Question

I once had my Chinese MBA students brainstorming on “two-hour business plans”. I separated them into six groups and gave them an example: a restaurant chain. The more original their idea, the better, I said. Finally, five of the six groups presented plans for restaurant chains. The sixth proposed a catering service. Though I admitted the time limit had been difficult, I expressed my disappointment.
My students were middle managers, financial analysts and financiers from state owned enterprises and global companies. They were not without talent or opinions, but they had been shaped by an educational system that rarely stressed or rewarded critical thinking or inventiveness. The scene I just described came in different forms during my two years’ teaching at the school. Papers were often copied from the Web and the Harvard Business Review. Case study debates were written up and just memorized. Students frequently said that copying is a superior business strategy, better than inventing and creating.
In China, every product you can imagine has been made and sold. But so few well developed marketing and management minds have been raised that it will be a long time before most people in the world can name a Chinese brand.
With this problem in mind, partnerships with institutions like Yale and MIT have been established. And then there’s the “thousand talent scheme”: this new government program is intended to improve technological modernization by attracting top foreign trained scientists to the mainland with big money. But there are worries about China’s research environment. It’s hardly known for producing independent thinking and openness, and even big salary offers may not be attractive enough to overcome this.
At last, for China, becoming a major world creator is not just about setting up partnerships with top Western universities. Nor is it about gathering a group of well-educated people and telling them to think creatively. It’s about establishing a rich learning environment for young minds. It’s not that simple.
【小題1】 Why does the author feel disappointed at his students?

A．Because there is one group presenting a catering service.

B．Because the six groups made projects for restaurant chains.

C．Because all the students copied a case for the difficult topic.

D．Because the students’ ideas were lacking in creativeness.

【小題2】 We can infer from the passage that ________.

A．China can make and sell any product all over the world

B．high pay may not solve the problem of China’s research environment

C．cooperation with institutions has been set up to make a Chinese brand

D．the new government program are aimed at encouraging imagination

【小題3】 Which is the best title of the passage?

A．Look for a New Way of Learning.	B．Reward Creative Thinking.
C．How to Become a Creator.	D．Establish a technical Environment.

Answer 1

【小題1】D
【小題2】B
【小題3】A

解析試題分析：本文論述了作者通過自己在一線教育工作的經(jīng)驗(yàn)看出中國的教育制度存在的一些問題，學(xué)生不能獨(dú)立思考問題做作業(yè)去網(wǎng)上或者其他的地方找答案，學(xué)生缺乏創(chuàng)造性，作者指出有了豐富的學(xué)習(xí)環(huán)境，及新的學(xué)習(xí)方法，才能有創(chuàng)造性的研究氛圍。
【小題1】細(xì)節(jié)理解題。根據(jù)they had been shaped by an educational system that rarely stressed or rewarded critical thinking or inventiveness. 學(xué)生的觀點(diǎn)缺乏創(chuàng)造力，對于這一點(diǎn)作者感到失望，故選D。
【小題2】推理判斷題。根據(jù)It’s hardly known for producing independent thinking and openness, and even big salary offers may not be attractive enough to overcome
this.可以推出高工資可能不會(huì)解決這個(gè)中國的研究問題，故選B。
【小題3】標(biāo)題歸納題。從整體和最后一段判斷，整篇文章是講關(guān)于教育出現(xiàn)的問題——有了豐富的學(xué)習(xí)環(huán)境，及新的學(xué)習(xí)方法，才能有創(chuàng)造性的研究氛圍。故選A。
考點(diǎn)：教育類短文閱讀。
點(diǎn)評：標(biāo)題歸納題一般來說，標(biāo)題的寫作格式是：以話題為中心，將控制性概念的詞按一定的語法濃縮為概括主題句句意或中心思想的詞組。做此類題時(shí)，要避免如下三種錯(cuò)誤：一是概括不夠。多表現(xiàn)為部分替代整體。二是過度概括。多表現(xiàn)為人為擴(kuò)大范圍。三是以事實(shí)、細(xì)節(jié)替代抽象的大意。