问题 单项选择题

Questions 61—65 are based on Passage Two:Passage TwoAs the 21st century begins, a number of leaders in politics, education, and other professions believe that the US must adopt some new values to go along with the old traditional ones. What new values should Americans adopt This is a very difficult question to answer. Certainly, a greater value should be placed on the conservation of natural reasources; Americans should learn to use less and waste less. But conservation has never been a p value to Americans, who have believed that their country offered an endless,abundant supply of natural resources.Recently, progress has been made—more and more Americans are recycling their paper,cans,bottles,and other goods—but old wasteful habits died hard. Furthermore,the need to protect the environment may conflict with the need for jobs,as in the Northwest ,where conservationists battle lumber companies that want to cut down ancient redwood trees. A belief in the value of conservation is still compared with other American values; it can become per only as Americans see the need for it more clearly.In addition,Americans may need to place a p value on cooperation on a national scale to achieve important national objectives. The American idea of the national good has never been based on national cooperation but rather on the freedom of the individual, maintaining those conditions that provide the greatest freedom and prosperity for the individual . It is far more difficult for Americans to accept shared sacrifice for the common good and wellbeing of the entire country. For example ,although the majority of Americans believe that it is extremely important to balance the national budget and reduce the deficit, they do not want to see cuts in government programs that benefit them personally.The American value of competition also hinders the development of a spirit of national cooperation. Competition sometimes encourages feelings of suspicion rather than the mutual trust that is necessary for successful national cooperation.Although Americans often cooperate successfully on the local level—in neighborhood groups and churches, for example, on the national level, they may see themselves as part of an interest group that is competing with other interest groups for government funds. A request by the national government for shared sacrifice may be seen as coercive and destructive rather than voluntary and constructive. However, the demands for the 21st century may compel Americans to place a greater value on national cooperation to solve problems that affect them all, directly and indirectly.

According to the passage, which of the following is NOT true()

A.Some Americans would not accept the value of conservation and environment protection, because this value would probably make them unemployed.

B.Many Americans have been used to wasting, so it will be difficult for them to accept the new value of conservation.

C.Some old values are still having a p influence on American people, although they are harmful in this new age.

D.Most Americans have fully realized the need to protect the environment, so they have taken measures to recycle junked goods.

答案

参考答案:D

解析:根据文章第一段中的“But conservation has never been a strong value to Americans...”和第二段中的“...more and more Americans are recycling...”可知,D项中的“Most Americans...”说法与文意不符。

问答题
单项选择题

阅读下面短文,回答以下问题。

1948年,著名建筑学家梁思成先生在清华大学任教时, 曾针对当时教育界文理偏科现象做过一场《走出半个人的时代》的精彩演讲,呼吁人们要重视全面人才的培养。然而,在“知识经济”、“知识社会”等观念愈来愈被人们接受的今天,“半个人”的问题并没有得到很好的解决。在如今的高校中, “重才干,轻德行;重为学,轻为人;重理工,轻人文”的现象依然严重,致使道德教育失去了应有的地位而走向边缘化。这样,我们培养的学生,就可能会像一位美国华裔教授所说的,只懂得abc(指美语),只懂得xyz(指数学),只懂得美元英镑,就是不了解长城黄河,不了解《大学》、《中庸》……这种教育现状不能不引起我们的反思。

技能性知识与意义性知识是两种重要的知识形态,也是完整人格形成的基础。人的知识结构与人格结构之间有着密切的内在联系。技能性知识与意义性知识是完整的知识体系中的两个重要方面,对其中任何一方的片面强调会使人的完美心灵变得残缺不全。现代社会由于人们对技能性知识的过度崇尚,对意义性知识的轻视,导致了两种知识之间关系的失衡,也导致了人类生存的片面化和个体人格的残缺,使现代人因缺乏对内心世界的关照,缺少对道德理想的追求,缺少意义和信念的支撑,而失落了自己的精神家园,出现了一些片面发展的“畸形人”或者说“半个人”。面对这些严重问题,只有找回意义性知识的“合法”地位,使技能性知识与意义性知识相互协调,才能帮助人们走出“半人时代”从而促进人的自由、全面的发展。

人的自由而全面的发展,既是人类理想的奋斗目标,又是一个不断趋近的历史过程。在这个理想变为现实的过程中需要依赖诸多的条件,而人自身的科技知识和道德素养的不断提高,则是其中的一个基本条件。作为一个健全的人,应当全面拥有技术层面的知识和意义层面的知识,将科学知识与人文知识相结合。作为科学工作者,无论从事哪种科学研究,都必须把人类的生存与发展放到首位,以人类的根本利益为最高价值尺度来衡量其得失。正如爱因斯坦1931年在美国加利福尼亚理工学院讲话时所说:“用专业知识教育人是不够的。通过专业教育,他可以成为一种有用的机器,但是不能成为一个和谐发展的人。要使学生对价值有所理解并且产生热烈的感情,那是最基本的。他必须获得对美和道德上的善有鲜明的辨别力。否则,他一连同他的专业知识一就更像一只受过很好训练的狗,而不像一个和谐发展的人。”可见,全面的教育是形成合理知识结构和塑造全面人格结构的重要途径,而教育的最终目的就是塑造全面发展的人。

针对近、现代教育中出现的“半个人”或“畸形人”的状况,教育界提出了“全人教育”的理念。尽管不同时期、不同学校、不同的人所提倡的全人教育理念存在着一定差异,但有一点是共同的,那就是强调教育的最终目的是为了培养全面发展的人。如今,我们所理解的全人教育就是:力求将受教育者培养成为一个有知识、有情感、有智慧的人;一个具有与他们所受的教育层次相符合的具有文化积淀与道德修养的人;一个具有与他们所在的学校和所学专业相适应的知识与视野,并获得相应的技能训练的人;一个在不同层面上使技能性知识与意义性知识得到协调发展,使人的生理与心理、智力与非智力、情感与意志等方面普遍得到提高的、具有较高综合素质的人。

(佚名《走出半人时代》)

做《走出半个人的时代》讲演的是()。

A.蔡元培

B.杨振宁

C.梁思成

D.李政道