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译言网 | 《哈佛商业评论》专家论点：管理，并不是一种职业
https://www.doczj.com/doc/f817470157.html,/view/162355/124852
September 30th, 2010
The Big Idea: No, Management Is Not a Profession
《哈佛商业评论》专家论点：
管理，并不是一种职业
by Richard Barker
作者：Richard Barker
It is natural to view management as a profession. Managers’ status is
similar to that of doctors or lawyers, as is their obligation to
contribute to the well-being of society. Managers can also be formally
trained and qualified, notably by earning an MBA. If management is a
profession, the business school is a professional school.
人们一般认为，管理是一种职业，而经理人的地位类似于医生或律师，他们都对社会做出了杰出的贡献。经理人大多进行过系统学习和正规训练，个别优秀的会有MBA学位。如果我们把管理看成是一种职业的话，那么“商学院”就和“职业学校”没有分别了。
That perception has fueled criticism of business schools during the
recent economic crisis. They have come under fire for allegedly failing
in their obligation to educate socially responsible business leaders.
The same perception has informed the schools’ response, which has been
to work toward greater professionalism. Writing in the June 2009 issue
of Harvard Business Review, Joel Podolny, a former dean of the Yale
School of Management, argued, “An occupation earns the right to be a
profession only when some ideals, such as being an impartial counsel,
doing no harm, or serving the greater good, are infused into the conduct
of people in that occupation. In like vein, a school becomes a
professional school only when it infuses those ideals into its
graduates."
这种看法在最近的经济危机中招致了许多批评，责怪那些商学院没有培养出具备社会责任感的商界领袖。同样，越来越职业化的学校也对这种看法做出了回应，耶鲁大学管理学院前院
长Joel Podolny在2009年6月的《哈佛商业评论》上的一篇文章里这样说道：“一种职业之所以被称之为‘职业’，是因为（所提出的）一些想法可以获得公众行为准则的认可，比如一位公正的律师，不仅可以服务大众，而且对社会无害。就像血管一样，只有学生们接受了那些想法，学校才有可能变得更加职业化。”
Podolny is in sympathy with Harvard Business School professors Rakesh
Khurana and Nitin Nohria, who argued in the October 2008 issue of HBR
that it was time to make management a true profession. In their view,
“True professions have codes of conduct, and the meaning and
consequences of those codes are taught as part of the formal education
of their members.” Yet, they wrote, “unlike doctors and lawyers,”
managers don’t “adhere to a universal and enforceable code of
conduct.”
Podolny和哈佛商学院教授Rakesh Khurana与Nitin Nohria的观点一致，他们在发表
于2008年10月《哈佛商业评论》的文章中谈到已经是时候将管理变成一种真正的职业了，在他们看来，“真正的职业有自己的行为准则，而从事这项职业的人一定接受过关于这些准则的含义与重要性的教育”，他们还说，“与医生和律师不同”，经理人不会“局限于那些普遍的、可执行的行为准则”。
These calls to professionalism are hardly new. Writing in the very first
issue of HBR, in 1922, HBS professor John Gurney Callan claimed,
“Business...may be thought of as a profession [and] we may profitably
spend a good deal of time in considering what is the best professional
training for [those] who are to take important executive positions in
the coming generation.”
其实这种关于“职业”的说法早就不新鲜了，在1922年，哈佛商学院教授John Gurney
Callan在《哈佛商业评论》上就声称：“企业管理……或许应该被称为是一种职业，我们要用大部分时间来考虑如何为那些将要身居管理要职的人们提供最好的职业训练！”
A. Lawrence Lowell, the president of Harvard University, was even more
assertive in his 1923 HBR essay “The Profession of Business” (adapted
from his address to the incoming class at HBS the previous September).
He attributed the very creation of HBS to the emergence of business
management as a distinct profession.
哈佛大学校长https://www.doczj.com/doc/f817470157.html,wrence Lowell在1923年《哈佛商业评论》上的评论文章《企业管理中的职业》（改编自他1922年9月的讲课内容）中的态度更加自信，他认为哈佛商学院独具创造性地把企业管理培养成了一种明确的职业。
In contrast with these views, I will argue that management is not a
profession at all and can never be one. Therefore, business schools are
not professional schools. Moreover, laudable and beguiling though
professional standards and ethics may be, and however appealing
professional status is, hanging the mantle “professional” on business
education fosters inappropriate analysis and misguided prescriptions.
和这些看法相反，我认为管理不是一种职业，并且永远不会是；同时，商学院也是不职业学校；此外，不管如何来判定职业道德的好坏，职业地位有多么诱人，打着“职业化”名头的企业管理教育只会培养出错误的分析与解决办法。
Let’s begin by examining what actually constitutes a profession.
下面，我们先来看一看“职业”是怎么构成的。
What Is a Profession?
什么是职业？
Professions are made up of particular categories of people from whom we
seek advice and services because they have knowledge and skills that we
do not. A doctor, for example, can recommend a course of treatment for
an illness; a lawyer can advise us on a course of legal action. We
cannot make these judgments ourselves—and often we cannot judge the
quality of the advice we receive. The Nobel laureate Kenneth Arrow wrote
2010-9-30译言网 | 《哈佛商业评论》专家论…
q y
about the medical profession, “The value of information is frequently
not known in any meaningful sense to the buyer; if, indeed, he knew
enough to measure the value of information, he would know the
information itself. But information, in the form of skilled care, is
precisely what is being bought from most physicians, and, indeed, from
most professionals.”
职业由一群特定的、可以为我们提供意见或服务的人组成，这些人拥有我们所没有的知识和技能，举例来说，医生可以告诉我们如何对疾病进行治疗；律师可以告诉我们如何进行诉讼，而我们对这些事无法做出自己的判断，同时也无从得知所得到建议的质量。诺贝尔奖得
主Kenneth Arrow是这样描述医学类职业的，“对于（医疗）信息的价值，一般的消费者（患者）完全不知道它的意义所在，如果他知道如何去衡量信息的价值，那他一定对信息本身相当了解，但据一些医疗护理信息显示，专业化程度越高的医生，会越受到患者的青睐。”
It is true, of course, that most nonprofessional providers of goods and
services also have knowledge that we don’t. We cannot, for instance,
manufacture a computer or operate a train service. Nevertheless, we can
judge whether or not our demand has been met: We know what to expect
from our computer, and we know if our train is delayed. The difference
is that we might act on a lawyer’s advice and not know its quality,
even after the case has been completed. Perhaps she gave us good advice
but the case was lost, or vice versa. The outcome might have been more
or less favorable had her advice been different. We are in no position
to know, because the professional is the expert and we are not. There is
an asymmetry of knowledge.
这当然是事实，即便是那些商品和服务的提供商也拥有很多我们所没有的知识，比如制造一台电脑或者提供“一条龙服务”，可我们可以判断他们是否能满足我们的要求——比如对电脑性能的要求，对火车准时性的要求等等。但律师行业有所不同，我们可能会遵照某个律师的建议，但是却无法得知这些建议是否合理，即便案子已经结束。或许会出现这样的情况：她给我们提供了非常好的建议，但是却输了案子，反之亦然，最终的结果可能会因为她意见的不同而大相径庭，但我们却不知道其中的原因（知识的不对称），就是因为这是他们的职业。
In some cases the knowledge asymmetry is relatively transient. A taxi
driver in a foreign town provides us with a service, using his knowledge
of the local geography. Once we arrive at our destination, however, we
can ask a local whether the driver’s route was the most direct, and
thus reduce the asymmetry. But who evaluates legal advice for us?
Although we could ask another lawyer, he couldn’t offer a second
opinion without being informed of the details of our case—which would
amount to hiring two lawyers to do the work of one. Furthermore, the two
lawyers might advise us differently, and we’d be unable to distinguish
the better advice.
在某些情况下，知识不对称是相对暂时的。比如在国外的某个小镇上，一位出租车司机依靠自己的乡土地理知识为我们提供服务，当我们到达目的地的时候，我们会问当地的居民那位司机所走的路是不是最近的，以此来降低知识的不对称性。但是又有谁来为我们来评估那些“法律意见”呢？我们倒是可以咨询一下其他的律师，但他是不可能给予我们额外意见的，因为一个案子只能请一个律师，而他并不是这个案子所指定的正式律师。此外，两个律师有可能会给我们提供截然相反的建议，而我们却无法分辨出哪个是更好的。
In practice, our lawyer herself implicitly assures us that we can rely
on the legal advice she is giving. This relatively permanent knowledge
asymmetry is the mark of the true profession; as consumers, we have no
option but to trust the professionals with whom we transact.
Nevertheless, we might be unwilling to transact at all without some
guarantee that the services we receive meet a minimum quality threshold.
That requires the existence of professional bodies, whose regulatory
role enables consumers to trust their advisers, thereby making a market
for professional services feasible.
在实际中，律师会向我们保证可以相信她所提出的法律意见，这种相对持久的“知识不对称性”是“职业”的一个显要标志，对于消费者来说，除了相信这些专业人士之外别无选择。不过，我们大都不会与那些连最低的服务质量都无法保证的人达成合作，这就需要那些专业机构促使消费者相信他们的意见，从而使“专业服务市场”保持繁荣。
For a professional body in any given field to function, a discrete body
of knowledge for that field must be defined, and the field’s boundaries
must be established: When, for example, is something a medical or legal
issue, and when is it not? There must also be a reasonable consensus
within the field as to what the knowledge should consist of: If
physicians cannot agree on how the human body functions, or lawyers on
the nature of a contract, no discrete body of knowledge can be said to
exist. The boundaries and consensus for any profession will evolve over
time, but at any given moment they can be defined—which is what enables
formal training and certification. Certification signals competence to
consumers who would benefit from it.
对于任何一个领域里的专业机构的职能，我们一定要对这些“知识分支”加以界定，让其与其它的领域划清界限，比如某件事究竟属于医疗问题还是法律问题？同时，对于这个领域内应有的知识内容，大家应该达成一致——如果医生对人体的各项功能意见不一，或者律师对合同性质的见解不一样等等，那么这些知识的分支就没有存在的必要了。对于各个行业的界定都在随着时间的推移而趋于一致，一旦它们被定义下来，那么就需要进行正式的培训和认证了，而所谓的“认证”就是告诉消费者谁有能力做好这件事（而从中赢利）。
Professional bodies hold a trusted position. They have, in effect, a
contract with society at large: They control membership in the
professions through examination and certification, maintain the quality
of certified members through ongoing training and the enforcement of
ethical standards, and may exclude anyone who fails to meet those
standards. Society is rewarded for its trust with a professional quality
that it would otherwise be unable to ensure. This is the model for the
legal and medical professions and others, including accounting,
architecture, and engineering.
专业机构一般都可以获得大众的信赖，实际上他们和整个社会有一个约定：由他们组织考试或认证来控制某种职业的人数，通过不断的培训和道德标准的约束来保证从业人员的质量，同时剔除那些不符合标准的人们。社会将认可那些职业素养高的（低的可能会被淘汰掉），这样的模型适用于法律、医学、会计、建筑师和工程师等职业。
As I will argue, neither the boundaries of the discipline of management
nor a consensus on the requisite body of knowledge exists. No
professional body is granted control, no formal entry or certification
is required, no ethical standards are enforced, and no mechanism can
exclude someone from practice. In short, management is not a profession.
Moreover, management can never be a profession, and policies predicated
on the assumption that it can are inherently flawed.
所以我要说，无论是管理学科的诸多界限，还是知识界所存在的各个分支，没有任何一家专业机构是可控的，没有任何一种正式的认证是必须的，没有任何一条道德标准是被强制执行的，
也没有任何一种机制可以排除实践中的人。简言之，管理并不是一种职业，同时管理也永远不可能成为一种职业，而以上的分析中也能看出管理和职业之间是有本质区别的。
Why Not Management?
为什么管理不是一种职业呢？
One might ask, If medicine can reach agreement on the requisite body of
knowledge for becoming a physician, why can’t business do the same for
management? After all, isn’t the MBA a general-management
qualification, and isn’t there a reasonable consensus on MBA curriculum
content? It is generally agreed that nobody should be allowed to
practice medicine without schooling and certification; is society not
also at risk from a business leader with no license to operate?
Moreover, don’t several organizations, including the Graduate
Management Admission Council and the Association to Advance Collegiate
Schools of Business, play roles similar to those of established
professional bodies? And why shouldn’t we introduce and enforce ethical
standards?
有人可能会问，如果学医学的人可以在达到相关行业机构的要求后成为一名医生，那么学商学的为何不能成为一名管理者呢？是因为MBA不是一般的管理认证？还是因为MBA的授课内容不一致？大家都知道，如果没有接受过教育和取得认证（行医执照），任何人都不能从医，但是如果那些商业领袖没有所谓的“从业执照”，这个社会就要陷入危险的境地了么？此外，也没有几家组织，包括“管理专业研究生入学考试委员会”（译者：简称为GMAC，成立于1954年，是总部位于美国的一个非营利性教育协会，其成员包括世界各地许多知名的商学院）和“国际高等商学院协会”（译者：简称为AACSB，成立于1916年 ，是全球首屈一指的商学院和会计项目非政府认证机构），可以发挥类似于前面所提到的专业机构的作用，那么为什么我们不能自己来制定和执行（管理方面的）道德标准呢？
Asking whether a consensus can be reached on the body of knowledge that
qualifies someone to be a manager—on the basis of which society would
delegate control of the training for, certification in, and practice of
management to a professional body—is not the same as asking whether
consensus is possible on the MBA curriculum. That is a narrower question
of whether business schools can agree on what they should teach. The
real issue is whether what the schools do teach qualifies students to
manage, in the way that an MD qualifies someone to practice medicine. I
will argue that the answer is no, and that therefore management cannot
become a profession.
如果你要问那些对职业经理人进行认证的行业机构是否能达成一致（在一个可以对那些提供管理培训、认证和实践服务的专业机构进行授权的社会里），这个问题与“MBA课程能否统
一”是不一样的，它其实就是在片面地问商学院能否同意教授那些制定的课程。真正的问题在于，学校所教授的知识是否符合学生？是否阻碍了医学博士指导某人进行医学实践？我的回答是否定的，这也正是管理不会成为一种职业的原因所在。
Consider the nature of a business contract, which in its narrowest form
is a detailed, precisely worded document, drafted by a professional
lawyer and specifying the terms of an agreement, including prescribed
remedies in the event of certain outcomes. The contract is the result of
a professional service delivered to managers. Managers also seek the
services of accounting firms for internal audits, of engineering
consultancies for capital expenditure projects, and so on. Each
transaction requires the specialized skills of a professional. Each is
also an output from the professional’s perspective and an input from
the manager’s perspective.
想一下商业合同的特性：统一的格式、专业律师起草、措辞严谨而详尽、对协议的各个方面进行规定，包括对某些结果的补救措施等，而合同就是经理人所收到的专业服务之一，他们还需要其他的服务，如让会计师事务所进行内部审计、让工程咨询公司进行项目支出预算等等，每一方面都需要特定的专业技能，而每一方面又都是由经理人提出，然后由专业的公司来实现的。
The manager, however, is responsible for bringing together many inputs.
The lawyer is always concerned with matters of law, whereas the
manager’s focus may change significantly and unpredictably from one day
to the next. In general, the professional is an expert, whereas the
manager is a jack-of-all-trades and master of none—the antithesis of
the professional.
经理人，主要负责汇总各方的意见。律师一般只关注法律相关的问题，而经理人所关心的东西是不可预测的，随时都在发生着变化。职业人员一般都是（某个领域内的）专家，与之相反，经理人就是样样皆通、样样稀松的“万金油”。
The argument can be taken further. The lawyer writes a contract and
charges for her time; her work is finite. Even when she has an ongoing
relationship with a corporate client, her contribution is always a
specialized input, measurable in terms of the amount billed. But the
manager is responsible for the combined value generated by all inputs to
the firm. Inputs are managed at varying stages in a product’s life
cycle, and at any given time products are at different stages in that
life cycle—meaning the manager’s job is never done. The manager’s
contribution is inherently difficult to measure and has an
indeterminable impact on a variety of outcomes. The difference between
the lawyer’s world and the manager’s is rather like that between the
value of a single revenue transaction and the value of a company as a
whole. As a completed output with a monetary value, the revenue
transaction is relatively objective. A company’s share price is
subjective—dependent on imprecise assumptions concerning a range of
inputs, and ultimately a best guess about the future.
我们可以就此论点进行更加深入的分析。律师的工作是有限的，写了一份合同的费用可以一次性支付，即便她和某个企业客户达成了持续的合作关系，她的付出也是一种特定的投入，是可以用数量来衡量的。而经理人需要对公司在投入与产出间产生的所有价值负责，在产品生命周期的不同阶段要有不同的投入，而每个“阶段”的任何时间都可能会出现问题，这也就意味着经理人的工作是永远做不完的，经理人的贡献本来就很难衡量，还要受到各种不可估计的结果的影响。律师与经理人之间的区别就如同“单独的交易收入”与“公司的整体价值”之间的区别，作为一种货币价值的输出形式，一笔交易的收入是客观的，而一个公司的市值是比较主观的——依赖于一系列不精确的假设和对未来的猜测。
All this accords, of course, with the reality that no true professional
bodies have emerged in the field of management. Consider again an
analogy with medicine: Although we cannot expect an unqualified person
to successfully conduct brain surgery, successful businesses are
frequently run by people without MBAs. It is unthinkable that society
would allow an unqualified person to even attempt brain surgery, but
nobody would seriously suggest that an MBA be required for entry to
management. We can, of course, offer business education, including
certification in the form of MBAs and other degrees, and such education
can reasonably be assumed to generate better managers. Yet the
difference between a business education and a professional education is
stark and fundamental: The former may help individuals improve their
performance, but it cannot certify their expertise. The role of the
manager is inherently general, variable, and indefinable.
出现上述的这些观点，都是因为目前在管理领域没有真正的专业机构。再来看看对“医学”的分析：我们绝对不会希望一个不合格（没有行医执照）的医生来进行脑科手术，但成功企业的领导者大多没有MBA学位；社会不会允许不合格的医生来尝试进行脑科手术，但却没有人认为非得有MBA学位才能进入管理层。当然，我们可以认为通过商业教育（包括授予MBA学位和其他形式的认证）可以培养出更好的经理人，但是商业教育和一般的专业教育是完全不同的，前者可以帮助个人提高（某方面的）能力，但是却不能证明其有何专长。经理人的角色本来就是不断变化且难以描述的。
Business Education
商业教育
The inherent differences between the professions and management have
direct implications for the design of education in each. Professional
education enables an individual to master the body of knowledge deemed
requisite for practice. It comprises three stages: admission, during
which potential entrants are screened for intellectual ability and
aptitude; a taught program, during which educators impart knowledge of
the subject; and formal assessment, which leads to certification.
Business education also involves admission, a taught program, and
assessment, but the similarity is superficial only. If business
educators, imbued with notions of professionalism, fail to recognize the
fundamental differences, flaws in the business education model will
inevitably result.
“职业”与“管理”之间的内在差异直接影响到各自的教育课程设计，“职业教育”中所学到的知识是一个人进行实践的必要条件，它包括三个阶段：①入学——对入学者进行智力和学习能力方面的筛选；②教学——教师教授各学科的专业知识；③评估——决定谁能获得（从业）证书。“商业教育”也包含这三个阶段，但仅仅是看起来相似罢了，如果从事“商业教育”的老师还用“职业教育”的观念来授课，而没有认识到两者的本质区别，那么势必造成“商业教育模式”上的缺陷。
Admission.
入学
Professional education is about taking a given individual on the journey
from having little or no knowledge or experience to becoming qualified.
But business education is typically post-experience, meaning that
participants are not novices. An MBA program offers them an opportunity
to share, conceptualize, and better understand workplace experiences; to
build on the skill of working with others; and to open up new career
opportunities. To admit only students with little or no work experience,
as the professions normally do, would be to misunderstand the nature and
purpose of the learning experience.
“职业教育”是将有很少或没有相关知识与经验的人培养成一个合格的从业人员，而“商业教育”是一种典型的进修（课程），也就是说参与者都不是新手。MBA课程为他们提供了一个机会来分享、总结、更好地理解工作经验，提高与他人合作的技巧，以及获得新的就业机会。那
些进行“职业教育”的学生，大多没有什么工作经验，所以难免会误解学习的本质和目的。
A second difference is that although professional education is concerned
exclusively with the individual, a quality business education depends in
a distinctive way on the peer group. Thus no given candidate can be
effectively evaluated independent of all the other candidates.
第二个区别是，由于“职业教育”是针对个人进行的，而高质量的“商业教育”一般会采
取“团队培养”的独特模式，所以没有候选人可以对其他人进行有效而独立的评估。
Suppose you wanted to provide a course in international business. Most
people would probably agree that learning international business is not
about the textbook acquisition of technical knowledge but, rather, about
a concentrated exposure to the breadth of experience and understanding
that helps make someone a better global manager. A prerequisite for
learning is therefore diversity in the classroom—which requires that
the nature of admissions be rethought.
假设你想学习一门“国际商务”课程，大多数人都会认为这其实并不是通过学习教科书掌握一门技术，而是通过对一些经验和看法的集中讨论，来使大家成为更加优秀的“国际经理人”。其中在入学时要一再考虑的一个学习的先决条件是，保证课堂（知识或活动）的多样性。
This is particularly a problem for management education in the United
States. A typical class in a top-tier U.S. school might be made up of
70% American students, 20% international students with close ties to the
U.S., and 10% genuine “outsiders.” International business is taught by
means of case studies, which allow students to discuss subjects ranging
from trade relationships with China to cross-cultural management in
Eastern Europe to outsourcing in India. This process, unfortunately but
inevitably, is superficial. It is unrealistic to think that American
students who have had American experiences—even when they have the
benefits of a good textbook and a great professor—can conjure up a
meaningful understanding of international business through class
discussion, however academically gifted they may be.
这是在美国“管理学教育”领域普遍存在的一个问题。在一个典型的美式高级学校的班级里，一般会有70%的美国学生，20%和美国相关的国际学生，以及10%真正的“外来学生”，“国际商务”课程采用的是案例教学，学生们所讨论的案例包括中美贸易关系、东欧的跨文化管理以及印度的外包业务等等。很不幸，又无法避免的是这个过程比较肤浅，让一个毫无经验的美国学生（他的学习成绩或许会非常出色）仅仅通过课堂讨论就对“国际商务”有深刻的认识，显然是不切实际的，即便他有一本不错的教科书和一位知识渊博的教授。
Because a student at business school has a direct impact on the learning
of others, the strongest class is likely to be the strongest combination
of individuals. Many graduates recognize the truth of this. Jacklyn
Sing, an alumna of the MIT Sloan School of Management, describes a view
among alumni: “Some of the classes proved useful to their current work
[but] the specifics fade in the memory. It is the people in the program
that shape the experience and make all the difference.”
许多商学院的毕业生都认为，学校里最直接的影响来源于学习别人，一个最棒的班往往是因为他们由不同的个体完美结合起来的。Jacklyn Sing（麻省理工学院斯隆管理学院校友）描述了这样一个观点：“有些课程对我们现在工作非常有用，但一些细节可能会慢慢忘掉，正是那些在授课过程中的人形成了不少经验，从而使每个人都不尽相同。”
This view will be familiar to anyone who has studied or worked at a
business school. For technical training to fade in the memory would be
alarming in a medical doctor, but it is understandable in business
school alumni. Again, that is because business education is not about
mastering a body of knowledge.
这种观点对于那些在商学院学习过或工作过的人来说非常认同，如果一位医生忘记了一些技术知识，那将会非常可怕，但对于商学院的学生来说，这完全可以理解。所以“商业教育”并不要求你去掌握一门知识体系。
The program.
授课方案
Consider the following finding from a formal review of the MBA program
at London Business School: “The corporate leaders we interviewed indeed
produced an extensive list of qualities they desired in future recruits,
but almost none involved functional or technical knowledge. Rather,
virtually all their requirements could be summed up as follows: the need
for more thoughtful, more aware, more sensitive, more flexible, more
adaptive managers, capable of being moulded and developed into global
executives.” LBS summarizes these requirements as attributes rather
than skills. They are intrinsically soft and indefinable. They can
probably be learned, especially in a business school environment, but it
is not obvious that they can be taught, which is what would be expected
from a professional school.
在伦敦商学院MBA授课方案中我们有以下发现，“在接受我们采访的公司领导人中，几乎都是所在企业的精英，但大部分都没有要求去学习具体的技术知识。相反，他们的要求可以归纳如下：成为更周到、更清醒、更敏感、更灵活、适应能力更强、更能适应社会发展的‘国际型’管理人才！” 伦敦商学院将其概括为“特质重于技术”，它们在本质上是软性而难以描述的，它们很容易被学会，尤其是在商学院的环境里，但它们不像“职业学校”所认为的那样容易教授。
The exhibit “The Value of the MBA Program” shows some findings from a
survey of approximately 600 MBA alumni of Cambridge University. In terms
of its usefulness in their careers, the alumni valued the learning
environment above the curriculum itself. They ranked learning that took
place outside the business school classroom, and more broadly in the
university, as the most useful. Next came company-based consulting
projects, which are not part of the taught curriculum but are a
component of small-group learning. Within the curriculum itself the
softer skills of strategy and leadership were most prized. Clearly, the
environment within which people learn can be more powerful than the
specific material taught.
在“MBA课程价值展”上，展示了大约600份剑桥大学MBA校友的一些调查结果，就课程对其职业生涯的作用来说，校友们更加看重学习环境的好坏，他们列举了一些商学院课堂之外的地方，范围越广，学习效果就越好！接下来是基于公司的咨询项目，虽然这不是所学的课程一部分，但却是小群体学习的一部分。对于课程本身来说，一些软性技能如战略眼光和领导能力等，大家的评价都比较高。很显然，大家学习时的环境要比学习的内容重要得多。
None of this is to say that functional areas are unimportant. Rather, we
need to broaden our perspective on business education. Any business
needs effective execution in functional areas, but that is not the role
of the general manager, of the business leader. The general manager
should have an understanding of these areas, and the combination of
textbook learning and classroom discussion is an effective way to
achieve it. But it would be a mistake to think that business education
stops there. The manager must also acquire the core skill of integration
and decision making across various functional areas, groups of people,
and circumstances.
这并不是说那些“（实用）技能领域”是不重要的，相反，我们需要对“商业教育”的看法进行扩展。“技能领域”在任何企业都会得到有效地执行，但是这并不是一个总经理作为商业领袖应该扮演的角色，总经理需要对这些领域有充分的了解，而通过将教科书学习和课堂讨论结合起来，很容易就能达到这个目的，但千万不要认为“商业教育”仅此而已，经理人还必须能够通过对不同领域、不同人群和不同环境的综合分析来进行决策。
The skill of integration distinguishes managers and is at the heart of
why business education should differ from professional education. Yet
business schools have always wrestled with how best to help students
acquire this skill. The difficulty is partly structural. Faculty members
almost universally specialize in one functional area and typically lack
the expertise to teach (or sometimes even to cross-reference) material
from others. Case studies, which are typically written from a functional
perspective, reinforce this limitation. The Yale School of Management
has pioneered a curriculum based on the co-teaching of integrated
classes, but this is a challenging model that others are unlikely to
follow.
这种对经理人“综合分析技能”的要求正是“商业教育”与“职业教育”的区别所在，同时，商学院也在绞尽脑汁来帮助学生们掌握这一技能，难点出在（课程）结构上，教员们几乎都专注于某一个技能领域，但缺乏可以教授的专业知识，即便他们相互参考各自的材料。而案例教学也是从技能的角度撰写的，这让其局限性更加明显。耶鲁大学管理学院已率先通过双方合作来建立进行“综合课程教学”的班级，这将是一个其他人不敢跟随、极具挑战性的（授课）模型。
The key here is to recognize that integration is not taught but learned.
It takes place in the minds of the students rather than in the content
of program modules. The students themselves link the various elements of
the program. Thus it is vital that business schools understand
themselves primarily as learning environments, where individuals develop
attributes, rather than as teaching environments, where students are
presented with a body of functional and technical content.
这里的关键是要认识到“综合技能”不是被教会的，而是（主动）学会的，它发生在学生的思想层面上，而不是教科书的固定教学模块里，学生会自觉将教学方案里的各项内容联系起来。所以商学院必须能够了解学生的需求，首先要考虑的就是能为学生提供一个能让其个性得到自由发展的学习环境，这比一个让学生学习技术知识的教学环境要重要得多。
First and foremost, business education should be collaborative. Consider
Oxford University’s MBA program, in which a class has about 240
students, each with about six years of work experience, who represent
nearly 50 countries and almost all sectors of the economy. That amounts
to some 1,500 years of experience. The pedagogical opportunities in
sharing it are obvious—and they require an environment in which
students actively work together and learn from one another. This goes
much deeper than networking, the much-cited benefit of business schools.
Networking is important in the professions, too, and doctors and lawyers
are equally likely to look back on school relationships with a warm
glow. But in a collaborative learning environment the people around you
are more than just colleagues and friends; they are an explicit and
valuable part of your educational experience. It follows from this that
effective business education cannot be delivered exclusively online,
because online delivery is a teaching mechanism, not a learning
environment. Dick Schmalensee, a former dean of MIT Sloan, has
acknowledged, “We’re trying to maximize the quality of what we deliver
and don’t feel going online will help us achieve that.” Implicit is
the recognition that business education is about more than the
acquisition of textbook knowledge.
首先，“商业教育”是需要协作进行的。在牛津大学的MBA课程中，一个班级大约有240人，每个人有6年左右的工作经验，这相当于1500年的工作经验！同时，他们来自近50个国家的经济相关部门，所以，这其中的学习机会是显而易见的。他们需要一种可以让大家积极合作，相互学习的环境，这要比网络交流更加深入，也可以让商学院获得更加丰厚的利润。网络在“职业领域”也非常重要，医生和律师们都希望通过这种方式和（毕业）学校保持良好的关系。但在“协作型”的学习环境中，大家并不仅仅把周围的人当成是同事和朋友，他们都会是你学习过程中极有价值的一部分。由于网络教学只是一种教学方法，而不适合作为学习环境，所以有效的“商业教育”方式是不会仅通过网络来进行的。麻省理工学院斯隆管理学院前院长Dick Schmalensee已经说过，“我们正试图最大限度地提高我们的服务，但是我不认为网络能够帮助我们实现这一点”，这让我们也认识到，“商业教育”所传授给人们的（知识和技能）要多于一般的课本知识。
Moreover, business education is explicitly not one-size-fits-all. Most
MBA students have prior work experience; each of them is building in a
unique way on a unique foundation and will experience the program
differently, learn different things, and emerge to pursue a different
career. An important implication is that learning needs differ according
to the stage of a student’s career. For example, a younger student
might gain little from studying the responsibilities and functions of
boards of directors but might need precisely that knowledge 15 or 20
years later. In other words, business education is best delivered in
doses throughout a career, rather than in a single shot at the
beginning.
此外，“商业教育”没有一个明确的、适用于所有人模式。大多MBA学员都有工作经验，每个人都会依据独特的基础来寻找独特的方法，这就会使每个人有不同的学习方案、学到不同的知识，进而产生不同的职业追求。这里的意义就在于，学生们不同的职业生涯规划决定了他们去学习不同的知识。举个例子，一位年轻的学生在学习“董事会的责任和功能”时或许会觉得没什么用，但可能15年或20年后才会用到这些知识。换句话说，“商业教育”所传授的知识会融入到一个人整个职业生涯之中，而不是仅仅为了找个饭碗而已。
In this regard, the Insead model is exemplary. The one-year MBA program,
which was pioneered by Insead, is successful in part because some of the
fundamental benefits of immersion in a business school environment can
be captured within one year; the second year conveys primarily technical
or functional knowledge. Exposure to the learning environment over time,
however, continues to bring benefits, so Insead also runs one of the
largest executive education programs in the world. It is a lifelong
learning partner, not a one-stop certification shop. That is precisely
what business education should be.
在这方面，欧洲工商管理学院（译者：Institut Européen d'Administration des
Affaires，INSEAD，是欧洲的顶级工商管理院校，本部位于法国塞纳-马恩省的枫丹白露）的
模型堪称典范。一年制的MBA课程由Insead首创，它成功的地方就在于可以借助学院的环境，帮助学生在一年之内完成所有的基础课程，第二年主要教授专业知识。Insead一直保持开放的、可以为学校持续带来利润的学习环境，正因为如此，Insead拥有全球最大规模的高管进修项目之一。这不是一个“一站式”的认证培训机构，而是一个终身学习的伙伴，真正的“商业教育”就应该如此。
Assessment.
评估
Evaluation is actually neither problematic nor contentious in technical
and functional areas. It is perfectly possible—and appropriate—for
ability to be measured in finance or accounting, and for students to
compete for the highest grades. But we have seen that business education
is about more than clearly defined subsets of knowledge like these; its
essence is in softer, indefinable attributes and experiences that have
relevance in interpersonal contexts. Thus we should not be surprised
that an academic grading system cannot reliably predict managerial
ability.
对“专业技能教育”领域进行评估是非常简单而且没有争议的，我们可以非常公正地用考试中获得的分数来评价金融与会计专业的学生。但我们很清楚地知道，对“商业教育”的定义没有其他学科那么清晰，它的本质是软性的，有许多无法描述的与人际环境相关的特质，所以难怪一般的学科分级系统无法对管理能力进行准确的评测。
Assessment in these softer areas is problematic in two respects: It is
difficult and thus perhaps arbitrary, and it risks being
counterproductive because it can damage a learning environment. If a
business school is a competitive environment, in which the myth is
maintained that the best future business leaders will score the highest
grades, dysfunctional behavior inevitably results. Why learn
collaboratively if doing so helps your competitors score higher grades?
Why develop attributes of leadership, of interpersonal impact, if you
are graded on individual performance in functional subjects? Why immerse
yourself in the learning environment if you can get better grades by
immersing yourself in a textbook? How can business schools embrace the
diversity of candidates’ prior experiences and learning opportunities
if everything comes down to performance under a homogenized grading
system?
对这些软性（学科）领域进行评估要注意两方面的问题：随机性较高而产生的困难；（评估工作）可能会适得其反，从而破坏学习环境。如果商学院是也一个竞争性的环境，评价的标准就是成绩越好，就越能在将来成为最好的商界领袖，那必然结果就是会催生出不正常的行为和想法：为什么要学习相互协作呢？这样做会帮助你的竞争对手取得更高的分数！如果依靠自己的努力就能拿到一个不错的学科分数，为什么还要通过人际关系的影响来发掘领导人的特质呢？如果通过对教科书的学习就能考高分，为什么还要那么看重学习环境呢？如果依照普通的等级评分制度来对学生的表现进行评价的话，商学院如何才能保证学员工作经验和学习机会的多样性呢？
Grading is important in technical and functional areas, but the
distinctiveness and vitality of business education require that a
grading culture be downplayed. Students are there to contribute to and
benefit from a rich learning environment; they are there to be empowered
rather than ranked.
等级制度在技能领域是非常重要的，但出于对独特性与活跃性的要求，在“商业教育”中，所谓的“等级文化”会被淡化掉，学生们会在一个丰富的学习环境中得到进步和收获，在这个环境中，只有授权，没有排名！
Management educators need to resist the siren song of professionalism.
Functional and technical knowledge is an important component of business
school curricula, but it is not the essence of management or the
substance of business leadership. Nor is it what makes a business school
like Harvard or Stanford great. Business schools do not uniquely certify
managers, enabling them to practice. Nor do they regulate the conduct of
those managers according to a professional code of practice. What they
do is provide learning environments that consolidate, share, and build
business experience, that accelerate personal development and growth,
and that help equip managers to deal with their diverse working
environments. Business schools are not professional schools. They are
incubators for business leadership.
从事管理学的教育者们要能抵抗得住“职业化”的诱惑，技能知识固然是商学院课程中重要的组成部分，但它不是管理与商业领导领域的本质内容，也不能将一所商学院发展得像哈佛和斯坦福那样伟大。商学院不为经理人提供可以让他们实现就业的认证，也不去规范经理人的行为和职业操守，商学院要做的是为学员们提供一个学习环境，让大家可以分享、获得、整合业务方面的经验，促进个人发展和成长，从而使经理人可以从容地面对不同的工作环境。商学院不是职业学校，他们是“商业领袖”的孵化器！
新高考英语时文阅读高三专版（含答案解析及全文翻译） A The life of FM-2030, a transhumanist (超人文主义者) who believed humans will be able to end natural death in the future using technology, is explored in a new documentary. The film, titled‘2030’, was released late last month and is available across multiple streaming platforms. It was made by British filmmaker Johnny Boston who interviewed a range of FM-2030’s acquaintances and scientific experts. Transhumanists believe humans can and should use emerging future technology to greatly enhance their natural abilities. These technologies could include robotics, AI, gene therapy preventing the ageing process. This could radically change what it means to be a member of our species. FM-2030 was born in Brussels in 1930 named Fereidoun M. Esfandiary. The son of an Iranian diplomat, he later changed his legal name to mark his belief that by 2030 we will be ageless and everyone will have an excellent chance to live forever. FM-2030 wrote a number of books around life extension and transhumanist topics, and is widely regarded as one of the founding fathers of the modern transhumanist movement. After his death in 2000, FM-2030’s body was placed in cryonic suspension in Arizona. Mr Boston commented: “I met FM-2030 and that was his legal name when I was about 11 or 12 years old. He’d come to London with his partner at the time and they stayed with us. This was in the early 80s when he had these really off the wall ideas that we were going to live on indefinitely and that there was going to be a much more progressive politics. He talked about we were going to communicate brain to brain. There was going to be a machine that you could put in various characteristics and it was going to print stuff.” Mr Boston went on to produce a number of videos outlining FM-2030’s ideas. He did a series of films called the future of democracy that came out of talks that FM had done. He said,“FM really talks about what the future holds in terms of how we govern ourselves. He thinks we’ve got to useAI.” 1. What will happen in the future according to transhumanists? A. Humans will die in a natural state. B. Humans’life span will remain limited. C. Humans will not need language any longer. D. Humans’abilities will be largely improved by technologies. 2. Why did Fereidoun M. Esfandiary change his name to FM-2030? A. Because his father forced him to do so. B. Because he didn’t like his former name at all. C. Because he wanted to flag his transhumanist faith. D. Because he thought human would end natural death in 2030. 3. What does the underlined phrase “off the wall”in Paragraph 5 mean? A. Dull. B.Ambiguous. C. Ridiculous. D. Upset. 4. Which can be the best title for the passage? A. The Uncertain Future. B. The Film Called 2030. C. The Ideas of Transhumanists.
（英语）高二英语阅读理解专题训练答案及解析 一、高中英语阅读理解 1．阅读理解 Flying for a long time, you finally arrive at the place where you can relax—your hotel room. Now you throwyour bag on the bed, turn on the TV and watch an international news programme on a satellite channel probably from UK or the USA. The main international broadcasters are BBC World and CNN. With an audience of over 1.5 billion people, these are popular channels that offer good-quality news programmes. In both companies, the journalists are experienced writers that produce journalism of a high standard. However, there are alternative news channels which people watch because they want a less traditional or non-Western view on world events. Russia Today and Al Jazeera International, an Arabic company, are international channels that broadcast in English. Both companies say they give a fresh view on big stories, and their experienced journalists often report from places where Western journalists do not work, and so they give us stories that we don't normally see. The Internet offers more variety. OneWorldTV is an Internet site where you can find stories about the developing world and human rights, rather than the usual stories about US politics and business. The writers for this company are often local people who write the stories for free. This non-professional journalism is increasing, and it certainly offers more choices. This increase in citizen journalism means that you can write the news, too. Main news broadcasters often use photographs and stories that members of the general public send to them, especially when there is a dramatic breaking news story. Besides this, some blogs are popular sources of news, and the website NowPublic lets you write stories using information you can get from anywhere, including sites like Youtube, Flickr and Twitter. （1）The first paragraph is meant to . A. offer a suggestion B. give a warning C. explain a reason D. introduce the topic （2）It can be learned from the text that more and more people will . A. prefer to read local news B. pay more attention to world news C. start a career in citizen journalism D. give up watching TV news programmes （3）What would be the best title for the text? A. The Latest Local News B. More Choices for News C. The End of TV News D. Traditional World News 【答案】（1）D （2）C （3）B 【解析】【分析】本文是一篇说明文，介绍了市民可以观看的新闻媒体。有些新闻来自国家（正式新闻）;有些新闻来自民间，这种民间的非正式媒体新闻正呈上升趋势；市民还可以在网上发布一些新闻。 （1）考查推理判断。根据第一段中的“ watch an international news program on a satellite channel probably from UK or the USA.”和第二段中的“The main international broadcasters are BBC World and CNN”可以推断出第一段是引子，是为了引出下文的话题（介绍BBC World和
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英语时文阅读 第一篇 A ban on setting off firecrackers XINHUA 话题：“过年要不要燃放烟花爆竹”这个讨论从年前争论到年后，从减少环卫工人负担到降低空气污染，反对者的声音高涨。但也有人认为，作为传统节日活动，应该燃放烟花爆竹。你怎么看 Wang Xingyue, 14, from Shanghai: I don’t think we should set off firecrackers (爆竹) during holidays. It is really noisy. Some people fire them during midnight. People around cannot sleep well. Besides, it brings air pollution (污染) and lots of rubbish. Most people do not clean the rubbish after they set off firecrackers. So I think there is no need to set them off anymore during holidays. Liu Ran, 14, from Shandong: Setting off firecrackers is a tradition during Chinese festivals. They set them off to celebrate or wish a happy new year. The ceremony (仪式) is very important in Chinese people’s lives. And it also reminds (提醒) us of one of the four great inventions (发明) of China, gunpowder (火药). We cannot give it up. It is good to have this ceremony during holidays. Do you agree with me
新高考赢在阅读高二英语时文阅读专版（含原文翻译及答案解析） A Josh Gad's Olaf showed insanely hot skills singing "Unmeltable Me" for "Frozen II". But the hilarious (欢闹的) tune never made it into the animated hit: It was cut from the movie after his vocals were recorded and storyboards had been drawn up. The missing: “Unmeltable Me”is revealed now at https://www.doczj.com/doc/f817470157.html,, ahead of the home release of “Frozen II”, which features the deleted scene as an extra. The ditty was the first song written for the sequel. The new song features Gad's Olaf singing style, playing harpsichord (羽管键琴) accompaniment. The instrument was requested by directors for comedic reasons. The harpsichord arrangement made it funny and different. The filmmakers originally wanted “Unmeltable Me”to explain an important story point –why Olaf no longer needed the magical “flurry”cloud Elsa had created at the end of "Frozen" to keep the snowman from melting in warm weather. Creating the flurry effect was so difficult for the animators that the directors decided Elsa would have perfected a permafrost coating for Olaf by the second movie. The scene features Olaf doing just about everything to show off his new permafrost coating, from sticking a lit candle into his head to placing his head in a Sterno-heated buffet tray. Olaf's audience in the scene is a group of dignitaries who have traveled to Arendelle from around the world to meet the powerful Elsa at a state dinner. Elsa and Anna are held up, so Olaf fills time entertaining the assembled guests with the song. Sadly, “Unmeltable Me”was cut before it could be fully animated. Gad’s Olaf still received his big song in “Frozen 2”singing “When IAm Older”happily.“Unmeltable Me' is definitely fun, but that’s show business,”says Lopez, who especially loves how Olaf ends the song on an unusual high note. 1. What can we learn from the song “Unmeltable Me”in the first paragraph? A. The song “Unmeltable Me”was sung by Elsa. B. The song can make this movie into a animated hit. C. The song was created for the movie. D. The song was recorded in the movie at last. 2. What does the underlined word “revealed”in Paragraph 1 probably mean? A. Show. B. Hide. C. Create. D. Delete. 3. What is the purpose of using permafrost coating? A. To entertain the audience. B. To prevent Olaf from melting. C. To make the movie funny. D. To explain show business. 4. What can we know from the passage? A. This movie is directed by Josh Gad. B. Olaf likes his new permafrost coating. C. Josh Gad’s attitude is passive because his song was cut from the movie. D. The scene of the song is not mentioned in the article. B Google’s Search Engine Can Recommend Your Favorite Shows and Movies
新高考英语时文阅读高三专版特训（含答案解析及原文翻译） A The life of FM-2030, a transhumanist (超人文主义者) who believed humans will be able to end natural death in the future using technology, is explored in a new documentary. The film, titled ‘2030’, was released late last month and is available across multiple streaming platforms. It was made by British filmmaker Johnny Boston who interviewed a range of FM-2030’s acquaintances and scientific experts. Transhumanists believe humans can and should use emerging future technology to greatly enhance their natural abilities. These technologies could include robotics, AI, gene therapy preventing the ageing process. This could radically change what it means to be a member of our species. FM-2030 was born in Brussels in 1930 named Fereidoun M. Esfandiary. The son of an Iranian diplomat, he later changed his legal name to mark his belief that by 2030 we will be ageless and everyone will have an excellent chance to live forever. FM-2030 wrote a number of books around life extension and transhumanist topics, and is widely regarded as one of the founding fathers of the modern transhumanist movement. After his death in 2000, FM-2030’s body was placed in cryonic suspension in Arizona. Mr Boston commented: “I met FM-2030 and that was his legal name when I was about 11 or 12 years old. He’d come to London with his partner at the time and they stayed with us. This was in the early 80s when he had these really off the wall ideas that we were going to live on indefinitely and that there was going to be a much more progressive politics. He talked about we were going to communicate brain to brain. There was going to be a machine that you could put in various characteristics and it was going to print stuff.” Mr Boston went on to produce a number of videos outlining FM-2030’s ideas. He did a series of films called the future of democracy that came out of talks that FM had done. He said,“FM really talks about what the future holds in terms of how we govern ourselves. He thinks we’ve got to useAI.” 1. What will happen in the future according to transhumanists? A. Humans will die in a natural state. B. Humans’life span will remain limited. C. Humans will not need language any longer. D. Humans’abilities will be largely improved by technologies. 2. Why did Fereidoun M. Esfandiary change his name to FM-2030? A. Because his father forced him to do so. B. Because he didn’t like his former name at all. C. Because he wanted to flag his transhumanist faith. D. Because he thought human would end natural death in 2030. 3. What does the underlined phrase “off the wall”in Paragraph 5 mean? A. Dull. B.Ambiguous. C. Ridiculous. D. Upset. 4. Which can be the best title for the passage? A. The Uncertain Future. B. The Film Called 2030. C. The Ideas of Transhumanists.
What a newspaper includes is decided by its editors. The managing editor decides which stories are newsworthy and gives reporters their tasks. To an editor, there are two kinds of news: hard news, such as the election (选举) of a president, and soft news. Soft news includes stories about a new dance craze, a beautiful historic building, or an interesting person. The soft news fills whatever space is left after the hard news is put into the newspaper space. There is also public service news to fit in－information about meetings and lectures, free health programs, or changes in a local library’s hours. The managing editor decides how important a story is. If a story is very important, it is marked for a headline on the front page. Less important stories appear farther back in the paper. The story editor takes a story and decides to “boil or trim it”. If the editor decides to boil a story, it becomes front-page article. Depending on the size of a paper, there may be a sports editor, a business editor or an art editor. On a small weekly paper, an editor may cover two or more of these areas. Once all the stories are written, they are given to a copy editor, who corrects any mistakes and fits the articles into the newspaper’s format(版式). The makeup editor, with the managing editor, usually dec ides how the paper will look. The editor’s job is to decide whether a page will look. This editor’s job is to deicide whether a page will carry two stories and four ads or six stories and one ad. Editors may rewrite or redesign many of the pages as more stories come from the pressroom. 61. An example of hard news is _______ A. the election of a president B. a story about a historic building C. a new fashion in clothes D. information about health programs 62. Where a news story is put in the newspaper depends on___________ A. its length B. its style C. its importance D. its title 63. What does the underlined word “trim” in the second paragraph mean? A. Reduce in size B. Increase in length C. Beautify in appearance D. Change in shape 64. Correcting the mistakes of all the articles is the work of_______ A. makeup editors B. copy editors C. managing editors D. business editors 65. What’s the purpose of the passage? A. To persuade people to work as editors. B. To tell the readers how editors are educated. C. To introduce some famous editors. D. To show how a newspaper is made.
新高考高一英语时文阅读精编（含答案解析） A Coronavirus (冠状病毒) has infected more than 170,000 people across the world, and the virus is expected to peak in the UK in the coming weeks. Professor Chris Whitty said on March 12 that he expects the UK would reach the peak of its coronavirus outbreak in about 10 to 14 weeks. The NHS is currently advising you to self-isolate for seven days if you have symptoms of coronavirus, like a high temperature, or a new continuous cough. If you have travelled to a badly affected area, or have been in contact with someone with the disease, you will also need to self-isolate. Staying at home will help to control the spread of the virus. When you self-isolate, you need to stay away from public places. This means you cannot take your pets out for walks in public places. With more time indoors, it’s also a good idea to plan how you can keep your pet occupied while self-isolating. If you’ve been diagnosed with coronavirus, you should inform your local health protection team that there is a pet in the household. They will touch with the relevant animal health authorities. If your pet shows signs of ill health, please do not take them to the vet. Contact your local health protection team for advice. The RSPCA have also issued tips for keeping your pets and family safe while self-isolating. If you haven’t tested positive or been asked to self-isolate then continue to interact with your pets as normal but adopt good hygiene (卫生) practices including washing hands thoroughly with soap and water before and after touching them, their food, toys and bedding. Avoid being kissed or licked and sharing food with your pet. Ensure you have extra supplies of pet food and medication in case of self-isolation. Speak to your vet or doctor for more advice. 1. Which situation does not require self-isolation during the coronavirus? A. Being bitten by pet animals. B. Arriving in an affected area. C. Contacting with confirmed case. D. Having a fever for a few days. 2. If you are a patient with coronavirus, what might happen to your pet according to Para. 3? A. Being taken to the vet. B. Being given to friends. C. Staying with you.
一、高中英语阅读理解 1．阅读理解 Hipster Greenport: 4 places to eat, shop and visit Greenport may date back to the 1630s, but it's feeling pretty of-the-moment right now. Here are four places that embody the old-meets-new energy of the village: Claudio's If you've been to Greenport, you can't miss Claudio's —it's where generations of Long Islanders have made a tradition of eating, whether inside the main restaurant or at the floating dock-bar. The new owners have added fresh elements: Baccano Pizza by Nino, which offers a variety of slices and pies until as late as 2 a.m. on Fridays and Saturdays — is right by the dock entrance. Little Creek Oyster Farm & Market It's little spots like this that tell the current Greenport story. There's no sign or advertising for this tiny house changed from the cabin of an old ship that's practically hidden down Bootlegger's Alley near Mitchell Park. But there they are — streams of people who come to enjoy the fresh oysters while drinking local craft beer, with a waterside view. The Times Vintage Nostalgia (怀旧) for bygone times runs high in this 1909 building, which once served as the base for the Suffolk Times newspaper. These days, this well-designed shop sells vinyl records (黑胶唱片) and loads of old-fashioned clothing and home decoration items including mid-century highball sets. Greenport Fire Heat comes in many forms and several are sold here — hot sauces, cigars and candles. Consult the chalkboard for the current sauce offerings or browse cigars such as a hand-rolled Honduran Leaf by Oscar or the Gurkha Cellar Reserve made with 18-year-aged tobacco. （1）What's special about Greenport? A. It is a place full of energy. B. It is a famous port in the world. C. It is a combination of new and old. D. It is a popular place of interest. （2）What can you do in The Times Vintage? A. You can enjoy delicious oysters. B. You can buy some old things. C. You can find hand-rolled cigars. D. You can have Baccano Pizza. （3）If you are a smoker, you may be interested in _________. A. Claudio's B. Little Creek Oyster C. Greenport Fire D. The Times Vintage 【答案】（1）C （2）B （3）C 【解析】【分析】本文是一篇应用文，介绍了绿港（Greenport）这个村庄里能体现新旧融合的四个地方。 （1）考查细节理解。根据第一段中的“…but it's feeling pretty of-the-moment right now. Here