问题 综合题

阅读下列材料,回答问题。(20分)

材料一:三角贸易示意图。

材料二:19世纪后期英国海外贸易示意图:

材料三:1914资本主义列强瓜分世界领土

材料四  我们原来打算直接用无产阶级国家的法令,在一个小农国家里按 * * 主义原则来调整国家的生产和产品分配。现实生活说明我们犯了错误。            

——《列宁选集》卷四

请回答:

(1)根据材料一、二、三并结合所学知识,简述资本主义世界市场的形成经过。(6分)

(2)从材料一到材料三并结合所学知识分析,资本主义殖民侵略方式发生了怎样的变化?(6分)

(3)根据材料一、二、三并结合所学知识,促使资本主义世界市场形成的因素有哪些?(4分)

(4)材料三中列宁的初衷与现实为什么会发生矛盾?(2分)苏俄是怎样解决这一矛盾的?(2分)

答案

(1)新航路开辟,世界各地的文明日益连成一个整体,世界市场的雏形开始出现;(2分)。

第一次工业革命推动世界联系进一步加强,19世纪中后期,以欧美资本主义 列强为主导的资本主义世界市场基本(或初步)形成;(2分)

第二次工业革命推动下列强掀起了瓜分世界的狂潮,19世纪末20世纪初,资本主义世界市场最终形成。(2分)

(2)早期:抢掠、欺诈、种族灭绝、贩卖黑奴等野蛮的资本原始积累方式;(2分)

第一次工业革命后:抢占倾销商品的市场和原料;(2分)

第二次工业革命后:在继续商品输出的同时,以资本输出为主要侵略方式。(2分)

(3)资本的开放与扩张的本性;(1分)新航路的开辟;(1分)殖民侵略扩张;(1分)工业革命的推动。(1分)

(4)矛盾:列宁初衷是通过战时 * * 主义政策使苏俄直接过渡到社会主义,但忽视了当时落后的生产力状况。(2分)

解决:实行新经济政策。(2分)

题目分析:(1)本题主要考查资本主义世界市场的形成过程。回答时,首先要注意三则材料中的示意图的内容及其所反映的时代特点,其次需要注意三则材料的具体内容。材料一是新航路开辟后,资本主义世界市场出现雏形;材料二是在第一次工业革命的影响下,本主义世界市场初步形成;材料三则是在第二次工业革命的影响下,资本主义世界市场最终形成。

(2)本题主要考查在资本主义世界市场的形成过程中,列强对外侵略、掠夺方式的变化。回答时,首先要注意三则材料中的示意图的内容及其所反映的时代特点,其次需要注意三则材料的具体内容。材料一是新航路开辟后,殖民者对外掠夺的特点就是赤裸裸的抢劫与罪恶的黑奴贸易;材料二是在第一次工业革命的影响下,转向商品输出和强占市场、原料产地;材料三则是在第二次工业革命的影响下,瓜分世界,进行资本输出。这样。资本主义世界市场最终形成。

(3)本题主要考查资本主义世界市场形成的原因。回答此题主要从以下几个方面考虑:一是前提条件,即新航路的开辟;二是方式,即殖民侵略与扩张;三是经济因素,资本主义工业革命的影响;四是资本主义本身所具有的特点。同时要注意用词要恰当,语言简洁等。

(4)本题主要考查苏俄经济政策的发展变化。首先要理解材料的含义,列宁大胆地承认实行战时 * * 主义政策作为项 * * 主义过渡到尝试是不成功的,为此果断进行经济政策的调整。反映了列宁从实际出发,事实求是地分析解决问题的马克思主义的态度。适应当时苏俄社会生产力发展的实际情况,实行新经济政策并取得巨大成效。

单项选择题
单项选择题

One of the most important social developments that helped to make possible a shift in thinking about the r01e of public education was the effect of the baby boom of the 1950s and 1960s on the schools. In the 1920s, but especially in the Depression conditions of the 1930s, the United States experienced a declining birth rate—every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it, young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates.

The baby boomers began streaming into the first grade by the mid-1940s and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed, large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.

Therefore, in the 1950s and 1960s, the baby boom hit an antiquated and inadequate school system. Consequently, the "custodial rhetoric" of the 1930s and early 1940s no longer made sense; that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen.

With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youth.

The last two paragraphs suggest that()

A. the baby boom had little influence on the attention of educations

B. before the baby boom, basic academic skill and discipline did not interest educators

C. after the baby, the elder youths still had chance to gain nontraditional, new, and extra services

D. the school system shifted its attention form the lower grades to older youths