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问题 单项选择题

马克思说：“搬运夫和哲学家之间的原始差别要比家犬和猎犬之间的差别小得多。他们之间的鸿沟是分工掘成的。”这表明人的才能:

A． 与人的先天生理素质没有关联

B． 主要来源于后天的实践

C． 取决于人的主观努力的程度

D． 是由人的社会政治地位决定的

答案

参考答案：B

解析：这道试题考查的知识点是实践和认识的辩证关系。所谓人的才能的差别是由分工造成的，就是说，人的才能的差别是由实践的地位、实践的领域及其广度和深度等等造成的，而不是天生的。所以，正确选项是B。认识来源于实践，并不否定人的先天生理素质上的差异、人的主观努力乃至人的社会政治地位等的差异对认识的影响，但是它对于形成人们在认识和才能上的差别不起决定性的作用，造成人们认识和才能差别的决定性原因是后天的社会实践。

选择题

下列不属于世界文化遗产的是（   ）。

A．平遥古城

B．北京故宫

C．上海世博园

D．苏州古典园林
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填空题

It is clear that we are rapidly becoming a global culture. New forms of information technology, intercontinental travel, and the complex nature of economics are all elements in such a change. Japan, an ancient (1) culture, now dominates the West economically while its own traditional (2) is rapidly becoming (3) in the process.
It does not take a great deal of analysis to see the vast interchanges of cultural influences in the world today. The thirst for (4) fashions, popular music, and the other elements of consumer culture (5) great inroads in non-Western lands while the West seeks out everything from the religious traditions of the Ease (6) the art and music these countries produce. In the field of (7) , to cite one conspicuous example, contemporary readers seek books (8) those of the West. Latin American authors, as well as those from Africa, Asia, and India, now find appreciative audiences.
A (9) culture does not mean a unitary or "one world" culture. It does mean that people are increasingly aware of the diversity of culture. World events enter our living rooms so that things that may once have been (10) of as distant (11) now greet us immediately and in color. We may watch those events on a television made in Japan while wearing clothes sewn in Thailand and shoes made in Hungary while snacking (12) food grown in Mexico. Such an economic interdependence reflects the reality of a global banking system, the globalization of the economy, and the increasing (13) of information and information technologies.
(14) has this shrinking of distances (and attitudes) become more clear than in the academic debates over what constitutes a liberal (15) education today. Is it possible (or desirable) to have the Western core of humanities (16) the center-piece of a curriculum The place of non-Western and non-traditional cultures as part of the general (17) of a student is hotly argued in educational circles. The very fact of that discussion (18) to the emergence of a global consciousness with a continued shrinking of parochial attitudes. The (19) that such globalization is hotly debated only emphasizes the profound nature of the (20) taking place in our culture.
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