计划数据库（数据库结构见附件4），于3月13日前报教育厅（教委）、省级招办，省级招办汇总后在3月15日前分别通过邮寄和上传中国研究生招生信息网后台公文收发（公网网址 ，教育网网址 ）报送教育部高校学生司。
附件：1.2009年招收全日制硕士研究生的专业学位类别、专业（领域）代码表2.2009年全日制专业学位硕士研究生招生计划安排表3.2009年全日制专业学位硕士研究生分专业（领域）招生计划汇总表4.2009年全日制专业学位硕士研究生分专业（领域）招生计划数据库结构表教育部二〇〇九年三月十一日附件1：2009年招收全日制硕士研究生的专业学位类别、专业（领域）代码表附件2：2009年全日制专业学位硕士研究生招生计划安排表北京市6665北京大学600 北京外国语大学110 中国人民大学400 北京语言大学40 清华大学300 中央财经大学140 北京交通大学280 对外经济贸易大学100 北京工业大学105 北京物资学院30 北京航空航天大学400 中国人民公安大学30 北京理工大学250 北京体育大学60 北京科技大学200 中央民族大学60 北方工业大学60 中国政法大学300 北京化工大学50 北京信息科技大学30 北京工商大学40 华北电力大学400 北京邮电大学500 中国矿业大学（北京）150 北京建筑工程学院30 中国石油大学（北京）400 中国农业大学150 中国地质大学（北京）230 北京农学院30 中国科学院研究生院300 北京林业大学100 中国社会科学院研究生院150 北京协和医学院30 军事医学科学院60 首都医科大学40 财政部财政科学研究所20 北京中医药大学30 中国农业科学院50 北京师范大学100 军医进修学院100 首都师范大学150 中国林业科学研究院10 首都体育学院30 中国中医科学院20天津市1490南开大学350 天津医科大学30 天津大学550 天津中医药大学55 天津科技大学55 天津师范大学190 天津工业大学55 天津财经大学70 中国民航大学40 天津体育学院20 天津理工大学55 天津城市建设学院20河北省865河北大学110 河北医科大学150 河北工程大学40 河北师范大学50河北工业大学180 石家庄铁道学院30 河北理工大学40 燕山大学180 河北科技大学40 河北经贸大学15 河北农业大学30山西省710山西大学160 山西农业大学50 太原科技大学50 山西医科大学100 中北大学120 山西师范大学70 太原理工大学160内蒙古自治区790内蒙古大学280 内蒙古师范大学195 内蒙古工业大学140 内蒙古民族大学20 内蒙古农业大学100 内蒙古科技大学55辽宁省2240辽宁大学190 沈阳建筑大学40 大连理工大学400 辽宁工业大学30 沈阳工业大学90 沈阳农业大学80 沈阳航空工业学院30 大连水产学院30 沈阳理工大学40 中国医科大学100 东北大学330 大连医科大学60 辽宁科技大学30 辽宁中医药大学30 辽宁工程技术大学90 辽宁师范大学70 辽宁石油化工大学30 沈阳师范大学30 沈阳化工学院30 渤海大学40 大连交通大学40 东北财经大学190 大连海事大学170 中国刑事警察学院10 大连工业大学40 沈阳体育学院20吉林省1550吉林大学700 吉林农业大学110 延边大学150 长春中医药大学40 长春理工大学40 东北师范大学350 东北电力大学40 吉林师范大学40 长春工业大学40 北华大学40黑龙江省1440黑龙江大学190 东北农业大学90 哈尔滨工业大学370 东北林业大学100 哈尔滨工程大学140 哈尔滨医科大学60 大庆石油学院95 黑龙江中医药大学30 齐齐哈尔大学40 哈尔滨师范大学130 佳木斯大学30 哈尔滨理工大学95 黑龙江八一农垦大学70上海市3875复旦大学700 华东师范大学480 同济大学600 上海师范大学55 上海交通大学700 上海外国语大学40 华东理工大学220 上海财经大学100 上海理工大学80 华东政法大学200 上海海事大学75 上海体育学院40 东华大学260 第二军医大学100 上海海洋大学75 上海大学110 上海中医药大学40江苏省4960南京大学700 南京林业大学170 苏州大学520 江苏大学170 东南大学400 南通大学60 南京航空航天大学190 南京农业大学130 南京理工大学400 南京医科大学110 江苏科技大学100 徐州医学院40 中国矿业大学350 南京中医药大学50 南京工业大学170 南京师范大学250 南京邮电大学210 徐州师范大学80 河海大学230 南京体育学院20 江南大学240 扬州大学370浙江省1430浙江大学580 温州医学院60 杭州电子科技大学130 浙江师范大学160 浙江工业大学170 杭州师范大学80 浙江理工大学80 浙江工商大学55浙江海洋学院30 宁波大学55 浙江林学院30安徽省1220安徽大学120 安徽医科大学60 中国科学技术大学350 蚌埠医学院30 合肥工业大学320 皖南医学院30 安徽工业大学50 安徽中医学院30 安徽理工大学50 安徽师范大学30 安徽农业大学70 安徽财经大学80福建省1140厦门大学450 集美大学30 华侨大学140 福建医科大学50 福州大学200 福建中医学院15 福建农林大学75 福建师范大学180江西省1000南昌大学270 景德镇陶瓷学院20 华东交通大学115 江西农业大学20 东华理工大学20 江西中医学院10 南昌航空大学75 江西师范大学150 江西理工大学70 江西财经大学250山东省2960山东大学600 青岛农业大学60 中国海洋大学450 潍坊医学院65 山东科技大学200 山东中医药大学85 中国石油大学（华东）300 山东师范大学180 青岛科技大学80 曲阜师范大学100 济南大学55 聊城大学60 青岛理工大学60 鲁东大学50 山东建筑大学45 山东体育学院30 山东轻工业学院50 烟台大学75 山东理工大学65 青岛大学260 山东农业大学90河南省930华北水利水电学院40 河南科技大学80 郑州大学280 河南农业大学80 河南理工大学100 河南大学200 郑州轻工业学院30 河南师范大学90 河南工业大学30湖北省3545武汉大学750 湖北工业大学70 华中科技大学750 华中农业大学100 武汉科技大学90 华中师范大学280 长江大学100 湖北大学120 武汉工程大学80 中南财经政法大学280 中国地质大学300 武汉体育学院30 武汉工业学院35 中南民族大学20 武汉理工大学450 三峡大学90湖南省1750湘潭大学130 湖南农业大学180 湖南大学450 中南林业科技大学35 中南大学500 南华大学85 湖南科技大学30 湖南中医药大学10 长沙理工大学130 湖南师范大学200广东省2570中山大学600 华南师范大学150 暨南大学220 广州体育学院30 汕头大学30 深圳大学120 华南理工大学600 广东商学院50 华南农业大学100 广州大学120 广东海洋大学30 仲恺农业工程学院20 广州医学院60 广东工业大学150 广东医学院20 广东外语外贸大学120 广州中医药大学30 南方医科大学120广西壮族自治区450广西大学180 广西医科大学80桂林电子科技大学45 广西中医学院30 桂林工学院35 广西师范大学80海南省100海南大学100重庆市1490重庆大学500 西南大学320 重庆邮电大学100 重庆师范大学80 重庆交通大学100 第三军医大学100 重庆医科大学100 西南政法大学190四川省2400四川大学480 西华大学60 西南交通大学350 四川农业大学160 电子科技大学600 四川师范大学80 西南石油大学80 西华师范大学110 成都理工大学90 西南财经大学250 西南科技大学50 成都体育学院30 成都信息工程学院40 西南民族大学20贵州省320贵州大学180 贵阳中医学院25 贵阳医学院25 贵州师范大学40 遵义医学院50云南省665云南大学300 昆明医学院50 昆明理工大学290 云南师范大学25西藏自治区10西藏大学10陕西省2535西北大学180 陕西科技大学20 西安交通大学500 西安工程大学60 西北工业大学245 西北农林科技大学150 西安理工大学70 第四军医大学100 西安电子科技大学500 陕西师范大学140 西安工业大学40 西北政法大学140 西安建筑科技大学130 西安体育学院30 西安科技大学70 长安大学110 西安石油大学50甘肃省560兰州大学200 甘肃农业大学80 兰州理工大学80 甘肃中医学院40 兰州交通大学80 西北师范大学80青海省30青海师范大学30宁夏回族自治区90宁夏大学70 宁夏医科大学20新疆维吾尔自治区220新疆大学70 新疆医科大学35 新疆农业大学45 新疆师范大学30 石河子大学40附件3：2009年全日制专业学位硕士研究生分专业（领域）招生计划汇总表招生单位名称（盖章）：填表人：联系电话：注：1. 院系所代码和名称与本招生年度统考硕士专业目录一致。
关于2009年招收全日制工程硕士研究生有关事项说明
关于2009年招收全日制工程硕士研究生有关事项说明第一篇：关于2009年招收全日制工程硕士研究生有关事项说明随着我国经济与社会的快速发展，社会各行各业的从业标准和知识、技术含量日益提高，对于高层次应用型专门人才的需求在数量和质量上都提出了迫切的、更高的要求。
在开展在职人员以半脱产或不脱产方式攻读专业学位研究生的基础上，适时开展应届本科毕业生攻读全日制工程硕士专业学位工作，是促进人才培养与经济社会发展需求相协调，加快高层次应用型人才培养，提高毕业生就业能力和社会适应能力的重要举措。
经教育部批准，我校2009年面向本科应届毕业生招收和培养全日制工程硕士研究生。
现就有关事项说明如下：一、培养目标培养掌握某一专业（或职业）领域坚实的基础理论和宽广的专业知识，具有较强的解决实际问题的能力，能够独立承担专业技术或管理工作、具有良好职业道德的高层次应用型人才。
二、培养特点1．学习方式。
以职业需求为导向，突出实践能力培养。
学制2.5年，其中，课程学习主要在校内完成，研究和实习、实践工作可以在现场或实习单位完成。
2．课程设置。
强调理论性与应用性课程的有机结合，并侧重应用性课程；突出案例课程和实践课程。
3．实践环节。
加大实践环节的学时数和学分比例，在学期间必须保证不少于半年的实习实践，采用集中实践与分段实践相结合的方式。
研究生应提交实践计划，撰写实践总结报告，通过后获得相应的学分，以此作为授予学位的重要依据。
4．实行导师负责制。
校内、外双导师培养，以校内导师指导为主，校外导师参与实践过程、项目研究、课程与论文等多个环节的指导工作。
三、入学条件全日制工程硕士研究生招生计划主要用于招收参加全国硕士研究生统一入学考试的本科应届毕业生，应满足以下条件：1．第一志愿报考我校，且初试成绩达到相关专业复试线的工学各专业考生； 2．能够取得工学学士学位； 3．身体健康。
四、招生人数 2009年我校计划招收全日制工程硕士研究生500人（不包括软件工程硕士），招生的学院有通信工程学院、电子工程学院、计算机学院、机电工程学院和技术物理学院。
2009年全国硕士研究生入学统一考试真题加答案
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are.1 the fruit-fly experiments described in Carl Zimmer‘s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning — a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they‘ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That‘s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we‘ve left in the dust I.Q.-wise, it implicitly asks what the real11 of our own intelligence might be. This is 12 the mind of every animal I‘ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think19. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. ―Not choice, but habit rules the unreflecting herd,‖ William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word ―habit‖ carries a ne gative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don‘t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they‘re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.―The first thing needed for innovation is a fascination with wonder,‖ says Dawna Markova, author of ―The Open Mind‖ and an executive change consultant for Professional Thinking Part ners. ―But we are taught instead to ‗decide,‘ just as our president calls himself ‗the Decider.‘‖ She adds, however, that ―to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.‖A ll of us work through problems in ways of which we‘re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to2approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. ―This breaks the major rule in the American belief system — that anyone can do anything,‖ explains M. J. Ryan, author of the 2006 book ―This Year I Will...‖ and Ms. Markova‘s business partner. ―That‘s a lie that we have perpetuated, and it fosters commonness. Knowing what you‘re good at and doing even more of it creates excellence.‖ This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.‖ ruts‖(in li ne one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova‘s comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he‘s the kid‘s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.3Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family‘s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, ―There is a kind of false precision being hawked by people claiming they are doing ancestry testing,‖ says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father‘s line or mito chondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don‘t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK‘s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one‘s b irth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.4[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It‘s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry‘s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don‘t force it. After all, that‘s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn‘t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity‘s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced5economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn‘t const rain the ability of the developing world‘s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn‘t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was ―So much6important attached to intellectual pursuits ‖ Accord ing to many books and articles, New England‘s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans‘ theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read th e magical words: ―come out from among them, touch no unclean thing , and I will be your God and you shall be my people.‖ One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many se ttles had slighter religious commitments than Dane‘s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . ―Our main end was to catch fish. ‖36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations738. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .8Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the ―survival of the fittest,‖ in which weaker races and societies must eventu ally be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people‘s social structure, such as initiation ceremonies that formally signify children‘s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery9making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section & Writing10Part A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. ―White pollution ‖is still going on. Write a letter to the editor(s) of your local newspaper to1)give your opinions briefly and2)make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)11。
2009年研究生考试教育学考研统考真题解析
2009年研究生考试教育学考研统考真题解析（一）、人是教育的产物答：错误。
教育虽然在人的发展过程中，特别是对年轻一代的发展起着主要的作用，但是教育的这种主导作用是通过个人自身的积极主动性来实现的，而个体活动的是个体发展的决定性因素，教育对于人的发展而言只不过是一种外因。
并且，人的发展并不是仅受教育的影响，同时还受到遗传、环境等外在因素的影响。
所以，说认识教育的产物是片面的。
（二）、学校教育应注重学生思维能力和解决实际问题的能力，而不应该注重学生学科基础和基本技能的培养。
答：错误。
虽然学校教育要培养学生的创新能力，就必须注重培养学生的思维能力和解决实际问题的能力，但没学生的这种能力并不是凭空而起的，而是要建立在熟练掌握学科基础知识和基本技能的基础上，否则要培养学生的两种能力就无从谈起。
基础知识和基本技能是基础，思维能力和解决实际问题的能力是更高层次的要求，这两方面相辅相成、缺一不可，所以学校教育既要重视学生能力的培养，也要注重知识和技能的培养，不能偏重其一。
（三）、样本容量越大越好答：错误。
样本容量并非越大越好，要科学的确定样本的大小，既要满足统计学上的要求，又要考虑实际上收集资料的可能性，并使误差减少到最低限度。
样本容量一般与样本代表性呈现正相关，样本大小取决于多方面的因素，包括研究的类型、预定分析的精确程度、允许误差的大小、总体的同质性、取样的方法、研究条件等，而不能一概而论。
（一）、建构主义学习理论答：建构主义学习理论是行为主义发展到认知主义以后的进一步发展，其思想来源于认知加工学说，以及维果斯基、皮亚杰和布鲁纳等人的思想，解释如何使客观的知识结构通过个体与之交互作用而内化为认知结构。
其主要观点是：1．根据建构主义理论的知识观，在学习过程中，学生不仅理解新知识，而且对新知识进行分析、检验和批判。
2．建构主义在学习观上认为，学习不是由教师把知识简单地传递给学生，而是由学生自己建构知识的过程。
学生不是简单被动地接收信息，而是主动地建构知识的意义，这种建构是无法由他人来代替的。
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专家答疑：2009年考研之调剂疑问全解答
万学海文
2009年研究生考试初试成绩即将公布，各招生单位也将在初试成绩公布后陆续划出复试分数线。
对于那些没有达到原报考单位分数线，没有资格参加原报考单位复试，而初试各科成绩不是相当得低，想通过调剂的方式实现“绝处逢生”的考生，考研调剂的方法和技巧可以帮助他们实现梦想。
以下，万学海文的教研团队为您整理了考研调剂的程序、调剂过程中注意事项与方法等问题，希望能够对参加09年研究生调剂的考生提供帮助。
考研调剂的具体操作程序是怎样的？
能够参加调剂的考生一般是指通过了当年国家教育部划定的初试分数线、具有复试资格而在第一志愿学校没有复试机会的考生。
这些考生可以把自己的相关资料和考生情况与个人简介寄或送给相关专业生源不足的院校（具体寄或送哪些资料一般有调剂学校决定）。
经过考核，学校会为符合条件的考生发面试通知，并向考生报考的第一志愿学校发放调考试档案的“调档通知”，考生经复试合格后入学。
各院校是如何接收调剂生的？考生是和研究生招生办公室联系还是和相关的院、系联系？
在接收调剂生的过程中，各院校研招办与相关学院的分工是不一样的。
一般而言，各院校研招办主要负责接收考生的调剂申请并转到相关学院；而各学院主要负责对考生进行考核，发复试通知，复试合格的考生再由相关学院报给研招办。
不过，如果考生知道相关学院或专业的空缺信息和联系方式，也可以直接与他们联系。
在调剂过程中应该注意哪些调剂方法和技巧？
（1）搞清楚初试成绩的排名。
很多考生报考的院校一般不公布考生排名，包括一些名校也是这样。
考生一定要通过各种途径，如通过老师、同学和亲戚朋友打听到自己初试成绩的排名，尽快确定自己是否能够参加复试，以免耽误调剂时间。
有很多考生就是自认为自己分数不错，进复试肯定没问题，结果到最后被别人挤下来了，连调剂都来不及了。
（2）全面撒网。
研究生考试调剂信息在当年的三四月份许多网站上都会有
专门发布，如中国教育在线、考研网、新浪网、搜狐等网站。
一般公布出来的信息比较真实可信。
另外，还可以通过你的“关系网”去打听。
如果你有朋友或同学在某个学校，可以请他们帮你打听；如果你母校的老师和哪个学校有联系，可以请他们帮忙推荐；如果你符合某些学校的调剂条件，可以马上通过电话咨询或信件联系。
因此，开始时一定要全面撒网，千万不要从开始时就局限于某几个或某一个学校。
（3）不要被动、要主动。
网上公布的信息是公开的，大家都会知道，大家都会去争取调剂，因此，其竞争激烈程度是可以想象的。
而且，调剂与公开招考是不同的，很多信息是不确定的。
这并不是说学校故意隐瞒，而是学校在未最后确定人选之前也不清楚到底会不会需要调剂。
所以，这就需要你积极打听。
（4）要打电话咨询。
考生通过信件和电子邮件耗费时间较多，而且这个时候各大院校的研招办通常都比较忙，通过信件和电子邮件联系的方式，研招办的老师一般是没时间给你回复的（除非是学校要你写过来）。
而且有的学校的邮件地址没有及时更新，早就作废了。
如果你还写邮件，只能是浪费时间。
因此，建议你用电话直接与相关调剂院校联系。
（5）不要气馁。
有许多院校虽然没有公开发布调剂信息，但实际上是需要调剂的，这就需要你花费时间用嘴皮子去磨。
你可以尝试着礼貌地探探老师的口气，如果这个学校不需要调剂，老师就会直截了当地告诉你。
一般情况下，老师的口气都很硬，态度很冷淡、说完可能会马上挂断。
这时你千万不要气馁，一定要坚持。
如果老师没有很快拒绝你，而是问问你的分数情况等，说话口气也不是很硬，那么你可能会有希望，这时一定要抓住这个希望。
（6）不要毫无目标，要有的放矢。
我们前面说的要全面撒网并不是指去给全国所有需要调剂的学校都打电话质询。
而是要有所侧重，要有所取舍。
例如，如果你想去北京读书，那就把主要联系的重点放在北京地区的学校，其他地区的学校一般都不考虑。
确定地点后，再确定相关学校。
如果你报考的是文科院校，那么文科类院校和综合类大学这时可能生源都比较满了，即使是一所三流文科学校都很可能全部满了。
所以，你可以考虑试试理科院校的文科方向，因为这类学校的文科一般报的人比较少，知道的人更少。
当然，这些学校的文科肯定是不如综合类和文科类大学了，但至少学校还不错，那还是值得去读的。
（7）要常保持联系。
有的考生交了材料后就再也不与相关学校联系了。
切记这个时候可能正是这个学校确定复试人选的关键时刻，所以，你一定不要认为交了材料就万事大吉，你最好能和你调剂的学校保持一定的联系。
如果老师能够告诉你参加复试没什么问题，你就可以放心准备复试了。
如果没有机会参加复试，你还可以抓紧时间和其他院校或其他地方的相关院校联系，千万不要把自己吊在一棵树上。
另外，以前拒绝过你的学校仍可以再与它们联系一下，因为有的学校情况可能会发生变化。
比如，以前招满的学校到后来可能出现一些意外情况（如考生生病，体检不合格等）生源又不够了。
所以，这些情况都需要你去打听。
如果你自己不争取的话，机会就白白溜走了。
（8）要抓紧时间，有重点复习。
如果确定进入某个学校复试没有问题，这时要安下心来抓紧时间，有重点地去复习。
很多调剂的院校专业和你原报考的专业可能会有所不同，所以想在很短的时间内要学完全新的专业是不太可能的，但这并不等于我们没有办法应对。
你可以通过老师、同学、朋友先和该校的老师同学打听一下该专业复试的相关情况，比如复试时一般考什么内容、如何组织考试、哪些教授主持复试等。
另外你可以抽时间看看该校初试要考的参考书，如果有很多本的话，就选其中的一两本最基本的，对该专业有个大概了解就行了。
想在很短的时间看的很细是不可能的，因为一般从通知复试到复试就只有几天。
你可以把看的东西宏观把握一下，不要太细，总体上把握就可以了。
（9）绝处再逢生。
如果你首次参加某校的调剂复试不幸又被刷了下来，你千万不要难过，这里可能还会有一线生机！原因一是各院校的复试时间是不一样的，有的较早，三月底就结束了；有的较晚，四月底才结束。
你完全可以利用这中间的时间差，了解了解哪些院校还没有开始复试，或者还没有确定复试名单，你还可以去试试。
另外一个原因就是，有很多生源不太好的学校每年等附近的名校复试结束后去这些学校要刷下来的考生。
你可以和你原报考学校研招办的老师联系联系，看看有没有学校来要人。
如果有，可以请这些老师帮助你推荐推荐。