题目列表(包括答案和解析)
Further education is officially described as the“post-secondary stage of education， comprising all vocational(职业的) and non-vocational provision made for young people who have left school， or for adults”. Further education thus embraces the vast range of university， technical， commercial， and art education and the wide field of adult education. It is this sector of education， which is concerned with education beyond the normal school-leaving ages of 16 or 18， that has experienced the most astonishing growth in the number of students.
In the 19th century the dominance(统治地位) of Oxford and Cambridge was challenged by the rise of the civic(城市的) universities， such as London， Manchester， and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education， Britain’s new civic universities quickly acquired recognition—not only in technological fields but also in the fine and liberal arts.
Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy(征收) a rate (tax) to finance such colleges. The universities， on the other hand， received funds from the central government through the University Grants Committee， established in 1911 and recognized in 1920， after World War I.
A new type of technical college was established in the 1960s—the polytechnic， which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated(使有效) by a Council for National Academic Awards.
Thus， the third level in the United Kingdom is made up of colleges of further education， technical colleges， polytechnics， and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University， with its flexible admission policy and study arrangements， opened in 1971. It uses various media to provide highly accessible and flexible higher education for working adults and other part-time students. It serves as an organizational model and provides course-materials for similar institutions in other countries.
Changes in British education in the second half of the 20th century have， without changing the basic values in the system， extended education by population， level， and content. New areas for expansion include immigrant cultural groups and multicultural content， the accommodation of special needs， and the development of tools and content in the expanding fields of microelectronics.
The first paragraph is written to explain of further education.
A.the development B.the history
C.the definition D.the prospects(前景)
The new civic universities in Britain .
A.replaced the dominance of Oxford and Cambridge
B.provided further education for all the people who need it
C.met the increased demand of the public for higher education
D.immediately followed the establishment of polytechnic colleges
Post-school technical colleges .
A.were completely free of charge
B.were usually financed by local taxes
C.depended mainly on students’ tuition(学费)
D.received funds from the central government
Further education is .
A.only for adult students
B.part-time rather than full-time
C.non-vocational rather than vocational
D.created for both young people and adults
The proper title for this passage should be “ ”.
A.British Further Education
B.Changes in British Education
C.Polytechnics and Universities in Britain
D.Less Opportunity for Higher Education
Further education is officially described as the“post-secondary stage of education， comprising all vocational(职业的) and non-vocational provision made for young people who have left school， or for adults”. Further education thus embraces the vast range of university， technical， commercial， and art education and the wide field of adult education. It is this sector of education， which is concerned with education beyond the normal school-leaving ages of 16 or 18， that has experienced the most astonishing growth in the number of students.
In the 19th century the dominance(统治地位) of Oxford and Cambridge was challenged by the rise of the civic(城市的) universities， such as London， Manchester， and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education， Britain’s new civic universities quickly acquired recognition—not only in technological fields but also in the fine and liberal arts.
Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy(征收) a rate (tax) to finance such colleges. The universities， on the other hand， received funds from the central government through the University Grants Committee， established in 1911 and recognized in 1920， after World War I.
A new type of technical college was established in the 1960s—the polytechnic， which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated(使有效) by a Council for National Academic Awards.
Thus， the third level in the United Kingdom is made up of colleges of further education， technical colleges， polytechnics， and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University， with its flexible admission policy and study arrangements， opened in 1971. It uses various media to provide highly accessible and flexible higher education for working adults and other part-time students. It serves as an organizational model and provides course-materials for similar institutions in other countries.
Changes in British education in the second half of the 20th century have， without changing the basic values in the system， extended education by population， level， and content. New areas for expansion include immigrant cultural groups and multicultural content， the accommodation of special needs， and the development of tools and content in the expanding fields of microelectronics.
【小题1】The first paragraph is written to explain of further education.
| A．the development | B．the history |
| C．the definition | D．the prospects(前景) |
| A．replaced the dominance of Oxford and Cambridge |
| B．provided further education for all the people who need it |
| C．met the increased demand of the public for higher education |
| D．immediately followed the establishment of polytechnic colleges |
| A．were completely free of charge |
| B．were usually financed by local taxes |
| C．depended mainly on students’ tuition(学费) |
| D．received funds from the central government |
| A．only for adult students |
| B．part-time rather than full-time |
| C．non-vocational rather than vocational |
| D．created for both young people and adults |
| A．British Further Education |
| B．Changes in British Education |
| C．Polytechnics and Universities in Britain |
| D．Less Opportunity for Higher Education |
Further education is officially described as the“post-secondary stage of education， comprising all vocational(职业的) and non-vocational provision made for young people who have left school， or for adults”. Further education thus embraces the vast range of university， technical， commercial， and art education and the wide field of adult education. It is this sector of education， which is concerned with education beyond the normal school-leaving ages of 16 or 18， that has experienced the most astonishing growth in the number of students.
In the 19th century the dominance(统治地位) of Oxford and Cambridge was challenged by the rise of the civic(城市的) universities， such as London， Manchester， and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education， Britain’s new civic universities quickly acquired recognition—not only in technological fields but also in the fine and liberal arts.
Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy(征收) a rate (tax) to finance such colleges. The universities， on the other hand， received funds from the central government through the University Grants Committee， established in 1911 and recognized in 1920， after World War I.
A new type of technical college was established in the 1960s—the polytechnic， which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated(使有效) by a Council for National Academic Awards.
Thus， the third level in the United Kingdom is made up of colleges of further education， technical colleges， polytechnics， and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University， with its flexible admission policy and study arrangements， opened in 1971. It uses various media to provide highly accessible and flexible higher education for working adults and other part-time students. It serves as an organizational model and provides course-materials for similar institutions in other countries.
Changes in British education in the second half of the 20th century have， without changing the basic values in the system， extended education by population， level， and content. New areas for expansion include immigrant cultural groups and multicultural content， the accommodation of special needs， and the development of tools and content in the expanding fields of microelectronics.
1.The first paragraph is written to explain of further education.
A.the development B.the history
C.the definition D.the prospects(前景)
2.The new civic universities in Britain .
A.replaced the dominance of Oxford and Cambridge
B.provided further education for all the people who need it
C.met the increased demand of the public for higher education
D.immediately followed the establishment of polytechnic colleges
3.Post-school technical colleges .
A.were completely free of charge
B.were usually financed by local taxes
C.depended mainly on students’ tuition(学费)
D.received funds from the central government
4. Further education is .
A.only for adult students
B.part-time rather than full-time
C.non-vocational rather than vocational
D.created for both young people and adults
5.The proper title for this passage should be “ ”.
A.British Further Education
B.Changes in British Education
C.Polytechnics and Universities in Britain
D.Less Opportunity for Higher Education
What, then, is a good education at the beginning of the 21st century? Some educators suggest that it should include foreign languages and the study of foreign cultures; a mastery of English, including the ability to write and speak well, because communications have become all-important in the modern world, and also because “a person who doesn't speak and write clearly doesn't reason clearly either”; some knowledge of the social sciences (sociology, psychology) that deals with human relations and human problems; some basic knowledge of modern science, which would enable future voters to be better informed about current problems. Finally, many educators insist that all college graduates should be familiar with computers and modern information system, since the educated professionals of tomorrow will have to understand their machines. Is that all? “No, of course not,” answer the educators. “We have not mentioned the two great building block of education: History and Literature!”
1. The passage shows that the question as to what a good education is——.
A. has been answered fairly well
B. hasn't been put forward yet
C. has been dealt with successfully
D. has not been answered satisfactorily
2. The word “drop” in the third sentence of the first paragraph means——.
A. desert B. dislike C. decline D. neglect
3. Which of the following statements is not related to the passage?
A. Educational programs must meet the demand of a modern world.
B. The students will not get a degree unless they take a number of classes in English, history, literature, social sciences, philosophy, the natural sciences and art.
C. A good education should include foreign languages and the study of foreign culture.
D. Every student ought to take part in military training.
4. The best title for this passage might be——.
A. A Good Education B. A Mastery of English
C. Education D. Something About Study
阅读理解
Education is not an end, but a means to an end. In other words, we do not educate children only for the purpose of educating them. Our purpose is to fit them for life.
In some modern countries it has for some time been fashionable(时兴的)to think that by free education for all－whether rich or poor, clever or stupid－one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in such countries a far larger number of people with university degrees. They refuse to do what they think “low” work, and, in fact work with hands is thought to be dirty and shameful in such countries. But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than that of a professor, we can live without education but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns…
In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in such a way that, firstly, each of us can do whatever work suited to his brain and ability and, secondly, that we can realize that all jobs are necessary to society, and that it is very bad to be ashamed of one's work. Only such a type of education can be considered valuable to society.
1．From the passage we can conclude that ________.
[ ]
A．free education can do nothing to help the world
B．free education will provide us a perfect world
C．all the problems of society can't be solved by education
D．farmers are more important than professors
2．It is suggested in this passage that ________.
[ ]
A．our society need different kinds of people doing all kinds of work
B．work with hands is the most valuable in the world
C．we should respect farmers, for we can't live without them
D．farmers and dustmen do not need education as their jobs are very simple
3．According to the writer, the purpose of education is ________.
[ ]
A．to let everyone get free education
B．to let people not think it is ashamed of one's own work with hands
C．to make children get ready for their future work
D．to choose a system education
4．The passage mainly tells us about ________.
[ ]
A．the means of education
B．the value of education
C．the work children should do in the future
D．the advantage of education
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