英語(yǔ)高考模擬試卷圖片2017(2)
D
“Hypotheses,” said Medawarin 1964, “are imaginative and inspirational in character”; they are “adventures of the mind”. He was arguing in favour of the position taken by Karl Popper that the nature of scientific method is hypothetico-deductive and not, as is generally believed, inductive.
The myth(誤區(qū)) of scientific method is that it is inductive: that the formulation of scientific theory starts with the basic, raw evidence of the senses — simple, fair, unprejudiced observation. Out of these sensory data — commonly referred to as “facts” — generalisations will form. The myth is that from a disorderly collection of factual information an orderly, relevant theory will somehow come out. However, the starting point of induction is an impossible one.
There is no such thing as an unprejudiced observation. Every act of observation we make is a function of what we have seen or otherwise experienced in the past. All scientific work of an experimental or exploratory nature starts with some expectation about the outcome. This expectation is a hypothesis. Hypotheses provide the motivation for the inquiry(探究)，and influence the method. It is in the light of an expectation that some observations are held to be relevant and some irrelevant, that one method is chosen and others abandoned, that some experiments are conducted and others are not.Hypotheses arise by guesswork, or by inspiration, but having been started they can and must be tested thoroughly, using the appropriate method. If the predictions you make as a result of deducing certain consequences from your hypothesis are not shown to be correct then you abandon or adjust your hypothesis. If the predictions turn out to be correct then your hypothesis has been supported and may be kept until such time as some further test shows it not to be correct. Once you have arrived at your hypothesis, which is a product of your imagination, you then move on to a strictly logical and thorough process, based upon deductive argument — therefore the term “hypothetico-deductive”.
So don’t worry if you have some idea of what your results will tell you before you even begin to collect data; there are no scientists in existence who really wait until they have all the evidence in front of them before they try to work out what it might possibly mean. The closest we ever get to this situation is when something happens by accident; but even then the researcher has to make a hypothesis to be tested before being sure that, for example, a medicine might prove to be a successful solution to bacterial(細(xì)菌) infection.
The hypothetico-deductive method describes the logical approach to much research work, but it does not describe the psychological behaviour that brings it about. The psychological behaviour is a much more complicated process — involving guesses, reworkings, corrections, and above all inspiration, in the deductive as well as the hypothetic component. However, describing the logical approach is like writing the final thesis(畢業(yè)論文) or published papers of research work. These theses and papers have been, quite properly, organised into a more logical order so that the worth of the output may be evaluated independently of the behavioural processes by which it was obtained. It is the difference, for example between the academic papers with which Crick and Watson demonstrated the structure of the DNA molecule(分子) and the fascinating book The Double Helix in which Watson (1968) described how they did it. From this point of view, the scientific method may more usefully be thought of as a way of writing up research rather than as a way of carrying it out.
65. What is right about the deductive method and the inductive method according to the author?
A. They cannot exist in a research at the same time.
B. The former one is of greater importance than the latter.
C. The latter one is more scientific than the former one.
D. The former is closer to the nature of scientific research.
66. Which of the following best supports the author’s main opinion shown in paragraph 2?
A. Usually facts are more convincing than predictions.
B. People always observe based on what they have seen or experienced.
C. It is impossible to generalize disorder facts into orderly theories.
D. People all begin scientific work with the observation of evidences.
67. Which of the following about a hypothesis is right?
A. It functions as a guide in the process of a scientific research.
B. It works as a means that can help make unprejudiced observations.
C. It is an expectation unrelated to guesswork and inspiration.
D. It is a prediction which will be arrived at sooner or later.
68. According to the author, a good scientific research is a process _____________________.
A. starting from details and ending in generalisations
B. where observations play more role than expectations do
C. where hypothesis are gradually tested before finally approved
D. which cannot be started before enough evidences are collected
69. What does the last sentence of the passage mean?
A. The hypothetico-deductive method plays an important role in describing a research.
B. The scientific method is more a way of describing research than a way of doing it.
C. Describing the logical approach is harder than describing the psychological behaviour.
D. Writing up a scientific research paper is as difficult as carrying out the research.
70. Which of the following can best serve as the title of the passage?
A. Generalisations of Scientific Theory B. Hypotheses of Scientific Research.
C. The Psychological Behaviour D. The Scientific Method
第二卷 (非選擇題，共35分)
第四部分：任務(wù)型閱讀 (共 10 小題;每小題 1 分，滿(mǎn)分 10 分)
請(qǐng)閱讀下面短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個(gè)最恰當(dāng)?shù)膯卧~。
注意: 請(qǐng)將答案寫(xiě)在答題卡上相應(yīng)題號(hào)的橫線(xiàn)上。 每個(gè)空格只填一個(gè)單詞。
In China, as in many countries, the north-south divide runs deep. People from the north are seen as hale and hearty, while southerners are often portrayed as cunning, cultured traders. Northerners are taller than southerners. The north eats noodles, while the south eats rice—and according to new research, when it comes to personality, that difference has meant everything.
A study published Friday by a group of psychologists in the journal Science finds that China’s noodle-slurping northerners are more independent, show more “analytic thought” and divorce more frequently. By contrast, the authors write, rice-eating southerners show more qualities traditionally associated with East Asian culture, including more “holistic thought” and lower divorce rates.
The reason? Cultivating rice, the authors say, is a lot harder. Picture a rice paddy, its delicate seedlings tucked in a bed of water. They require careful tending and many hours of labor—by some estimates, twice as much as wheat—as well as reliance on irrigation systems that require neighborly cooperation. As the authors write, for southerners growing rice, “strict self-reliance might have meant starvation.”
Growing wheat, by contrast, the north’s staple grain, is much simpler. One Chinese farming guide from the 1600s quoted in the study advised aspiring farmers that “if one is short of labor power, it is best to grow wheat.”
To produce their findings, the authors evaluated the attitudes of 1,162 Han Chinese students in Beijing and Liaoning in the north and in Fujian, Guangdong, Yunnan and Sichuan in the south. To control for other factors that distinguish the north and south—such as climate, dialect and contact with herding cultures—the authors also analyzed differences between various neighboring counties in five central provinces along China’s rice-wheat border.According to the authors, the influence of rice cultivation can help explain East Asia’s “strangely persistent interdependence.” For example, they say South Korea and Japan have remained less individualistic than Western countries, even as they’ve grown wealthier.
The authors aren’t alone in observing the influence various crops have on shaping culture. Malcolm Gladwell in his 2008 book “Outliers” also drew connections between a hard-working ethic (measured by a willingness to fill out long, boring questionnaires) and a historical tradition of rice cultivation in places such as South Korea and Japan, given that the farming of such crops is arguably an equally boring chore.
Faced with the result, many netizens in Britain made a strong suggestion to their Education Minister that Britain should learn from China and adopt China’s educational style.
[寫(xiě)作內(nèi)容]
假設(shè)英國(guó)教育部長(zhǎng)正在向中國(guó)學(xué)生征詢(xún)對(duì)上述建議的看法，請(qǐng)你給他寫(xiě)封信表達(dá)你的看法。
1. 用約 30 個(gè)單詞完成上文的概要;
2. 用約 120 個(gè)單詞發(fā)表你的觀點(diǎn),你應(yīng)當(dāng)
(1)闡述你對(duì)“英國(guó)教育該不該采用中國(guó)方式”的看法;
(2 用 2-3個(gè)理由或論據(jù)支撐你的觀點(diǎn)。
[寫(xiě)作要求]
1. 寫(xiě)作時(shí)不能直接引用原文語(yǔ)句;
2. 作文中不能出現(xiàn)真實(shí)姓名和學(xué)校名稱(chēng);
[評(píng)分標(biāo)準(zhǔn)]
內(nèi)容完整,語(yǔ)言規(guī)范,語(yǔ)篇連貫,詞數(shù)適當(dāng)。
Dear Minister，
I hear that _____________________________________
_______________________________________________
_________________________________________________
_________________________________________________
_________________________________________________ It is said you are collecting opinions from Chinese students. The following is my view.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
_______________________________________________
Yours sincerely
A Chinese senior student
2017英語(yǔ)高考模擬試卷參考答案
一.聽(tīng)力1-5 CBAAB 6-10 CCACA 11-15 BACAB 16-20 CBACB
二.單選 21-25：CACBD CDBCD BDABA
三.完形 36-40 DCADB 41-45 CADBC 46-50 ADBCD 51-55 BAACD
四.閱讀 56-57 DB 58-60 CBD 61-64 CDAC 65-70 DBACBD
五.任務(wù)型 71.Shaping 72.Difference(s)/Distinction(s) 73. feed (live)
74. independence 75.labor 76.cooperate 77.starve
78. lacking (weak) 79.controlled 80.similar(related, relevant)
六.書(shū)面表達(dá)
Dear Minister，
I hear that many people in your country are suggesting Britain’s education system should follow china’s after a BBC documentary, which reported a 4-week experiment ending up with Chinese teaching methods defeating British ones. It is said you are collecting opinions from Chinese students. The following is my view.
Personally, I strongly advise you forget Chinese style of education. On one hand, Chinese’ students wining in test scores is in fact at the cost of their creative abilities and autonomy in learning. As a matter of fact, many of my classmates could do nothing without teachers and parents’ help, let alone make great innovations in their later life. On the other hand, we Chinese students are suffering from a severe lack of sleep and good health, all due to the pursuit of a high score in numerous tests. Without a healthy body, nothing is meaningful. Do you really want young Britons to spend 15 to 16 hours a day on study?Therefore, dear Minister, you should think twice if you decide to follow that suggestion.
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