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1、2022海南同等学力人员申请硕士学位考试考试真题卷本卷共分为2大题50小题，作答时间为180分钟，总分100分，60分及格。一、单项选择题（共37题，每题2分。每题的备选项中，只有一个最符合题意） 1.Passage Five Most parents prize the diversity within their childrens public schools. They know that learning to cooperate and excel in a diverse, real-world setting is a key to success in the 2lst-ce
2、ntury workplace and marketplace. But how diverse and real-world is a school that does not have any minority teachers The bad news today is that some 40 percent of Americas public schools have no teachers of color. The good news is that we have an opportunity to recruit and encourage more Americans o
3、f color to enter the teaching profession. And our success in doing so can have a powerfully positive impact on student achievement. Obviously, a teachers effectiveness depends, first and foremost, on his or her skills and high expectations, not on the teachers color. Yet we also know that children o
4、f color-40 percent of the student population and rising- benefit in important ways by having some teachers who look like them, who share similar cultural experiences, and who serve as role models demonstrating that education and achievement are things to be respected. Bear in mind that teachers do n
5、ot teach only facts and content. They also model appropriate behaviors and teach by personal example. And for many children, the teachers and other adults in their school are the most important authority figures outside of their home. So it is important to expose children to a diverse teaching staff
6、-and to diverse role models- within each of our schools. Where we have an urban school with an all-minority staff or a suburban school with an all-white staff, we are giving students a stunted educational experience. Issues of diversity are especially relevant today, as public schools are redoubling
7、 their commitment to raising standards and closing achievement gaps. We need to seize every opportunity to boost the achievement of poor and minority students. I believe- and an impressive body of research confirms-that recruiting and retaining more minority teachers can be crucial to our success. N
8、EA has made it a core strategic priority to increase the recruitment and retention of teachers of diverse backgrounds. Beyond NEAs own programs, we are joining with other organizations to create the National Collaborative on Diversity in the Teacher Workforce. But we cant do it alone. States and sch
9、ool districts need to develop programs to assist teachers aides-large numbers of whom are minorities-to advance their education and become fully licensed teachers. Other programs can reach out to minorities still in school, offering encouragement and incentives to enter the teaching profession. At t
10、he same time, states must ensure that relevant tests do not bar promising minority candidates from entering the profession.It can be learned from paragraph six that _ Athere are achievement gaps between majority and minority studentsBthere are achievement gaps among poor and minority studentsCpublic
11、 schools are trying their best to bridge achievement among minority studentsDpublic schools are trying their best to widen the gaps among majority and minority students 2.Passage Three As the global village continues to shrink and cultures collide, it is essential for all of us to become more sensit
12、ive, more aware of, and more observant to the body language (motions/gestures) that surround us each day. And as many of us cross over cultural borders, it would be fitting for us to respect, learn, and understand more about the effective and powerful silent language of gestures. Without gestures, o
13、ur world would be static and colorless. The social anthropologists, Edward T. Hall claims 60 percent of all our communication is nonverbal. In that case, how can we possibly communicate with one another without gestures The world is a giddy montage (蒙太奇) of vivid gestures-the ones used by traffic po
14、lice, street vendors, expressway drivers, teachers, children on playground and athletes with their exuberant (热情洋溢的) hugging, clenched fists and high fives. People all over the world use their hands, heads, and bodies to communicate expressively. Gestures and body language communicate as effectively
15、 as words- maybe even more effectively. We use gestures daily, almost instinctively, from beckoning to a waiter, or punctuating a business presentation with visual signals to airport ground attendants guiding an airline pilot into the jet-way or a parent using a whole dictionary of gestures to teach
16、 a child. Gestures are woven into our social lives. The vocabulary of gestures can be at once informative and entertaining.but also dangerous. Gestures can be menacing, warm, instructive, or even sensuous. Bear in mind that some gestures are in general use, but there may always be exceptions. In rec
17、ent years, Western and contemporary values and ideas have become more popular and have either influenced, altered, and even replaced, some of the more traditional gestures. Understanding human behavior is tricky stuff. No two people behave in precisely the same way. Nor do people from the same cultu
18、re all perform exactly the same gestures and body language uniformly. For almost any gestures there will probably be a minority within a given nationality who might say, Well, some might attach that meaning to it, but to me it means. and then they will provide a different interpretation. In the worl
19、d of gestures, the best single piece of advice is to remember the two As-ask and be aware. If you see a motion or gesture that is new or confusing, ask a local person what it signifies. Then, be aware of the many body signs and customs around you.What can we learn from this passage ABody language is
20、 static and colorless.BBody language can be very amusing.CBody language is universal therefore the interpretations of it are always identical.DNo one can communicate without body language. 3.Passage Four American culture has not been immune to cultural influences from outside. The idea of democracy
21、came from the ancient Greeks: the Industrial Revolution started in England: jazz and rock music preserve African rhythms-to pick a few examples. Indeed, many of the things we think of as 100 percent American came from other cultures. Still, most of the changes in American culture over the last centu
22、ry have come from within, as the result of inventions and discoveries. And change has been dramatic. One hundred years ago the United States was largely a nation of farmers. Many of the things we take for granted today- a high school education, for example, or indoor plumbingwere luxuries then. The
23、moon was a light for lovers, not a site for scientific exploration; genetic engineering (基因工程) was not even a subject for science fiction, much less for laboratory research and corporate investments. The decades following the Second World War, in particular, were characterized by spectacular scienti
24、fic and technological advances, national self-confidence, optimism, and (for many Americans) prosperity. The American economy was the strongest in the world: more goods were produced and sold, more people were working, and the standard of living was higher than ever before. Polls (民意调查) taken in the
25、 1950s and 1960s show that the average American was preoccupied with the questions will I make a good living Will I be successful and Will I raise successful, happy children Success was defined in terms of maintaining a stable family and keeping up with the Jones. Most Americans believed that if the
26、y played by the rules-if they work hard and did what was expected, if they sacrificed their own needs to those of their family and their employer-they would be rewarded with an ever-increasing standard of living, a devoted spouse, and decent children. An expensive car, a suburban home, and children
27、in college were tangible (可触知的) signs that hard work and self-sacrifice paid off.Can you predict what this article will continue to discuss in the forthcoming paragraph AThe influence of African culture.BThe American culture changes in 1970s.CThe influence of American culture.DThe development of sci
28、ence and technology. 4.Passage One The world is full of new horrors and theres no place to hide. Who says so Disaster psychologists, for a start. They are the people who take in the big picture of our collective reactions to human-created disaster, the ways these reactions are caused, and our coping
29、 mechanisms. And research into disaster psychology is growing fast. Among the big issues being addressed by these researchers are understanding the terrorists weapons, assessing the full impact of terrorism-and, crucially, working out which psychological approaches actually work. Its a deeply contro
30、versial area. Take the work of Dennis Embry as an example. He argues that we have overlooked the obvious: the purpose of terrorism is to create terror. This works best if the very symbols of everyday life become conditioned fear and anxiety stimulant. The top targets will be the most symbolic of a n
31、ations daily life, preferably served up for prime-time television. Crashing planes from United and American Airlines into the Twin Towers and the Pentagon met those objectives all too perfectly. After the attacks, people stopped flying. Why Not because they had made a rational risk assessment but be
32、cause the mere thought of flying made their palms sweat. From terrorism to rail crashes, counseling and debriefing (盘问) are the standard response to help those caught up in disasters. But there are growing doubts about their effectiveness. What might be going wrong Debriefing focuses on getting peop
33、le to talk through the trauma (损伤) and its emotional consequences soon after the incident. Could it be that some people are better by distancing themselves from what happened, rather than retelling it If disaster psychologists want to find better ways to help, theyll have to win the race between our
34、 understanding of human psychology and the terrorists.Why do people usually stop flying after terrorist attacks ABecause they are terrified of flying.BBecause they believe in rational risk assessment.CBecause their palms will become too sweaty for them to fly.DBecause they cant decide which airline
35、will be the safest. 5. Children model themselves largely on their parents. They do so mainly through identification. Children identify (56) a parent when they believe they have the qualities and feelings that are (57) of that parent. The things parents do and say-and the (58) they do and say to them
36、- strongly influence a childs (59) . A parents actions (60) affect the self image that a child forms (61) identification. Children who see mainly positive qualities in their (62) will likely learn to see themselves in a positive way. Children who observe chiefly (63) qualities in their parents will
37、have difficulty (64) positive qualities in themselves. Children may (65) their self image, however, as they become increasingly (66) by peer groups: In the case of a dramatic change in family relations, the (67) of an activity or experience depends on how the child interprets it. Children interpret
38、such events according to their established attitudes and previous training. Children who know they are loved can, (68) , accept the divorce of their parents or a parents early (69) . But if children feel unloved, they may interpret such events (70) a sign of rejection or punishment. AbehaviorBwordsC
39、moodDreactions 6.Passage Five Most parents prize the diversity within their childrens public schools. They know that learning to cooperate and excel in a diverse, real-world setting is a key to success in the 2lst-century workplace and marketplace. But how diverse and real-world is a school that doe
40、s not have any minority teachers The bad news today is that some 40 percent of Americas public schools have no teachers of color. The good news is that we have an opportunity to recruit and encourage more Americans of color to enter the teaching profession. And our success in doing so can have a pow
41、erfully positive impact on student achievement. Obviously, a teachers effectiveness depends, first and foremost, on his or her skills and high expectations, not on the teachers color. Yet we also know that children of color-40 percent of the student population and rising- benefit in important ways b
42、y having some teachers who look like them, who share similar cultural experiences, and who serve as role models demonstrating that education and achievement are things to be respected. Bear in mind that teachers do not teach only facts and content. They also model appropriate behaviors and teach by
43、personal example. And for many children, the teachers and other adults in their school are the most important authority figures outside of their home. So it is important to expose children to a diverse teaching staff-and to diverse role models- within each of our schools. Where we have an urban scho
44、ol with an all-minority staff or a suburban school with an all-white staff, we are giving students a stunted educational experience. Issues of diversity are especially relevant today, as public schools are redoubling their commitment to raising standards and closing achievement gaps. We need to seiz
45、e every opportunity to boost the achievement of poor and minority students. I believe- and an impressive body of research confirms-that recruiting and retaining more minority teachers can be crucial to our success. NEA has made it a core strategic priority to increase the recruitment and retention o
46、f teachers of diverse backgrounds. Beyond NEAs own programs, we are joining with other organizations to create the National Collaborative on Diversity in the Teacher Workforce. But we cant do it alone. States and school districts need to develop programs to assist teachers aides-large numbers of who
47、m are minorities-to advance their education and become fully licensed teachers. Other programs can reach out to minorities still in school, offering encouragement and incentives to enter the teaching profession. At the same time, states must ensure that relevant tests do not bar promising minority c
48、andidates from entering the profession.To encourage the minorities to enter the teaching profession, states must _ Agive them financial supportBimprove the method of testing minority candidatesCset up teachers training departmentDsimplify the criteria for assessing minority teachers 7.Passage Two Many Americans harbor a grossly distorted and exaggerated view of most of the risks surrounding food. Fergus Clydesdale, head of the department of food science and nutrition at the University of Massachusetts-Amherst,