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1、2022年考博英语-河北工业大学考前提分综合测验卷（附带答案及详解）1. 单选题The scents of the flowers was _ to us by the breeze.问题1选项A.interceptedB.detestedC.saturatedD.wafted【答案】D【解析】【选项释义】A. intercepted拦截；中途阻止 B. detested厌恶，憎恨C. saturated渗透；饱和 D. wafted飘过，飘荡；吹拂【答案】D【考查点】动词辨析。【解题思路】由breeze（微风）可知，The scents of the flowers（花的香味）是被风吹过来的
2、，因此D项词义最符合句意。【干扰项排除】A、B、C项不符合句子意思。【句意】微风向我们吹来了花香。2. 单选题A As her focus B changed, the love poetry that Edam St. Vincent Millay C produced in the 1920s D increasing gave way to poetry dealing with social injustice.问题1选项A.AsB.changedC.producedD.increasing【答案】D【解析】【答案】D【考查点】副词的用法。【解题思路】根据句子结构可知，句子主干为“th
3、e love poetry gave way to poetry dealing with social injustice（描写爱情的诗被描写社会不公的诗替代）”，谓语动词是gave way to，increasing是形容词，只能修饰名词，所以要将D项改为increasingly。【句意】随着她的创作重点的改变，伊丹圣文森特米莱在二十世纪二十年代创作的爱情诗歌逐渐让位于描写社会不公的诗歌。3. 单选题The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer
4、 Gidley, presents some 20 highly varied outlooks on tomorrows universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative
5、 to the traditional campus is the Internet Universitya voluntary community scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to th
6、ousands or even millions of students at once, and ready access for students everywhere to the resources of all the worlds great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name
7、of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the o
8、fferings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play
9、some significant role in future higher education, that does not mean greater uniformity in course contentor other dangerswill necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university
10、 education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojev
11、ic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”Co-editor Jennifer Gidley shows how tomorrows university faculty, instead of giving lectures and co
12、nducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function muc
13、h like todays faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidleys view the most challenging and rewa
14、rding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one f
15、orm of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual campuses on the Internet, betweenor even duringsessions at a real world problem focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is in
16、evitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.1. When the book reviewe
