| 考研每日一练（2015-10-22） |
| 第1题：兼容班级上课与个别教学的优点，将大班上课、小班讨论、个人自学结合在一起的教学组织形式是（ ） A.道尔顿制 B.兰贝制 C.特朗普制 D.文纳特卡制 |
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| 第2题：Americans have always been excessive worshippers of what William James called “the bitch goddess success”. Self-help gurus have topped the bestseller lists since Benjamin Franklin published his autobiography. Americans are much more likely than Europeans to believe that people can get ahead in life so long as they are willing to work hard. And they are much more likely to choose a high-paying job that carries a risk of redundancy than a lower-paid job that guarantees security. But you can’t have winners without losers (or how would you know how well you are doing?). And you can’t broaden opportunity without also broadening the opportunity to fail. For instance, until relatively recently, blacks could not blame themselves for their failure in the “race of life”, in Abraham Lincoln’s phrase, because they were debarred from so many parts of it. Now the barriers are lifted, the picture is more complicated. All of which creates a huge problem: how exactly should a hyper-competitive society deal with its losers? It’s all very well to note that drunkards and slackers get what they deserve. But what about the honest toilers? One way to deal with the problem is to offer people as many second chances as possible. In his intriguing new book “Born Losers: A History of Failure in America”, Scott Sandage argues that the mid-nineteenth century saw a redefinition of failure—from something that had described a lousy business to something that defined a whole life. Yet one of the striking things about America is how valiantly it has resisted the idea that there is any such thing as a born loser. American schools resist streaming their pupils much longer than their European counterparts: the whole point is to fit in rather than stand out. American higher education has numerous points of entry and reentry. And the American legal system has some of the most generous bankruptcy rules in the world. In Europe, a bankrupt is often still a ruined man; in America, he is a risk-taking entrepreneur. American history—not to mention American folklore—is replete with examples of people who tried and tried again until they made a success of their lives. Lincoln was a bankrupt storekeeper. Henry Ford was a serial failure. At 40, Thomas Watson, the architect of IBM, faced prison. America’s past is also full of people who came back from the brink. A second way to deal with losers is to celebrate them. Perhaps in reaction to the relentless boosterism of business life, American popular culture often sympathises with losers. But even in the loser-loving bits of popular culture, the American obsession with success has a habit of winning through. More often than not, born losers turn out to be winners in disguise. 31. According to paragraph 1, why are Americans “much more likely to choose a high-paying job that carries a risk of redundancy than a lower-paid job that guarantees security”? [A] Because they don’t mind taking risks. [B] Because Americans believe in the idea of “no pain, no gain”. [C] Because Americans rely a lot on self瞙elp books written by famous people. [D] Because a having high瞤aying job is how many Americans view success. 32. Paragraph 2 suggests that ________________ [A] America was once a racist country. [B] black Americans now have equal rights. [C] if you give someone the chance to succeed, you also give them the chance to fail. [D] you can know how successful you are by seeing how many people are failing. 33. The “honest toilers” mentioned in paragraph 3 refer to__________________ [A] lazy people and alcoholics. [B] trustworthy workers. [C] people who fail even though they try hard. [D] born losers—people who need lots of second chances in order to succeed. 34. We can learn from paragraph 4____________ [A] that the United States is better than Europe. [B] that American society is designed to give people many opportunities. [C] that the American system is better for children and businessmen. [D] that Scott Sandage’s book is largely irrelevant to modern American society. 35. According to paragraph 5, which of these is NOT an example of why Americans might like losers? [A] They often succeed in the end. [B] Losers often have legal problems. [C] There is sometimes a dislike of people who enthusiastically promote business. [D] Some very famous Americans were once losers. |
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| 第3题：超额利润是（） A.商品价值与生产价格的差额 B.商品价值与生产成本的差额 C.部门生产的剩余价值与平均利润的差额 D.个别生产价格与社会生产价格的差额 |
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| 第4题：阅读下列材料，根据你掌握的历史只是，回答问题 材料一：初，府兵之置，居无事时耕于野，其番上（轮值）者，宿卫京师而已。若四方有事，则命将以往，事解则罢，兵散于府，将归于朝。故士不失业，而将帅无握兵之重，所以防微渐、绝祸乱之萌野。 ——《新唐书》卷五十 材料二：开元二十五年，唐政府下赦：“于诸色征人及客户重，丁召募壮、长充边军。”称之为“长征健儿”。此后，更番戍边的制度已经不复存在，征募到的长征健儿，便成为终身制的职业兵……于是，“师不土著，无家族之顾”，藩镇的将帅就利用这一弱点，威胁利诱，使士兵服从他，来对抗朝廷。 ——王仲荤《隋唐五代史》上册 材料三：北宋沿用开始于唐后期的雇佣兵制度，并希望充分利用这种制度，把破产的农民收容到军队中去，免得他们铤而走险，武装暴动。（北宋政府对将领）常加以易置和更调，使“兵无常将，将无常师”，借以防范兵士和将领之间发生深厚的关系。军队的驻屯地区也时常更换…… ——翦伯赞《中国史纲要》第三册 请回答 （1）依据材料一，分析唐府兵制的特点。 （2）对比材料一和材料二，分析唐朝兵制发生了什么变化？发生这一变化的主要原因史什么？ （3）依据材料二、三，分析北宋对唐兵制有哪些继承和改革？并发生了哪些影响？ |
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| 第5题：在教育史上最早颁布义务教育法的国家是（ ） A.美国 B.英国 C.日本 D.普鲁士 |
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| 第6题：学习贯彻“三个代表”思想，要全面把握它的两个特征。这两个特征是（） A.一切从实际出发，与中国实际相结合 B.一切从实际出发，与时代特征相结合 C.与马列主义、毛泽东思想、邓小平理论一脉相承 D.在继承前人基础上不断与时俱进 |
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| 第7题：材料一：16、17世纪时，西欧医生的地位还很低，尽管主要的宫廷医生有很高的经济收入，但医生并不被认为是一个很光荣的职业，，直到17世纪中叶，一位绅士还拒绝同一位有钱的医生的女儿结婚。律师职业虽然不被视为低等，但也不受人尊重。20世纪以后医生和律师是备受欢迎和尊重的职业。 材料二：17世纪上半叶，茶叶、咖啡等饮料进入欧美，饮茶和喝咖啡成了上层社会的时尚。18世纪时已有大量的热带水果和蔬菜进入欧洲市场，到了19世纪，比较富裕的家庭的饮食结构逐步趋向合理。 材料三：18世纪，社会底层的人民娱乐活动主要是看斗鸡、斗牛，去小酒店喝劣质的烈性酒。上层人士的消遣有打猎、赛马。赌博是各个阶层都普遍参加的活动。19世纪中叶开始，各种体育活动迅速发展起来，垒球、足球、田径运动纷纷诞生，特别是足球和田径比赛，不但吸引了许多参加者，而且吸引了更多的观众，成了各阶层人士喜爱的消遣。 ——吴于廛，齐世荣主编《世界史•近代史编》下卷 请回答 （1）从16世纪到20世纪欧洲社会发生了哪些变化？ （2）发生上述变化的原因是什么？ （3）材料表述的变化说明了什么？ |
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| 第8题：西方教育史上第一所新式大学是1694年建立的（ ） A.哈勒大学 B.柏林大学 C.波恩大学 D.慕尼黑大学 |
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| 第9题：中国近代教育史上首次专门论述师范教育的文章，是（ ）在《时务报》发表的《变法通议•论师范》。 A.康有为 B.梁启超 C.严复 D.王国维 |
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| 第10题：《教育漫话》的作者是（ ） A.培根 B.洛克 C.杜威 D.赫胥黎 |
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