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[主观题]

Science is the never-ending struggle to find truth. You may dismiss this statement as the

rambling of an amateur philosopher, but it holds some practical value. Truth is a temporary phenomenon. It is limited by human communication systems, technology, and skills. For example, during the Dark Ages in Europe, the world was perceived as flat. This flatness was acceptable as "truth" because travel and human knowledge of celestial phenomena were so limited that no other concept was needed. A family lived in a small area and confined its activity to a small region. This region appeared to be flat, so for all practical purposes, the earth was flat, too. When travel and exploration became widespread, and especially when ships were able to sail far out on the Atlantic, the vision of a flat earth had to change. Many observations of stars and planets and of ships' movements at sea led to new principles and to a new truth. Those who were in the position to do so could exploit the new truth about the earth's shape and turn it into riches. The Spanish, knowing they would not fall off the edge of a flat earth, found the New World and brought gold and silver back to Spain.

The situation has not changed much since the Dark Ages. Truth is still sought because it has value, and the scientific method remains the most systematic way of pursuing it. The method starts with a problem. Once the problem is well defined, information that might have an effect on it is gathered. The information is sorted and analyzed, and that which is useful is kept—to be used as a basis for general principles. In the social sciences, the principles are often used to help formulate policies. The policies ultimately are aimed at removing the problem and improving people's lives.

In economics (and in other social sciences), the pursuit of truth is slowed because human behavior. cannot be subjected to the kinds of controlled experiments that are possible with white rats and guinea pigs. The economist must follow the steps in a search for new truths about economic behavior, but following them is frustrating and often leads up blind alleys. Nevertheless, problems, facts, principles, and policies must be considered in a systematic way.

What can we infer from the fact that the world was perceived as flat?

A.Most people during the Dark Ages were illiterate.

B.People during the Dark Ages were lacking in social knowledge.

C.People today were more knowledgeable than those during the Dark Ages.

D.People's cognition of the world was related to the scientific development.

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更多“Science is the never-ending struggle to find truth. You may dismiss this statement as the”相关的问题

第1题

Albert Einstein once attributed (把......归因于) the creativity of a famous scientist to t

Albert Einstein once attributed (把......归因于) the creativity of a famous scientist to the fact that he "never went to school, and therefore kept the rare gift of thinking freely". There is undoubtedly a truth in Einstein's observation; many artists and geniuses seem to view their schooling as a disadvantage. But such a truth is not a criticism of schools. It is the function of schools to civilize, not to train explorers. The explorer is always a lonely person whether his or her pioneering be in art, music, science, or technology. The creative explorer of unmapped lands shares with tile genius what William James described as the gift for thinking in an unusual way. As schools teach set patterns, they tend to destroy creativity and genius. But if schools could somewhat exist only to cultivate genius, then society would break down. For the social order demands unity and widespread agreement, which r, re destructive to creativity and genius.

Albert Einstein once thought that schools ______.

A.helped develop the creativity of a scientist

B.kept a rare gift for a scientist

C.prevented a scientist from thinking freely

D.contributed a lot to science and technology

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第2题

It was when I was attending high school that I first read Asimov' s stories. At the time,
a few SF magazines began to introduce this author and translate a few pieces from his "Robot Series". Of Asimov' s works, the one that left the deepest impression on me was Pebble in the Sky. This novel directly influenced my early SF writing.

Asimov was one of the leading writers of Western science fiction's Golden Age, so although his writing may not have a direct influence on writers of today, his underlying (潜在的) influence on many levels is undeniable — the famous Three Laws of Robotics, and many classic writing techniques, for example. Of course, his influence is related to the atmosphere that existed in the Golden Age; a science fiction writer today has a hard time reaching that level no matter how outstanding he or she is. Asimov's novels are marked by a fully integrated logical system, and his stories are a pleasure to read — this is the reason his novels still attract readers today. Naturally, Western science fiction has few people these days who follow Asimov' s creative methods; instead they are closely connected to mainstream artistic trends, employing large amounts of postmodern techniques. This type of science fiction has a hard time blossoming on Chinese soil. The majority of Chinese SF readers would rather read the classic works of Asimov. This is an important question that faces today' s Chinese science fiction writers.

Compared with the "Robot Series", Asimov's "Foundation Series" is a little less well-known in China. This is mostly due to the large influence of the Three Laws, and moreover, the Founda-tion novels have never been completely introduced here. In fact, the Foundation series creates an entire world, even grander than that of the "Robot Series"; this science fiction epic(史诗) had a direct influence on later Western science fiction, the most famous example being Star Wars.

We can know from the passage that the author is a______.

A.science fiction writer

B.science fiction publisher

C.high school student

D.novel translator

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第3题

If there is one thing scientists have to hear, it is that the game is over. Raised on the
belief of an endless voyage of discovery, they recoil from the suggestion that most of the best things have already been located. If they have, today's scientists can hope to contribute no more than a few grace notes to the symphony of science.

A book to be published in Britain this week, The End of Science, argues persuasively that this is the case. Its author, John Horgan, is a senior writer for Scientific American magazine, who has interviewed many of today's leading scientists and science philosophers. The shock of realizing that science might be over came to him, he says, when he was talking to Oxford mathematician and physicist Sir Roger Penrose.

The End of Science provoked a wave of denunciation in the United States last year. "The reaction has been one of complete shock and disbelief, "Mr. Horgan says.

The real question is whether any remaining unsolved problems, of which there are plenty, lend themselves to universal solutions. If they do not, then the focus of scientific discovery is already narrowing. Since the triumphs of the 1960s—the genetic code, plate tectonics, and the microwave background radiation that went a long way towards proving the Big Bang—genuine scientific revolutions have been scarce. More scientists are now alive, spending more money on research, that ever. Yet most of the great discoveries of the 19th and 20th centuries were made before the appearance of state sponsorship, when the scientific enterprise was a fraction of its present size.

Were the scientists who made these discoveries brighter than today's? That seems unlikely. A far more reasonable explanation is that fundamental science has already entered a period of diminished returns. "Look, don't get me wrong," says Mr Horgan. "There are lots of important things still to study, and applied science and engineering can go on for ever. I hope we get a cure for cancer, and for mental disease, though there are few real signs of progress."

The sentence "most of the best things have already been located" could mean______.

A.most of the best things have already been changed

B.most of the best things remain to be changed

C.there have never been so many best things waiting to be discovered

D.most secrets of the world have already been discovered

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第4题

Have you【61】asked yourself why children go to school? You will probable say that they go【6
2】their own language and other languages, arithmetic, history, science and【63】subjects. That is quite true; but why do they learn these things? And are these things【64】that they learn at school?

We【65】our children to school to【66】them for the time【67】they will be big and will have to work【68】themselves. Nearly all they study at school has some【69】use in their life, but is that the only reason【70】they go to school?

There is【71】in education than just learning facts. We go to school【72】all to learn how to learn,【73】when we have【74】school we can continue to learn. A man who really knows【75】will always be successful, because【76】he has to do something new which he. Has never had to do【77】, he will rapidly teach himself how to do it in the best【78】. The uneducated person,【79】, is probably unable to do something new, or does it badly. The purpose of schools, therefore, is not just to teach languages, arithmetic, etc..,【80】to teach pupils the way to learn.

(56)

A.either

B.whether

C.ever

D.as well

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第5题

Have you【56】asked yourself why children go to school? You will probably say that they go【5
7】languages, mathematics, history, science and【58】subjects. That is quite true; but why do they learn these things? And are these things【59】that they learn at school?

We【60】our children to school to【61】them for the time【62】they will have to work【63】themselves. Nearly everything they study at school has some【64】use in their life, but is that the only reason【65】they go to school?

There is【66】in education than just learning facts. We go to school【67】all to learn how to learn,【68】when we have【69】school, we can continue to learn. A man who really knows【70】will always be successful, because【71】he has to do something new which he has never had to do【72】, he will rapidly teach himself how to do it in the best【73】. The uneducated person,【74】, is probably unable to do something new, or does it badly. The purpose of schools, therefore, is not just to teach languages, mathematics, etc. ,【75】to teach pupils the way to learn.

(56)

A.either

B.whether

C.ever

D.as well

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第6题

Have you 【B1】______ asked yourself why children go to school? You will probably say that t
hey go 【B2】______ their own language and other languages, arithmetic, history, science and 【B3】______ subjects. That is quite true, but why do they learn these things? And are these things 【B4】______ that they learn at school?

We 【B5】______ our children to 【B6】______ them for the time 【B7】______ they will be big and will have work 【B8】______ themselves. Nearly all they study at school has some 【B9】______ use in their life. But is that the only reason 【B10】______ they do to school?

There is 【B11】______ in education then we have just learning facts. We go to school 【B12】______ all to lean how to learn 【B13】______ when we have 【B14】______ school we can continue to learn. A man who really knows 【B15】______ will always be successful. Because 【B16】______ he has to do something new which he has never had to do 【B17】______ , he does it in the best 【B18】______ . The uneducated person 【B19】______ , is probably unable to do something new, or does it badly. The purpose of schools, therefore, is not just to teach languages 【B20】______ to teach pupils the way to learn.

A.either

B.whether

C.ever

D.as well

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第7题

Learning science helps children to develop ways of understanding the world around them. Fo
r this they have to build up concepts which help them link their experiences together, they must learn ways of gaining and organizing information and of applying and testing ideas. This contributes not only to children's ability to make better sense of things around them, but prepares them to deal more effectively with wider decision-making and problem-solving in their lives. Science is as basic a part of education as numeracy and literacy, it daily becomes more important as the complexity of technology increases and touches every part of our lives.

Learning science can bring a double benefit because science is both a method and a set of ideas, both a process and product. The processes of science provide a way of finding out information, testing ideas and see- king explanations. The products of science are ideas which can be applied in helping to understand new experiences. The word "can" is used advisedly here, it indicates that there is the potential to bring these benefits but no guarantee that they will be realized without taking the appropriate steps. In learning science the development of the process side and the product side must go hand in hand, they are totally interdependent. This has important implications for the kinds of activities children need to encounter in their education But before pursuing these implications, there are still two further important points which underline the value of including science in primary education.

The first is that whether we teach children science or not, they will ha developing ideas about the world around from their earliest years. If these ideas are based on casual observation, non-investigated events and the acceptance of hearsay, than they are likely to be non-scientific. "everyday" ideas. There are plenty of such ideas around for children to pick up. My mother believed (and perhaps still does despite my efforts) that if the sun shines through the window on to the fire it puts the fire out, that cheese maggots f a common encounter in her youth when food was sold unwrapped) are made of cheese and develop spontaneously from it, that placing a lid on a pan of boiling water makes it boil at a lower temperature, that electricity travels more easily if the wires are not twisted. Similar myths still abound and no doubt influence children's attempts to make sense of their experience. As well as hearsay, left to themselves, children will also form. some ideas which seem unscientific; for example, that to make something move requires a force but to stop it needs no force. All these ideas could easily be put to the test; children's science education should make children want to do it. Then they not only have the chance to modify their ideas, but they learn to be sceptical about so-called "truths" until these have been put to the test. Eventually they will realize that all ideas are working hypotheses which can never be proved right, but are useful as long as they fit the evidence of experience and experiment.

The importance of beginning this learning early in children's education is twofold. On the one hand the children begin to realize that useful ideas must fit the evidence; on the other hand they are less likely to form. and to accept everyday ideas which can be shown to be in direct conflict with evidence and scientific concepts. There are research findings to show that the longer the non-scientific ideas have been held, the more difficult they are to change. Many children come to secondary science, not merely lacking the scientific ideas they need, but possessing alternative ideas which are a barrier to understanding their science lessons.

The second point about starting to learn science, and to learn scientifically, at the primary level is connect- ed with attitudes to the subject. There is evidence that attitudes to science seem t

A.the importance of science in human development

B.the proper ways of teaching children science

C.the necessity for children to learn science

D.the correct attitude to science as a subject in primary education

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第8题

According to a survey, which was based on the responses of over 188, 000 students, today's
traditional- age college freshmen are "more materialistic and less altruistic (利他主义的) "than at any time in the 17 years of the poll.

Not surprising in these hard times, the student's major objective "is to be financially well off. Less important than ever is developing a meaningful philosophy of life. It follows then that today the most popular course is not literature or history but accounting".

Interest in teaching, social service and the "altruistic" fields is at a low. on the other hand, enrollment in business programs, engineering and computer science is way up.

That's no surprise either. A friend of mine (a sales representative for a chemical company) was making twice the salary of her college instructors her first year on the job--even before she completed her two-year associate degree.

While it's true that we all need a career, it is equally tame that our civilization has accumulated an incredible amount of knowledge in fields far removed flora our own and that we are better for ear understanding of these other contributions--be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, perhaps, education teaches us to see the connections between things, as well as to see beyond our immediate needs.

Weekly we mad of unions who went on strike for higher wages, only to drive their employer out of business. No company; no job. How shortsighted in the long run !

But the most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense. I saw a cartoon recently which shows a group of businessmen looking puzzled as they sit around a conference table; one of them is talking on the intercom (对讲机): "Miss Baxter," he says, "could you please send in someone who can distinguish fight from wrong?"

From the long-term point of view, that's what education really ought to be about.

According to the author's observation, college students ______ .

A.have never been so materialistic as today

B.have never been so interested in the arts

C.have never been so financially well off as today

D.have never attached so much importance to mural sense

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第9题

What does the future hold for the problem of housing? A good (1)_____ depends, of course,

What does the future hold for the problem of housing? A good (1)_____ depends, of course, on the meaning of" future". If one is thinking in (2)_____ of science fiction and the space age (3)_____ at least possible to assume that man will have solved such trivial and earthly problems as housing. Writers of science fiction have (4)_____ the suggestion that men will live in great comfort, with every (5)_____ device to make life smooth, healthy and easy, (6)_____ not happy. But they have not said what his house will be made of.

The problems of the next generation or two can more readily be imagined. Scientists have already pointed out that (7)_____ something is done either to restrict the world's rapid growth in population or to discover and develop new sources of food (or both), millions of people will be dying of starvation or, (8)_____, suffering from under feeding before this (9)_____ is out. But nobody has worked out any plan for housing these growing populations. Admittedly the worse situations will occur in the (10)_____ parts of the world, where housing can be of light structure, or in backward areas where standards are (11)_____ low. But even the minimum shelter requires materials of (12)_____ kind, and in the crowded, bulging towns the low-standard" housing" of flattened petrol mans and dirty canvas is far more wasteful (13)_____ ground space than can be tolerated.

Since the war, Hong Kong has suffered the kind of crisis which is likely to (14)_____ in many other places during the next generation. (15)_____ millions of refugees arrived to (16)_____ the already growing population and emergency steps had to be taken to prevent squalor and disease and the (17)_____ of crime. Hong Kong is only one small part of what will certainly become a vast problem and not (18)_____ a housing problem, because when population grows at this rate there are (19)_____ problems of education, transport, water supply and so on. Not every area may have the same resources as Hong Kong to (20)_____ and the search for quicker and cheaper methods of construction must never cease.

A.transaction

B.deal

C.definition

D.assumption

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第10题

Recent stories in the newspapers and magazines suggest that teaching and research contra d
iet each other that research plays too prominent a part in academic promotions, and that teaching is badly under-emphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.

Research experience is an essential element of hiring and promotion at the research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research, and that presents a problem.

Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged, but disliked by those whose records are less impressive. The mild professor gets overall ratings that are usually high, but there is a sense of disappointment on the part of the best students, exactly those for whom the system should present the greatest challenges. Thus, a university trying to promote professors primarily on the basis of teaching qualities would have to confront this confusion.

As modern science moves faster, two forces are exerted on professors: one is the time needed to keep up with the profession; the other is the time needed to teach. The training of new scientists requires outstanding teaching at the research university as well as the arts college. Although scientists are usually "made" in the elementary schools, scientists can be "lost" by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research, but to recognize that the combination is difficult but vital. The title of professor should be given only to those who profess, and it is perhaps time for universities to reserve it for those willing to be an earnest part of the community of scholars. Professors unwilling to teach can be called "distinguished research investigators," or something else.

The pace of modern science makes it increasingly difficult to be a great researcher and great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simple do not understand the system, but those who say the problem will disappear are not fulfilling their responsibilities.

What idea does the author want to convey in the first paragraph?

A.It is wrong to overestimate the importance of teaching.

B.Teaching and research are contradictory to each other.

C.Research can never be emphasized too much.

D.The relationship between teaching and research should not be simplified.

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第11题

Questions 31 to 35 are based on the following passage. Recent stories in the newspapers an
d magazines suggest that teaching and research contradict each other, that research plays too prominent a part in academic promotions, and that teaching is badly underemphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.

Research experience is an essential element of hiring and promotion at a research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research and that presents a problem.

Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged, but disliked by those whose records are less impressive. The mild professor gets overall ratings that are usually high, but there is a sense of disappointment in the part of the best students, exactly those for whom the system should present the greatest challenges. Thus, a university trying to promote professors primarily on the teaching qualities would have to confront this confusion.

As modern science moves faster, two forces are exerted on professor: one is the time needed to keep on with the profession; the other is the time needed to teach. The training of new scientists requires outstanding teaching at the research university as well as the arts college. Although scientists are usually “made” in the elementary schools, scientists can be “lost” by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research, but to recognize that the combination is difficult but vital. The title of professor should be given only to those who profess, and it is perhaps time for universities to reserve it for those willing to be an earnest part of the community of scholars. Professor unwilling to teach can be called “distinguished research investigators” or something else.

The pace of modern science makes it increasingly difficult to be a great researcher and a great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simply do not understand the system but those who say the problem will disappear are not fulfilling their responsibilities.

第31题:What idea does the author want to convey in the first paragraph?

A) It is wrong to overestimate the importance of teaching.

B) Teaching and research are contradictory to each other.

C) Research can never be emphasized too much.

D) The relationship between teaching and research should not be simplified.

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