09年普通动物学和生态学考研真题
2009-2014年中科院普通生物学考研真题846 及习题题库带答案 考研必看
第一章绪论一．填空题1.（）是由物化物质组成并表现出高度复杂性，可以自我调控，具有代谢能力并随时间可延续自己。
2.（），（）和（）是生命的本能；生物体内每时每刻都有新的物质被合成，又有一些物质不断被分解，这就是（），包括（ ）和（ ）；其本质是（ ）的转化。
３.除（ ）之外，所有的生物体都是由（ ）组成的。
二，选择题１.生物区别于非生物的最基本的特征是（）A 环境适应性B 运动性C 新陈代谢D 生长2. 下列属于生物应激性的现象有（）A 草履虫从盐水中游向清水B 根生长的向地性C 利用黑光灯来诱杀害虫D 上述各项3. 下列（）是病毒不具备的生命特征。
A 细胞结构B 生长和繁殖C 对环境的适应性D 新陈代谢三．连线A 当狐狸接近时，野兔立即逃回洞里I 生物有机体B DNA将遗传信息由父辈传向子辈II 生物新陈代谢C 生物体由细胞组成 III 生物应激D 地球上有丰富多彩的生物种类IV 生物进化E 细胞利用外界物质能量来进行自身的生长V生物繁殖四．简答题1.请从低层到高层写出生命的结构层次。
2.病毒是不是生命？为什么？3.生命科学的发展可以分为那几个时期？他们的主要特点是什么？五，论述题生命体同非生命体相比，具有那些独有的特征？第一章 绪论答案一．1. 生物体2. 新陈代谢，生长，运动，新陈代谢，合成代谢，分解代谢，物质和能量3 病毒，细胞二，C D A三．1.原子----分子-----细胞-------组织--------器官--------系统---------个体--------种群-------群落-------生态系统2.病毒是由核酸和蛋白质外壳组成的简单个体，虽然没有细胞结构，但有生命的其他基本特征。
3. 生命体的独有特征主要特征在：A 除病毒之外，所有的生物体都是由细胞组成的，具有严整的结构B 新陈代谢是生命体最基本道的特征，生命体可以通过同化作用。
异化作用和外界进行物质和能量的转化C 生命体可以通过新陈代谢进行生长发育，并繁殖后代D 生命体具有遗传变异的特性，既保证了生命的稳定延续，又为生命进化提供了动力E 生命体具有应激性，可以对外界的刺激做出反应F 生命体具有环境适应性，生命体的结构适应一定的功能，同时生命体的结构和功能适应该生命在一定环境中的生存延续。
2009、2010年联赛《生态学和动物行为学》
2009、2010年联赛《生态学和动物行为学》部分试题生态学1、（09年.46）欧洲的穴兔子1859年由英国引入澳大利亚，十几年内数量急剧增长，与牛羊竞争牧场，成为一大危害。
这种现象从种群数量变动角度看是属于：A．种群大发生B．生态入侵C．不规则波动D．种群大爆发2、（09年.47）.关于动物对高低温的耐受极限，下列哪些特征不属于高温致死的原因? A．酶活性被破坏B．脱水使蛋白质沉淀C．氧供不足，排泄功能失调D．神经系统麻痹3、（09年.48）.种群的增长速度通常用下面的逻辑斯谛增长方程dN／dt=rN（K－N)／K表示。
方程中N是个体数量，r是内禀增长率，K是环境容纳量。
根据此方程，该种群的平衡数量将决定于：A．只有r B．只有K C．r和K D．N和K E．r和N4、（09年.49）.下列哪几组动物在自然条件具有“III”型(凹型)的存活率曲线图? ‘①牛、马、菜粉蝶②牡蛎、海洋鱼类、血吸虫③藤壶、蛔虫、乌贼④野鸡、老鼠、鸵鸟A．①②B．③②C．④③D．①⑧5、（09年.50）.氧气对水生动物来说，属于：A．综合因子B．一般生态因子C．替代因子D．限制因子6、（09年.51.）编制生命表时，涉及不到的是下列哪一项?A．各年龄死亡率B．各年龄开始存活率C．各年龄适合度D．生命期望7、（09年.52）.某地区人口增长率为0．001，人口加倍则约需要：A．40年B．7年C．1200年D．700年8、（09年.53）.由于太平洋赤道带大范围内海洋和大气相互作用失去平衡，使南美赤道附近海面水温异常升高，海水水位上涨，并形成一股暖流向南流动的异常气候现象是：A．温室效应B．气候变暖C．拉尼娜D．厄尔尼诺9、（09年.54）.有关种群进化，下列说法哪项是不正确的?A．种群中适合度高的个体越多，进化越快B．小种群进化速度比大种群快C．种群内个体间适合度差异越大，进化越快D．种群内基因突变发生越频繁，进化越快10、（09年.55）.粘液瘤病毒引进澳大利亚几年后毒力逐渐减弱，其原因是：A．驯化B．辐射适应C．协同进化D．他感作川11、（09年.56）.下列哪项不属于自然种群的基本特征?A．空间特征B．数量特征C．形态特征D．遗传特征12、（09年.57）.雨影(rain shadow)指降雨量在山脉( )减少，从而导致相对干燥的地表环境条件。
云南大学2009年普通生物学考研真题
云南大学2009年招收攻读硕士学位研究生入学考试自命题科目试题考试科目名称：普通生物学考试科目代码：617一、名词解释（共12题，每题3分，共36分）1、酶2、新陈代谢3、发酵4、抗原5、转录6、克隆7、凝集8、光周期9、生物节律10、异地物种形成11、趋同进化12、共栖第1 页共2 页二、填空题（共30题，每空1分，共30分）1、激素可分为植物激素和动物激素。
其中，如（）、（）、（）等属于植物激素；而（）、（）、（）属于动物激素。
2、核小体是染色质的基本结构单位，其核心是由（）、（）、（）和（）四种组蛋白分子各（）分子组成的蛋白八聚体。
3、肽链合成的终止密码是（）、（）和（）。
4、基因突变主要有两种形式，它们是（）和（）。
5.脊椎动物的循环系统是由（）、（）、（）、（）和（）等部分组成。
6、被子植物的减数分裂发生在（）。
减数分裂产生单倍体的大孢子和小孢子。
大孢子发育成（），小孢子发育成（）。
7、按照真核生物起源的“内共生学说”，线粒体来自原核生物吞入的（），叶绿体来自吞入的（）。
8、昆虫的完全变态要经过（）、（）、（）和（）4个时期。
三、简答题（共4题，每题8分，共32分）1、细胞呼吸的全过程可分为哪四步？每一步分别在细胞的哪个部位进行？2、简述通过化学突触进行神经冲动传导的过程。
3、举例说明适应辐射。
4、什么是生态位？生态位分化的原因是什么？四、综合论述、实验设计题（共4题，每题13分，共52分）1、请设计至少两个实验，证明水的渗透作用。
2、基因工程技术是现代生物学研究的核心技术之一，请简要介绍基因工程的技术步骤，并结合实例论述该技术的实际应用意义。
3、举例说明生态系统中能量流动的效率和生态金字塔。
4、试述达尔文的自然选择学说的主要观点，并请选择达尔文之后的一种进化理论进行比较。
第2 页共2 页。
2009年中国林科院博士入学考试生态学真题
中国林业科学研究院2009年博士学位研究生入学考试生态学试题一、名词解释（15分，每个3分）1 原生演替和次生演替：发生在原生裸地上的演替称为原生演替，发生在次生裸地上的演替称为次生演替。
1生物群系：凡是建群种或共建群种相同的植物群落的联合。
2林德曼效应：是指n+1营养级所获得的能量占n营养级获得能量之比，这是Lindemans的经典能流研究所提出的，它相当于同化效率、生产效率和消费效率的乘积。
4 耐受性定律：任何一个生态因子在数量上或质量上的不足或过多，即当其接近或达到某种生物的耐受限度时会使该种生物衰退或不能生存。
5 食物链：在生态系统内，各种生物按其取食和被取食关系而排列的链状顺序叫做食物链。
二、简答题（35分）1 什么是生态系统管理？简述生态系统管理的基本特征和应注意的科学问题（10分）1.生态系统管理是在对生态系统组成、结构和功能过程加以充分理解的基础上，制定适应性的管理策略，以恢复或维持生态系统整体性和可持续性。
基本特征：（1）以生态学原理为指导；（2）实现可持续性；（3）重视社会科学在森林经营中的作用；（4）进行适应性经营。
应考虑的科学问题：根据管理的对象确定生态系统管理的定义，该定义必须把人类及其价值取向整合进生态系统；确定明确的、可操作的目标；确定生态系统管理的时间和空间尺度；收集适量数据，理解生态系统的复杂性和相互作用，提出合理的生态模式；监测并识别生态系统内部的动态特征，确定生态学限制因子；确定影响生态系统管理的政策、法律和法规；选择和利用生态系统管理的工具与技术。
2 简述群落成层性及其生态学意义（13分）成层性主要指群落的分层现象。
陆地群落的分层与光的利用有关。
森林群落从上往下，依次可划分为乔木层、灌木层、草本层和地被层等层次。
成层现象是群落中各种群之间以及种群与环境之间相互竞争和相互选择的结果。
它不仅缓解了植物之间争夺阳光、空间、水分和矿质营养的矛盾，而且由于生物在空间上的成层排列，扩大了植物利用环境的范围，提高了同化功能的强度和效率。
杭州师范大学普通生物学(二)2009真题
杭州师范大学硕士研究生入学考试命题纸
杭州师范大学
2009年招收攻读硕士研究生入学考试题
考试科目代码：717
考试科目名称：普通生物学(二)
说明：1、命题时请按有关说明填写清楚、完整；
2、命题时试题不得超过周围边框；
3、考生答题时一律写在答题纸上，否则漏批责任自负；
4、请注意：报考生态学专业的考生只做第一部分《生态学》试题，满分150
分；报考动物学专业的考生只做第二部分《动物学》试题，满分150分。
5、
第一部分生态学试题（共150分）
一、名词解释（共60分，每题6分）
①尺度；
②限制因子；
③种群的内分布型；
④社会等级；
⑤适合度；
⑥内禀增长率；
⑦内温动物；
⑧生物多样性；
⑨地理物种形成学说；
⑩生态平衡；
二、问答题（共90分）
1、简述低温对生物的影响及生物的适应特征。
（20分）
2、如何理解Metapopulation和SLOSS争论？(10分)
3、地球上陆地生态系统的划分与命名为什么是以植被为基础进行的？陆地生态系统的分布格局及其影响因素是什么？（15分）
2009 年考试科目代码717 考试科目名称普通生物学(二) （本考试科目共 2 页本页第 1。
2009年专升本(生态学基础)真题试卷(题后含答案及解析)
2009年专升本（生态学基础）真题试卷(题后含答案及解析) 题型有：1. 选择题 2. 填空题 3. 判断题 4. 简答题 5. 论述题选择题1．下列概念中，由德国科学家海克尔首次提出的是( )A．生态学B．生物圈C．生物群落D．生态系统正确答案：A2．对冬小麦完成春化过程起决定作用的是( )A．高温B．低温C．长日照D．短日照正确答案：B3．下列生态因子中，属于间接因子的是( )A．温度B．光照C．水分D．海拔正确答案：D4．下列不属于森林生态系统功能的是( )A．净化环境B．涵养水源C．增强温室效应D．保护生物多样性正确答案：C5．决定陆地植物群落分布的两个最主要气候因子是( )A．风力和降水B．风力和温度C．温度和降水D．温度和光照正确答案：C6．我国东部森林土壤从北到南呈现有规律的变化，这是土壤分布的( ) A．纬度地带性B．经度地带性C．垂直地带性D．非地带性正确答案：A7．从弃耕地开始发展到森林的群落演替过程属于( )A．原生演替B．次生演替C．逆行演替D．周期性演替正确答案：B8．下列生态系统中，食物网结构最复杂的是( )A．热带雨林B．荒漠C．农田D．苔原正确答案：A9．在种群增长的逻辑斯谛方程中，K表示( )A．内禀增长率B．瞬时增长率C．环境容量D．种群数量正确答案：C10．生态系统发展到成熟阶段具有的特征之一是( )A．环境变化剧烈B．结构趋于简单C．种群数量变化大D．系统趋于稳定正确答案：D11．光补偿点是指植物光合作用吸收的二氧化碳与呼吸作用放出的二氧化碳相等时的( )A．光照时数B．光照强度C．光谱成分D．温度正确答案：B12．某二森林中的所有马尾松在生态学上可称为一个( )A．群系B．群落C．群丛D．种群正确答案：D13．地球上的碳素绝大部分存在于( )A．岩石圈B．大气圈C．水圈D．土壤圈正确答案：A14．对植物群落的结构和环境形成起主导作用的物种是( )A．稀有种B．伴生种C．优势种D．亚优势种正确答案：C15．下列生态系统中，分解作用最弱的是( )A．热带雨林B．温带草原C．常绿阔叶林D．冻原正确答案：D16．一个种群的年龄锥体呈下宽上窄的金字塔形，则该种类的年龄结构属于( )A．稳定型B．增长型C．衰退型D．混合型正确答案：B17．地球表面全部生物及与之发生相互作用的自然环境总称为( )A．水圈B．岩石圈C．大气圈D．生物圈正确答案：D18．下列元素的生物地球化学循环属于典型沉积型的是( )A．碳B．氮C．磷D．氧正确答案：C19．与r对策生物相比，K对策生物一般来说( )A．出生率低，寿命长B．出生率低，寿命短C．出生率高，寿命长D．出生率高，寿命短正确答案：A20．2007年我国太湖出现蓝藻大发生的现象，从种群数量变动的角度来看这属于( )A．年间波动B．种群大暴发C．生物入侵D．季节性消长正确答案：B填空题21．既满足当代人需要，又不对后代满足其需要的能力构成危害的发展模式即为______。
北京科技大学普通生态学考研真题试题2009—2011年
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试题编号： 801
试题名称：
普通生态学（共 1 页）来自适用专业：冶金工程
说明： 所有答案必须写在答题纸上，做在试题或草稿纸上无效。
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一、名词解释（每题 5 分，共 40 分） 1. 生态幅 2. 中度干扰假说 3. 光周期现象 4. 协同进化 5. 动态生命表 6. 联种群 7. 持续产量 8. 优势种 二、简答题（每题 10 分，共 60 分） 1. 海洋动物有哪些调节渗透压的类型？其方法是什么？ 2. 目前应用的种群管理方法有几种？其内容是什么？ 3. 盐土植物分为哪几类？其特点是什么？ 4. 何为生物多样性？其对生态系统的稳定有哪些意义？ 5. 赤潮是什么？其对海洋生物有什么危害？ 6. 何为积温？其在农业生产上和虫害预报上有何意义？
三、问答题（每题 25 分，共 50 分） 1.在群落演替研究过程中存在哪些不同的演替观，其具体内容是什么？ 2.滇池是我国富营养化最为严重的湖泊之一，虽然经过多年治理及大量的资金投入，目前湖 泊水体质量仍然未见好转。在其生态系统恶化的过程中，湖泊内许多鱼类种群完全消失，最 终演化为以蓝绿藻为优势种的水体。试用生态学原理解释其中生物物种变化及生态系统恢复 困难的原因。
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。