《华中师范大学基础英语二零一六年[试卷 答案]》.doc

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 avai