2022年考博英语-中共中央党校考试题库及全真模拟冲刺卷55附答案带详解.docx

1、2022年考博英语-中共中央党校考试题库及全真模拟冲刺卷（附答案带详解）1. 单选题When discussing cultural perspectives, we need to recognize that there are two kinds: emic and etic. Emic perspectives are （1） articulated by members of the culture to explain themselves and their culture, while etic perspectives are those of outsiders to th

2、e culture who use their own criteria to explain （2）culture.Etic perspectives include those of visitors to the culture, the criteria they use to describe and explain what they encounter, （3） categories for cross-cultural description and analysis established by anthropologists and other cultural resea

3、rchers（4） many cultures. （5） the continuum, etic perspectives consist of simple explanations from ones own cultural background. This is a common reaction to cultural phenomenaexplaining them （6） perceived similarities or differences to ones own culture, better （7）ethnocentrism. At the other end of t

4、he spectrum, etic perspectives consist of categories that can be used to describe （8） cultures. Some of these categories are drawn from notions of cultural universals and（9）the table of contents of introductory cultural anthropology textbooks. They reflect cultural practices and products: institutio

5、ns like family, kinship, economy, leisure, music, or government. Other etic classifications come from theories of cultural perspectives: value orientations such as individualism / collectivism, low-context / high-context, polychromic / monochromic, and （10） .Etic perspectives, （11）, provide framewor

6、ks to describe, analyze, and explain a culture from the （12）. Each etic category carries assumptions about the nature of culture, and it is important to （13） these assumptions.Emic explanations are perspectives that members of the culture use to describe or explain their own way of life. These persp

7、ectives do not necessarily correspond to etic categories, （14） that the members use for their explanations. （15）, members may easily express the reasons for cultural products and practice. Or, given that many fundamental cultural perspectives are outside awareness, like the submerged bulk of the cul

8、tural iceberg, members may have difficulty finding words to fully explain them; （16） I had no explanation on American toilet training practices.It is a daunting task to identify the perspectives of a culture. Fortunately for language teachers, anthropologists, interculturalists, and others have devi

9、sed frameworks for explaining cultures. These frameworks, because they apply to all cultures, are examples of the （17） perspectives.A number of models of etic perspectives are （18） in the field. （19）, these models presume that there is a finite set of realities that all cultures must address. These

10、realities are part of the human condition. Different cultures perceive these realities in distinct ways. These distinct perceptions, （20）, lead to different beliefs, values, attitudes, and practicesin a word, to different worldviews.问题1选项A.whatB.whichC.theseD.those22.问题2选项A.anothersB.the othersC.the

11、 othersD.others问题3选项A.exceptB.as well asC.besideD.besides问题4选项A.to describeB.describingC.describedD.describe问题5选项A.At an end ofB.At the end ofC.At one end ofD.At end of问题6选项A.in term ofB.in terms ofC.on term ofD.on terms of问题7选项A.been known asB.been known forC.known asD.known for问题8选项A.any and allB.

12、all otherC.some otherD.one another问题9选项A.read fromB.read inC.read likeD.read as问题10选项A.the likeB.the likesC.a likeD.likes问题11选项A.neverthelessB.moreoverC.thereforeD.however问题12选项A.insideB.outsideC.visitorsD.nature问题13选项A.bring aboutB.bring inC.bring offD.bring out问题14选项A.no the terminology doesB.no d

13、oes the terminologyC.nor the terminology doesD.nor does the terminology问题15选项A.When been askedB.When askedC.When askingD.When having asked问题16选项A.becauseB.just asC.thoughD.since问题17选项A.anthropologicalB.interculturalC.eticD.emic问题18选项A.prevalentB.prevalenceC.prevailD.prevailed问题19选项A.Of the essenceB.

14、In the essenceC.Of essenceD.In essence问题20选项A.out of turnB.on the turnC.by turnD.in turn【答案】第1题:D第2题:C第3题:B第4题:A第5题:C第6题:B第7题:C第8题:C第9题:A第10题:A第11题:C第12题:B第13题:D第14题:D第15题:B第16题:B第17题:C第18题:A第19题:D第20题:D【解析】（1）语法题。根据句子结构，可知空格中填入代词充当表语成分，可用those指代perspectives，并且后面的-ed分词作后置定语。句意：主位观点是由文化成员表达的，用来解释他们自己

15、和他们的文化。选项D符合题意。（2）语法题。another为形容词，其后接名词单数，不需要再用名词所有格，选项A排除。The other 表示两者中的另外一个，the others表示特定范围内剩下的所有，others泛指其他的，常和some搭配使用，句意：非母语视角是文化的局外人，他们用自己的标准来解释他人的文化。选项C符合题意。（3）语法题。except “除此之外”；as well as “和”；beside “在旁边”；besides “除了还有”。根据句子意思，可知这里criteria和categories构成并列关系，选项B符合题意。（4）语法题。根据句子结构，可知空格中应该填入动

16、词不定式作目的状语。句意：由人类学家和其他文化研究者建立的跨文化描述和分析的类别目的是描述许多文化。选项A符合题意。（5）词组辨析。没有at an end of 搭配，选项A可排除。At the end of “在末尾”；at one end of “在一端，在一方面”，可下文的at the other end of搭配使用；没有at end of搭配，选项D可排除。选项C符合题意。（6）固定短语。in terms of “依照，按照，就而言”。没有A、C和D项的搭配，可排除。选项B符合题意。（7）语法题。be known as “作为.被熟知”；be known for “因为而被熟知”，根

17、据句子结构，空格为过去分词作状语，省掉be动词。选项A和B可排除。句意：被大家熟知为民族优越感。选项C符合题意。（8）固定搭配。Any and all “任何”；all other “所有其他”；some other “另外的”；one another “互相”。句意：在谱系的另一端，非本位观点包含了可以用来描述其他文化的类别。选项C符合题意。（9）固定搭配。根据连词and可知，空格内容和上文的are drawn from构成并列关系。be drawn from “来自，从得到”，所以空格可填入be read from “从读到”。选项A符合题意。（10）固定短语。and the like “

18、等等”，用于举例子。没有B、C和D项的表达可排除。句意：比如个人主义/集体主义、低语境/高语境、多色/单色等等。选项A符合题意。（11）语法题。根据文章第二段，主要对etic perspective非本位观点进行了讨论和阐述，所以在本段末尾进行总结，用连词therefore “因此”，表示上下文存在因果关系，可用于下结论和总结。选项C符合题意。（12）名词词义辨析。Inside “内部”；outside “外部”；visitors “游客”；nature “自然”。句意：因此，非本位观点提供了从外部描述、分析和解释一种文化的框架。选项B符合题意。（13）短语辨析。bring about “引起

19、使掉头”；bring in “引进”；bring off “完成，救出”；bring out “呈现”。句意：每一个非本位类别都带有关于文化本质的假设，使这些假设呈现出来是很重要的。选项D符合题意。（14）语法题。本题考查nor引导的倒装句，运用部分倒装语序，表示 “也不”。选项A和B可排除。C项为陈述语序，可排除。句意：人们用来解释的术语也一样不对应。选项D符合题意。（15）语法题。根据句子结构，可知句子的主语为members，谓语为may express，所以主句部分完整，空格中只能用非谓语动词。member和ask之间存在被动关系，所以用-ed分词表被动。选项B符合题意。（16）连词词

20、义辨析。because “因为”；just as “正如，表示举例子”；though “尽管”；since “因为，由于”。句意：就像我对美国的如厕训练没有任何解释一样。选项B符合题意。（17）上下文语义理解题。根据第二段作者阐述的非本位观点的特点，以及because they apply to all cultures，他们适用于所有文化的特点，可知这里提到的是etic perspective。上下文相互照应。选项C符合题意。（18）形容词词义辨析。根据空格前的are，可知空格填入形容词构成系表结构。prevalent “流行的，普遍的”； D项prevailed为动词的过去分词，和are构

21、成被动语态，可排除。B项为名词，可排除。C项prevail 为动词原形，可排除。句意：大量非本位观点的模型在这个领域是普遍流行的。选项A符合题意。（19）固定搭配。In essence “本质上，大体上”，没有选项A、B和C项的搭配，可排除。句意：本质上来说，这些模型假定，所有文化都必须处理有限的一系列现实。选项D符合题意。（20）短语辨析。out of turn “不合时宜地”；on the turn “在转变中”；没有by turn搭配，选项C可排除。in turn “反过来，轮流地，依次”。句意：这些不同的观念，反过来，导致不同的信仰，价值观，态度和实践，总的来说，带来了不同的世界观。选

22、项D符合题意。2. 单选题The term “evaluation”, sometimes called “institutional” in higher education, has a different connotation from “measurement” and “assessment” as defined here. The process of date-gathering and scoring, coding or rating selected constructs is typically followed by more complex activities

23、of adding some interpretive value and judgments to the information that is generated. This latter process of adding judgments of worth or merit to the results of measurement/assessment in applied decision-making contexts is termed “evaluation”. For example, if an individuals examination score is 76,

24、 is it worth an “A” or a “B” grade? Should the individual be promoted to the next level of an undergraduate degree program? The process by which standards and criteria are applied to make such decisions is called evaluation. Evaluations, thus, are motivated by and closely tied to stakeholder needs f

25、or information that speak to particular educational practice or policy concerns.Evaluative decisions can be of two types, depending on how the assessment/measurement information is used: formative or summative. Formative evaluation efforts are designed for continuous quality improvement of particula

26、r institutional units, such as a department, school, program, or individual staff/faculty and students. Summative evaluations in institutions, on the other hand, are designed for making some final judgments of merit, worth or impact. Summative evaluations in the U. S. are frequently stimulated from

27、the outside by government agencies, states, upper level college/university administrators, and accrediting bodies that are interested in making judgments on whether a college or university system is effective.Formative evaluations imply feedback loops; results must be shared with relevant stakeholde

28、rs and program personnel so that changes, refinements and improvements to the units can occur using the information. An assumption is that all units in an organization strive for excellence, and that ongoing data generation will inform the development and progress of various units and the institutio

29、n as a whole. For example, individual faculty and programs may wish to use results of student outcomes assessment formatively to improve teaching methods or provide added learning supports to under-prepared students.For assessment information to be useful in a formative way, evaluation researchers/u

30、sers have to be able to explain the causal mechanisms and chain of events/actions that led to the results: If we failed to get outcome Y in this program, what should have happened that failed to happen? For diagnostic utility in the information, there has to be a focus on measuring not just outcomes

31、 but also the preceding activities (processes) and expected resources (inputs).At the institutional level, summative evaluations and associated decisions often involve accountability actions, resource allocations or withdrawal of resources, imposition of sanctions, institutional accreditation, or r

32、ecognition/rewards for individuals, programs or the institution. For individual students, summative evaluations can involve placement or admission into selective programs based on admissions testing, such as based on scored of the SAT (previously the Scholastic Assessment Test). For faculty, they ca

33、n involve granting of tenure, merit recognitions, and related pay raises or promotions.1.How can “data-gathering and scoring, coding or rating selected constructs” in the first paragraph be processed?2.Summative evaluations in the U.S. are frequently stimulated by the following elements EXCEPT （ ）.3

34、Which of the following is NOT true about evaluation?4.The highlighted word “they” in the last paragraph refers to （ ）.5. Which of the following is the most appropriate title for the whole passage?问题1选项A.Via particular educational practice or policy concerns.B.Via appropriate measuring or assessment

35、 tools.C.Via objective assumptions.D.Via interpretation and judgments.问题2选项A.individual staff/faculty and studentsB.accrediting bodies that are interested in making judgments on whether a college or university system is effective.C.government agencies.D.upper level college/university administrators问

36、题3选项A.The process of adding judgments of worth or merit to the results of measurement in applied decision-making contexts is termed “evaluation”.B.Summative evaluations in institutions, on the other hand, are designed for making some final judgments of merit, worth or impact.C.For formative evaluati

37、ons, results must be shared with relevant stakeholders and program personnel so that changes, reflections and improvements to the units can occur using the information.D.Evaluative decisions can be of two types, depending on how the assessment/measurement information is used: formative or summative.

38、问题4选项A.selective programsB.admissionsC.summative evaluationsD.individual students问题5选项A.AssessmentB.Assessment and EvaluationC.Formative EvaluationD.Evaluation【答案】第1题:D第2题:A第3题:C第4题:C第5题:D【解析】1.细节理解题。根据文章第一段，“The process of date-gathering and scoring, coding or rating selected constructs is typicall

39、y followed by more complex activities of adding some interpretive value and judgments to the information that is generated.”，可知数据收集和评分、编码或对选定的结构进行评级的过程通常会伴随着更复杂的活动，即为生成的信息添加一些解释价值和判断。可判断出需要通过解释和判断对数据收集和评分、编码或对选定的结构进行评级。选项D符合题意。2.细节理解题。根据文章第二段，“Summative evaluations in the U. S. are frequently stimul

40、ated from the outside by government agencies, states, upper level college/university administrators, and accrediting bodies”，可知在美国，总结性评价通常是由外部刺激而成的，包括政府机构、州、高级学院/大学管理人员和认证机构。所以文中没有提及教职员及学生。选项A符合题意。3.推断题。根据文章第一段，“This latter process of adding judgments of worth or merit to the results of measurement/

41、assessment in applied decision-making contexts is termed “evaluation”.”，可知选项A正确，可排除。根据文章第二段，“Summative evaluations in institutions, on the other hand, are designed for making some final judgments of merit, worth or impact.”，可知选项B正确，可排除。根据文章第三段，“Formative evaluations imply feedback loops; results mus

42、t be shared with relevant stakeholders and program personnel so that changes, refinements and improvements to the units can occur using the information.”，可知C选项中reflections不符合文意。根据文章第二段，“Evaluative decisions can be of two types, depending on how the assessment/measurement information is used: formati

43、ve or summative.”，可知选项D正确，可排除。综上，选项C符合题意。4.细节理解题。上文举了制度层面和单个学生等的具体实例来说明和阐述了总结性评估涉及的领域，所以最后一句中的they就是代指上文提到的summative evaluations。选项C符合题意。5.主旨题。纵观全文，第一段提到了“评估”的概念和定义，第二段主要讲到了评估的类型和影响因素，第四段着重介绍了格式化评估的方式和特点，最后一段继续讲到了评估涉及的方面和领域。所以整篇文章都在围绕“评估”这个中心词展开。选项D符合题意。3. 单选题David Cameron put Britains future（ ） , i

44、n an audacious gamble that united his Conservative Party but which could have profound implications for the party and the country.问题1选项A.in lineB.in the lineC.on lineD.on the line【答案】D【解析】固定搭配。in line “成一排”；in the line “在列队中”；on line “在线的”；on the line “处于危险中”。句意：戴维卡梅伦将英国的未来置于危险中，在一场无畏的赌博中，将保守党统一在一起，

45、却能给保守党个整个国家带来意义深远的影响。选项D符合题意。4. 翻译题Todays changed conditions for doing social theory have disturbed the original balance of trade between lay and expert social theorists. Were we to compare, say, the end of the nineteenth century to the end of the twentieth, we would soon find two major differences

46、in the circumstances affecting who think about social life and how they think. First, the number of people with ready access to a culture supportive of critical thinking has increased dramatically, especially after the hold of the European powers on their colonies came to a formal end, primarily dur

47、ing the 1950s and 1960s. Second, the people normally engaged in critical social thinking are no longer necessarily members of or identified with a dominant class of bourgeois intellectuals. Many of the new social theorists do not consider themselves bourgeois, and many are visibly not anything like the white, male advocates of European culture who wrote the