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北京外国语大学
2000 年硕士研究生入学试题基础英语试卷
I. Reading Comprehension.（32 分）
1. Read the following article and paraphrase 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 seen 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 these skills represents a narrow and insufficient response to what employers-and the
wider interest-really need (see 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 curricula ② and, in particular, for fist-cycle provision.
In earlier times many took the view that a first degree ③ 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 raises a serious question: what function does the
first degree serve in the context of lifelong learning?
Logically, it makes no sense 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 expertise 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, rater 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 students‟ 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
thought ⑥－in particular, on the part of employers and professional bodies. The professional
accreditation of some first degree programs is seen by some as an essential condition. However,
there seems no necessary reason for this to be the case-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 subsequent professional and developmental
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