2022年北京外国语大学611英语基础测试考研真题和答案
2022年北京外国语大学《611英语基础测试》考研全套
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汽车卡通短片说明：本全套共包括3交往技巧种电子书、1种题库。guardian
美音音标>沈阳日语翻译1．考研真题
∙北京外国语大学《611英语基础测试（技能）》历年考研真题及详解
∙全国名校基础英语考研真题详解
说明：本部分收录了本科目近年考研真题，提供了答案及详解，并对常考知识点进行了归纳整理。此外提供了相关院校考研真题，以供参考。
2．教材教辅
mann∙2022年考研基础英语专用教材
∙2022年基础英语考研题库
说明：以上为基础英语科目配套的辅导资料。英语基础测试（技能）考查的知识点与基础英语基本一致。
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2000年北京外国语大学611基础英语考研真题及详解
I. Reading Comprehension.(32分)
shit是什么意思1. Read the following article and paraphra the underlined parts:
The twenty-first century will mark the era of tertiary and lifelong learning for everybody-or almost everybody. Thus the West Report from Australia, echoing a key theme of the immediately preceding Dearing Report in the UK① (National Committee of Inquiry into Higher Education [NCIHE], 1997).
The notion of lifelong learning has pervaded higher education around the world as governments have increasingly come to recognize a link between their education systems and national economic performance. However, policy relating to the actual making of the link needs deeper consideration. The development of key skills’ has been en in the UK as an important way in which higher education can contribute to economic development, but it can be argued that to focus on the skills reprents a narrow and insufficient respon to what employers-and the wider interest-really need (e Stephenson’s [1998] argument for a ‘capability’ approach to higher education and, more broadly, the discussion in part 2 of Barnett [1994]. However the contested nature of this aspect of higher education might be resolved, current discussions have left relatively unexplored the broader implications for curricula② and, in particular, for fist-cycle provision.
In earlier times many took the view that a first degree③ was a sufficient basis for lifetime career. The accelerating pace of knowledge development has undermined this conception, and increasing attention is now being given to the provision of higher degree
programs and other opportunities for professional development. This rais a rious question: what function does the first degree rve in the context of lifelong learning?
Logically, it makes no n in today’s world to try to pack first degree curricula with all the knowledge, understanding and skills need for the rest of a lifetime. There simply is not the time available, and anyway curriculum-packing runs the risk of superficiality of learning.④ A first degree should, if they have not already acquired it, develop in students the ability to learn how to learn, as well as enhance their subject-specific experti and other relevant skills. The old saying is valid here: giving individuals each a fish might feed them for a day, but teaching them the skills of fishing could feed them for life.
There is a need to think of the first degree in terms of the quality, rather than the quantity, of students’ learning, In today’s world the first degree becomes more of a foundation qualification, upon which graduates will expect to build during their lives. Some might react by saying that to make such a shift implies a dilution of academic standards—but the counter is that standards relate primarily to the quality, and not the quantity, of student
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chakras’ learning.⑤ The reconstrued first degree need be no intellectual poor relation: academic rigour can be built into curricula of widely differing focus. The standards may well be different, but they do have to be inferior.
Some reduction in the volume of discipline-specific content will require an adjustment of thought⑥—in particular, on the part of employers and professional bodies. The professional accreditation of some first degree programs is en by some as an esntial condition. However, there ems no necessary reason for this to be the ca-and it might well be to the professions’ longer-term advantage if first degree curricula were to pay particular attention to developing in graduates the ability to learn to learn,⑦ leaving subquent professional and developmental activities to provide the ‘topping-up’ that would cohere with the professional bodies’ expectations.
