问题

观察历史地图:

图(一)
图(二)

(1)图(一)为《隋朝大运河》。大运河的中心点①是_________,最北端到达②是_________,最南端到达③是_________。运河A段的名称是___________,B段的名称是_________,开通这条运河的隋朝皇帝是_________。(2)图 (二)为《元朝大运河》。元朝时在山东境内开凿的著名运河名称是C_________在通州与都城之间开凿的运河名称是D_________。(3)比较元朝运河与隋朝运河的相同点与不同点。___________________________________________________________(4)隋朝、元朝大运河开通的历史作用是什么?___________________________________________________________

答案

(1)洛阳;涿郡;余杭;永济渠;通济渠;隋炀帝

(2)会通河;通惠河

(3)相同点:走向基本相同;南北端点相同:北达今北京、南至今杭州;连接的五大水系;都成为贯通中国南北的交通大动脉。不同点:运河的中心不同;隋朝在洛阳,元朝在大都;淮河以北的运河河段有显著变化。

(4)作用:巩固统一多民族国家。促进中国南北方社会经济、文化的交流。

单项选择题
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.