下载文档原格式
2009年考研英语真题及其答案Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank a nd mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart huma ns are. 1 _______ the fruit-fly experiments described in Carl Zimmer’s piec e in the Science Times on Tuesday. Fruit flies who were taught to be smarter th an the average fruit fly 2 _______ to live shorter lives. This suggests that 3 _______ bulbs burn longer, that there is an 4 _______ in not being too terrifically bright.Intelligence, it 5 _______ out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 _______ the starting line because it d epends on learning — a gradual 7 _______ — instead of instinct. Plenty of o ther species are able to learn, and one of the things they’ve apparently learn ed is when to 8 _______.Is there an adaptive value to 9 _______ intelligence? That’s the questi on behind this new research. I like it. Instead of casting a wistful glance 10 _______ at all the species we’ve left in the dust I.Q.-wise, it implicitl y asks what the real 11 _______ of our own intelligence might be. This is 1 2 _______ the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments anim als would 13 _______ on humans if they had the chance. Every cat with an own er, 14 _______, is running a small-scale study in operant conditioning. we b elieve that 15 _______ animals ran the labs, they would test us to 16 ___ ____ the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 _______, not m erely how much of it there is. 18 _______, they would hope to study a 19 _______ question: Are humans actually aware of the world they live in? 20 _______ the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priori ty5. [A] insists on [B] sums up [C] turns out [D] puts forwa rd6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by cho osing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit”carries a negative connotation.So it seems antithetical to talk about habits in the same context as creat ivity and innovation. But brain researchers have discovered that when we consci ously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative track s.But don’t bother trying to kill off old habits; once those ruts of procedu re are worn into the hippocampus, they’re ther e to stay. Instead, the new habi ts we deliberately ingrain into ourselves create parallel pathways that can byp ass those old roads.“The first thing needed for innovation is a fascination with wonder,” say s Dawna Markova, author of “The Open Mind” and an e xecutive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thi nk er is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationa lly (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have s eemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and proce dure, meaning that few of us inherently use our innovative and collaborative mo des of thought. “This breaks the major rule in the American belief system — t hat anyone can do anything,” explains M. J. Ryan, author of the 2006 book “Th is Year I Will...” and Ms. Markova’s business partner. “That’s a lie that w e have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where d eveloping new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testing ?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his loc al drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operat ing officer of Identigene, which makes the over-the-counter kits. More than twodozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted c hildren can use to find their biological relatives and latest rage a many passi onate genealogists-and supports businesses that offer to search for a family’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and s ending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision be ing hawked by people claiming they a re doing ancestry testing,” says Trey Dust er, a New York University sociologist. He notes that each individual has many a ncestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited thr ough men in a father’s line or mitochondrial DNA, which a passed down only fro m mothers. This DNA can reveal genetic information about only one or two ancest ors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grand parents.Critics also argue that commercial genetic testing is only as good as th e reference collections to which a sample is compared. Databases used by some c ompanies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK’s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one’s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is _ _________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It’s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor coun tries is widely misunderstood by economists and politicians alike progress in b oth area is undoubtedly necessary for the social, political and intellectual de velopment of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid eco nomic development in poor countries is wrong. We are fortunate that is it, beca use new educational systems there and putting enough people through them to imp rove economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countriescan be trained on the job to achieve radical higher productivity and, as a res ult, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United Stat es. Not long ago, with the country entering a recessing and Japan at its pre-bu bble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the globa l leader in automotive-assembly productivity. Yet the research revealed that th e U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the p roductivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discove red that illiterate, non-English- speaking Mexican workers in Houston, Texas, c onsistently met best-practice labor productivity standards despite the complexi ty of the building industry’s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how educati on got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Onl y when humanity began to get its food in a more productive way was there time f or other things.As education improved, humanity’s productivity potential, they could in tu rn afford more education. This increasingly high level of education is probablya necessary, but not a s, ufficient, condition for the complex political syste ms required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possib le only with broader formal education. A lack of formal education, however, doe sn’t constrain the ability of the developing world’s workforce to substantial ly improve productivity for the forested future. On the contrary, constraints o n improving productivity explain why education isn’t developing more quickly t here than it is.31. The author holds in paragraph 1 that the important of education in poo r countries ___________.[A] is subject groundless doubts [B] has fallen victim of bias[C] is conventional downgraded [D] has been overestimated32. It is stated in paragraph 1 that construction of a new education syste m __________.[A]challenges economists and politicians [B]takes efforts of generations[C] demands priority from the government [D] requires sufficient labor fo rce33.A major difference between the Japanese and U.S workforces is that ____ ______.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world ar e the ministers and political leaders of seventeenth-century New Eng land. According to the standard history of American philosophy, nowh ere else in colonial America was “So much important attached to inte llectual pursuits ” According to many books and articles, New Englan d’s leaders established the basic themes and preoccupations of an un folding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the ch urch-important subjects that we may not neglect. But in keeping with our examin ation of southern intellectual life, we may consider the original Puritans as c arriers of European culture adjusting to New world circumstances. The New Engla nd colonies were the scenes of important episodes in the pursuit of widely unde rstood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive educa tion and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political lead ers like John Winthrop, an educated gentleman, lawyer, and official of the Crow n before he journeyed to Boston. There men wrote and published extensively, rea ching both New World and Old World audiences, and giving New England an atmosph ere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a tradition al superstitions quality. A tailor named John Dane, who emigrated in the late 1 630s, left an account of his reasons for leaving England that is filled with si gns. sexual confusion, economic frustrations , and religious hope-all name toge ther in a decisive moment when he opened the Bible, told his father the first l ine he saw would settle his fate, and read the magical words: “come out from a mong them, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the B ible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that t hey had not come to the New world for religion . “Our main end was to catch fi sh. ”36. The author notes that in the seventeenth-century New England__________ _.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay________ __.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders we re often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Q uestions (41-45), choose the most suitable one from the list A-G to fit into ea ch of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspe cts of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist F ranz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evo lutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of cultur e in American anthropology, largely through the influence of many students of B oas. But a number of anthropologists in the early 1900s also rejected the parti cularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gif ted peoples that, according to diffusionists, then spread to other cultures. 45. ________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a the ory of culture that would greatly influence anthropology. Durkheim proposed tha t religious beliefs functioned to reinforce social solidarity. An interest in t he relationship between the function of society and culture—known as functiona lism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inve ntions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropo logy, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he call ed the “survival of the fittest,” in which weaker races and societies must ev entually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a peo ple’s social structure, such as initiation ceremonies that formally signify ch ildren’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure o f families, forms of marriage, categories of kinship, ownership of property, fo rms of government, technology, and systems of food production, all changed as s ocieties evolved.[F]Supporters of the theory viewed as a collection of integrated parts tha t work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Pe rry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused th roughout the world. In fact, all of these cultural developments occurred separa tely at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segmen ts into Chinese. Your translation should be written carefully on ANSWER SHEET 2.(10 points)There is a marked difference between the education which every one gets fr om living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not t he express reason of the association.46It may be said that the measure of the w orth of any social institution is its effect in enlarging and improving experie nce; but this effect is not a part of its original motive. Religious associatio ns began, for example, in the desire to secure the favor of overruling powers a nd to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of e nslavement to others, etc. 47Only gradually was the by-product of the instituti on noted, and only more gradually still was this effect considered as a directi ve factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's wo rk is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immedi ate human fact, gains in importance.48 While it is easy to ignore in our contac t with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to a ccomplish a change in their attitude and habits is too urgent to leave these co nsequences wholly out of account. 49Since our chief business with them is to en able them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made so me headway in realizing that the ultimate value of every institution is its dis tinctively human effect we may well believe that this lesson has been learned l argely through dealings with the young.50 We are thus led to distinguish, within the broad educational process wh ich we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed d ispositions into the young upon the same sort of association which keeps the ad ults loyal to their group.Section III WritingPart A51.Directions:Restrictions on the use of plastic bags have not been so successful in som e regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly and2) make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)2009年参考答案Section I: Use of English (10 points)Section II: Reading Comprehension (60 points) Part A (40 points)Part B (10 points)Part C (10 points)46.可以说，要衡量任何社会制度的价值，就要看它对扩大和改进经验方面的影响，但是这种影响并不是其原来动机的一部分。
2008年广州体育学院研究生入学考试《运动训练学》试题（请考生将全部答案写在答题纸上，写在试卷上无效）一、名词解释（每题5分，共30分）1、训练负荷2、适宜负荷原则3、竞技能力4、适时恢复原则5、分解训练法6、双周期二选择题:（每题1.5分，共30分）1、竞技体育是同若干运动员组成的集体行为，必须有一定数量的运动员同时参与才有可能组织竞赛活动，这体现了竞技体育的A.竞争性B.规范性C.观赏性D.集群性2、按竞技能力的主导因素分类，篮球项目属于以下哪类项群：A.速度力量类B.同场对抗类C.格斗对抗类D.体能类3、在体操、艺术体操、跳水等项目的比赛中，裁判员根据一定的标准对运动员所完成的动作给予评分，其目的是为了评价运动员的：A.比赛名次B.运动能力C.竞技水平D.训练水平4、下列不属于评定练习负荷强度的指标是：A.速度B.远度C.效度D.高度5、考虑到运动员的承受能力和训练效果，只有优秀的运动员才可能应用的负荷方式是：A.直线式B.阶梯式C.波浪式D.跳跃式6、重复训练法和间歇训练法最主要的区别是:A,负荷量的不同B.对间歇时间的要求不同C.练习的组数不同D.每组练习的次数不同7、一个完整的训练目标包括：A.运动成绩指标B.竞技能力指标C.训练负荷指标D.A、B、C8、一个完整训练过程的终点是A.运动训练B.运动员调整、恢复C.运动员现实状态的诊断D.实现运动员目标状态9、下列练习适宜安排在课的后半部分的是：A.快速力量练习B.技术练习C.耐力练习D.速度练习10、运动员在比赛中为达到特定战术目的而决定自己战术的思维活动过程，称为：A.战术观念B.战术指导思想C.战术意识D.战术知识11、以下哪个不是影响技术风格的因素：A.特长技术B.运动员的神经类型C.种族特征D.场地器材12、运动员负荷量度临界值的大小受竞技水平及健康状况等因素的影响，因此在训练中需要：A.正确处理负荷与恢复的关系B.正确理解训练负荷的构成C.科学动态探求负荷量度临界值D.对运动员进行区别对待13、中长跑训练常用的一种手段一一“法特莱克训练法”是一种A.重复性练习手段B.间歇性的练习手段C.持续性练习手段D.比赛性练习手段14、训练大周期通常采用“倒数时”充填式方法安排训练和比赛的时间序列，通常在比赛时期前加上,,,,周的准备时期。
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are.1the fruit-fly experiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2to live shorter lives. This suggests that 3bulbs burn longer, that there is an 4in not being too terrifically bright.Intelligence, it 5out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6the starting line because it depends on learning — a gradual 7— instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to8.Is there an adaptive value to9intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance10at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real11of our own intelligence might be. This is12the mind of every animal I've evermet.Research on animal intelligence also makes me wonder what experiments animals would 13on humans if they had the chance. Every cat with an owner, 14, is running a small-scale study in operant conditioning. we believe that 15animals ran the labs, they would test us to 16the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 1, not merely how much of it there is.18, they would hope to study a 19question: Are humans actually aware of the world they live in?20the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C] inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive[C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Not choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don't bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they're there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads."The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of "The Open Mind" and an executive change consultant for Professional Thinking Partners. "But we are taught instead to 'decide,' just as our president calls himself 'the Decider.' " She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book "This Year I Will..." and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by being ________.A. casualB. familiarC. mechanicalD. changeable22. The researchers have discovered that the formation of habit can be ________A. predictedB. regulatedC. tracedD. guided23. "ruts"(in line one, paragraph 3) has closest meaning to ________A. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ________?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he's the kid's dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family's geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, "There is a kind of false precision being hawked by people claiming they are doing ancestry testing," says Trey Duster, a NewYork University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don't rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26. In paragraphs 1 and 2, the text shows PTK's ___________.[A] easy availability[B] flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A] locate one's birth place[B] promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A] trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph, a problem commercial genetic testing faces is __________.[A] disorganized data collection[B] overlapping database building[C] excessive sample comparison[D] lack of patent evaluation30. An appropriate title for the text is most likely to be__________.[A] Fors and Againsts of DNA testing[B] DNA testing and It's problems[C] DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -- a result of the training that U.S. workers received on the job.More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for theforested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system__________.[A] challenges economists and politicians[B] takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33. A major difference between the Japanese and U.S workforces is that__________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C] the U.S workforce has a better education[D] the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged__________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: "come out from among them, touch no unclean thing , and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Meanwhile, many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish. "36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders wereoften __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspectsof culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________.Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, hada single origin and passed from society to society. This theory was known asdiffusionism.[B] In order to study particular cultures as completely as possible, Boas becameskilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the"survival of the fittest," in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people's socialstructure, such as initiation ceremonies that formally signify children's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families,forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F] Supporters of the theory viewed as a collection of integrated parts that worktogether to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perryincorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffusedthroughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which everyone gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section ⅢWritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. "White pollution "is still going on. Write a letter to the editor(s) of your local newspaper togive your opinions briefly andmake two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)。
广州体育学院考研真题(训练学)03年一填空20分1 不论是从活动的时间、活动的容量，还是从人们投入的力度来看，在竞技体育的多种构件中（）都是主要的2 运动训练学研究的主要目的是（）3 按照各项比赛成绩的评定方法，可将竞技项目分为（）、（）命中类、制胜类及得分类。
4 对一名教练员来说，接触最多、运用最多的训练周期是（）（）5 循环训练法的结构有：每站的练习内容、运动负荷、练习站的（）练习站之间（）、每遍循环之间的间歇、练习的战数与循环练习的组数6灵敏素质是指在各种突然的条件下改变身体运动的（）和运动方向，以适应变化着的外环境的能力7 培养运动员的（）是战术训练的中心环节二选择40分1运动竞赛是（）在主持下，按统一的规则要求组织与实施的运动员个体的经济较量2 不同项目的本质属性所引起的项目之间（）是划分项目类别的几基本依据3按竞技能力的主导因素对竞技体育项目进行分类没，跳水项目属于（）项群4 按竞技能力的主导因素对竞技体育项目分类的隔网对抗性项群和按成绩评定方法分类的对应分类是（）5（）能力即指运动员的参赛能力6一个完整的训练目标，应包含运动成绩指标、竞技能力指标以及（）指标7体能主导类速度型项群比赛成绩的主要决定因素是（）8 （）是指在运动训练过程中，以提高某一竞技能力、完成某一具体的训练任务所采用的身体练习9运动员体能是指运动员机体的（）能力10、高强性间歇训练法的一次练习负荷时间通常在？秒内11 相对力量是指运动员？所表现出来的力量水平12 ？是战术活动的核心13 在竞技保持阶段，要把运动员的？的保持和提高放在训练的首位14 ？之在完成动作过程中的时间特征。
包括用力的大小、时间间隔的长短、动作幅度的大小及动作快满等要素15 运动员在比赛中为达到特定战术目的而决定自己战术行为的思维活动过程，称为？16按主要目的可将比赛分为竞技性比赛、训练性比赛、检查性比赛和？比赛17战术方案的基本内容主要有？各方面18 运动员的竞技能力的获得是多方面的，最主要的获得途径是？19 根据训练课的主要任务和内容，可以把训练课分为？中不同类型20 不同的训练负荷有着不同的？技能属性、个体属性和专项属性三是非题301竞技体育是以身体活动为主要特征，以创造优异运动成绩，夺取比赛优胜为主要目标的社会体育活动。
2009年全国硕士研究生入学统一考试英语试题答案与解析Section I Use of English一、文章结构本文是一篇有关动物智力话题的文章。
文章源自2008年5月的The New York Times （《纽约时报》），作者是Verlyn Klingkenberg ，原文标题为“The Cost of Smarts ” （《聪明的代价》）。
全文结构思路如下所示：二、试题解析Ⅰ○1Research on animal intelligence always makes us wonder just how smart humans are. ○2 1 the fruit-fly experiments described by Carl Zimmer in the Science Times. ○3Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. ○4This suggests that 3 bulbs burn longer, that there is a(n) 4 in not being too bright. 对动物的智力研究总使我们想知道人类是如何得聪明。
就以《科学时代》里Carl Zimmer 的论文所描述的果蝇实验为例吧。
经过训练比一般果蝇更聪明的那些果蝇趋向于有更短的寿命。
这表明光线暗淡的灯泡使用时间更长一些，暗淡也是一种优势。
1. [A] Suppose 假设、猜想 [B] Consider 考虑 [C] Observe 观察 [D] Imagine 设想【正确答案】[B] 【试题考点】语义衔接/词汇辨析【解题思路】文章开篇指出：Research on animal intelligence always makes us wonder just how smart humans are （对动物智力的研究总是让我们对人类到底有多聪明感到好奇”，接着举了果蝇的例子。
2009年广州体育学院硕士研究生入学考试《运动生理学》答案（请考生将全部答案写在答题纸上，写在试卷上无效）一、单项选择题（每小题2分，共60分。
选择正确答案的字母写在答题纸上）1. 在兴奋——收缩耦联中，起关键作用的离子是（ C ）。
P33(运动生理学)A K+B Na+C Ca2+D Mg2+2. 头后仰时，可引起上下肢及（）的紧张性增强。
A 颈部肌肉B 背部伸肌C 腹部伸肌D 躯干两侧肌肉3. 严重缺氧时，血红蛋白氧饱和度（）A 增高B 变化很小C 降低D 不变4. 经过长期耐力训练可使肌肉耐力、心肺功能得到改善，这是一种（D）现象。
A 服习B 应激C 反应D 适应5. 准备活动的生理意义在于（ D ）。
A 调整赛前状态B 克服内脏器官生理惰性C 提高代谢水平D A+B+C6. 人体各系统的发育过程中，（）发育最早。
A 运动系统B 循环系统C 神经系统D 生殖系统7. 内环境是指（ B ）。
A 细胞内液B 细胞外液C 组织液D 血浆8. 在幼年时期，缺乏（A ）可导致“侏儒症”。
生理学292-294页A 生长素（幼年缺乏患侏儒症，生长素的促生长作用）B 肾上腺皮质激素C 甲状腺素（缺乏会患呆小症：智力迟钝、身材矮小，甲状腺素的促生长发育作用）D 胰岛素9. 肌紧张的感受器是（ C ）。
A半规管 B 椭圆囊和球囊 C 肌梭 D 腱梭10. 兴奋在神经—肌肉接点处传导时，运动神经末梢向接点间隙释放的化学物质是（B ）。
当动作电位沿神经纤维传到轴突末梢时，引起轴突末梢处的接头前膜上的钙离子通道开放，Ca离子从细胞外液进入轴突末梢，促使轴浆中含有的乙酰胆碱的突触小泡向接头前膜移动。
A 去甲肾上腺素B 乙酰胆碱C 钙离子D 钠离子11. 一般来说，快肌纤维百分比较高的人，比较适合于从事（ C ）项目。
快肌纤维的百分含量越高，则肌肉的收缩越快A 马拉松B 中长跑C 短跑D 球类12. 肾脏在形成尿液的过程中，原尿与血浆的主要区别是：原尿不含（）。
广州体育学院2004 年运动生理学考研试题一，单项选择题，把正确答案的代号填入括号内，每题 1.5 分，共30分。
1．视紫红质在光化学反应过程中消耗的视黄醛，需要体内贮存的（）来补充。
A维生素E B维生素A C蛋白质D维生素B2．通气/血流比值减少时，意味着（）。
A通气不足，血流过剩E通气过剩，血流不足。
C通气量与血流量匹配最合适D通气量加大，输出量增加。
3•准备活动和塞前状态在作用上相同之处为（）。
A推迟疲劳的出现B缩短进入工作状态的长短C加速恢复过程D减少能量消耗4•激烈运动时，主要通过动用（）使心输出量增加。
A心率贮备，心收缩期贮备B心率贮备，心舒张期贮备。
C心率贮备，搏出量贮备。
D心率贮备，心泵贮备。
5•大量出汗时尿量减少的主要原因是（）。
A血浆晶体渗透压升高，抗利尿激素分泌增多。
B血浆晶体渗透压降低，抗利尿激素分泌减少。
C血浆胶体渗透压升高，抗利尿激素分泌增多。
D血浆胶体渗透压升高，抗利尿激素分泌减少。
6.有训练的运动员及对热环境适应者能提高了出汗反应的敏感性和出汗能力，表现为（）A出汗阈升高，出汗率增加。
B出汗阈下降，出汗率增加。
C出汗阈升高，出汗率减少。
D出汗阈下降，出汗率下降。
7.比较观察不同距离赛跑后心率和呼吸的变化是属于（）水平的研究。
A遥测B细胞水平C器官系统D整体8 .动作电位的显著特点是（）。
A呈“全或无”现象B不衰减传导C脉冲式DA+B + C9 .青春发育期开始是由于（）。
A下丘脑大量分泌促性腺激素释放激素B腺垂体大量分泌促性腺激素C下丘脑和腺垂体迅速发育，并大量分泌相应的激素。
D性腺大量分泌性激素。
10. 较长时性的记忆与（）有关。
A脑内糖代谢加强B脑内蛋白质合成C新突触的形成D神经元的后作用11. 骨骼肌兴奋收缩耦联的关键部位在（）。
A 横关B 肌质网C 三联体D 终末池12. 检查眼震颤的目的是（）。
A了解眼的视觉功能B检查眼肌功能C检查睫状体功能D检查前庭机能稳定性功能13. 兴奋从心房到心室传导的延搁部位是（）A房室束B结间束C房室结D 窦房结14. 人在从事不超过50%VO2max的运动时，呼吸当量会（）。
2009年广州体育学院硕士研究生入学考试《运动生理学》试卷（请考生将全部答案写在答题纸上，写在试卷上无效）一、单项选择题(每题2分，共60分)1.静息电位的大小主要取决于（）。
A 细胞膜对K+的通透性B 细胞膜对Na+的通透性C 细胞膜两侧K+的浓度差D 细胞膜对K+的通透性和膜内外K+的浓度差2.兴奋由神经传递给肌肉后，引起兴奋——收缩耦联的关键离子是（）。
A K+B Na+C Cl-D Ca2+3.按肌丝滑行学说，肌肉缩短时（）。
A 暗带长度减少，H区不变B 明带长度减少，H区变小C 暗带长度不变，H区不变D 明带及暗带长度均缩小4.内环境是指（）。
A 体液B 细胞外液C 细胞内液D 血浆5.呼吸商是指（）。
A O2容积/CO2容积B CO2容积/O2容积C O2分压/CO2分压D 以上都不对6.胰岛素可促进肝糖元（）。
A 合成或储存B 分解C 动员D 运输7.人体维持姿势的肌肉收缩近于（）收缩。
A 等长B 等张C 等动D 离心8.食物的热价是指（）。
A 1克食物完全氧化分解所释放出的热量B 体外燃烧1克食物释放的热量C 食物氧化时消耗1升氧气时释放的热量D 氧化1克食物，消耗1升氧气时释放的热量9.红细胞的主要功能是（）。
A 维持血浆的渗透压B 使血液具有一定的粘滞性C 运输氧和二氧化碳D 参与细胞免疫10 最大心率等于220减去（）。
A 安静心率B 60C 年龄D 10011.每搏输出量占心室舒张末期容积之比称为（）。
A氧脉搏 B 心指数 C 射血分数 D 心力储备12.衡量有氧耐力的生理指标是（）。
A 吸氧量B 最大吸氧量C 肺通气量D 肺活量13.运动时需氧量随运动强度而变化，（）赛跑的每分需氧量最大。
A 100米B 800米C 10000米D 马拉松14.脑细胞耐受酸的能力越强，（）越好。
A 有氧耐力B 无氧耐力C 速度素质D 力量素质15.赛前状态是指人体在比赛或训练前，某些器官系统产生一系列（）性变化。
2009年广州体育学院硕士研究生入学考试《体育概论》试卷（请考生将全部答案写在答题纸上，写在试卷上无效）一、单项选择题（每题2分，共30分）1、是近代体育的发源地，其灿烂文化、发达的哲学思想和教育思想使体育在该国奴隶制民主教育及全民发展教育中占有重要的地位。
A古中国B古埃及C古巴比伦D古希腊2、《体育概论》属于科学的范畴。
A社会B自然C生物D教育3、确定体育术语时应考虑其科学性、民族传统习惯和。
A与国际用语相一致B生物性C自然性D理论性4、在考试制度上，由首创了武举制度，提倡考武状元，这一制度的实行，大大鼓舞了民间练武之风，对体育的发展起了促进作用。
A李世民B武则天C隋炀帝D朱元璋5、春秋六艺包括礼、乐、射、、书、数。
A猎B御C搏D舞6、以下哪个功能是体育的本质功能？A经济功能B政治功能C健身功能D社会感情功能7、是确定体育目的任务的主要依据。
A.体育的特点和功能B人的需要C社会需要D政治需要8、是人体形态、结构的发育发达水平，它主要包括人体生长发育水平、体型及身体姿态。
A体能B机能C体格D体质9、是一个全国性群众体育组织，是中国参加国际奥委会的唯一合法代表组织。
A中华全国体育总会B国家体育总局C中国体育科学学会D中国奥林匹克委员会10、依法治体，建立健全体育法规制度，是体育事业快速健康发展的根本保障。
1995年8月29日，第八届全国人大常委会第十五次会议通过了，这是规范群众体育最高层次的立法。
A《全民健身计划纲要》B《中华人民共和国体育法》C《关于进一步加强和改进新时期体育工作的意见》D《奥运争光计划纲要》11、以下哪个观点是正确的？A体育属于上层建筑的范畴B体育不属于上层建筑的范畴C体育不完全属于上层建筑的范畴D以上三种观点都不对12、以下哪个动作要素属于运动学特征的时间空间特征？A动作的轨迹B动作的速率C动作的速度D动作的节奏13、对动作质量和效果的评定，通常根据以下哪些标准进行：A动作的准确性、缓冲性、力量性、稳定性和弹性B动作的准确性、协调性、经济性、力量性和弹性C动作的准确性、速度性、力量性、经济性和弹性D动作的准确性、协调性、科学性、力量性和弹性14、《奥林匹克宪章》将作为奥林匹克运动的一个核心内容，使它成为最具有奥林匹克各种特征的一项活动。
2009年全国硕士研究生入学统一考试数学一试题答案解析一、选择题：1～8小题，每小题4分，共32分，下列每小题给出的四个选项中，只有一项符合题目要求，把所选项前的字母填在题后的括号内.（1）当0x →时，()sin f x x ax =-与()()2ln 1g x x bx =-等价无穷小，则()A 11,6a b ==-. ()B 11,6a b ==. ()C 11,6a b =-=-. ()D 11,6a b =-=. 【答案】 A【解析】2()sin ,()ln(1)f x x ax g x x bx =-=-为等价无穷小，则222200000()sin sin 1cos sin lim lim lim lim lim ()ln(1)()36x x x x x f x x ax x ax a ax a ax g x x bx x bx bx bx→→→→→---==-⋅---洛洛230sin lim 166x a ax a b b axa→==-=-⋅ 36a b ∴=- 故排除,B C 。
另外201cos lim3x a axbx→--存在，蕴含了1cos 0a ax -→()0x →故 1.a =排D 。
所以本题选A 。
（2）如图，正方形(){},1,1x y x y ≤≤被其对角线划分为四个区域()1,2,3,4k D k =，cos kk D I y xdxdy =⎰⎰，则{}14max k k I ≤≤=()A 1I .()B 2I . ()C 3I .()D 4I .【答案】A【解析】本题利用二重积分区域的对称性及被积函数的奇偶性。
24,D D 两区域关于x 轴对称，而(,)cos (,)f x y y x f x y -=-=-，即被积函数是关于y 的奇函数，所以240I I ==;13,D D 两区域关于y 轴对称，而(,)cos()cos (,)f x y y x y x f x y -=-==，即被积函数是-1-111xy 1D2D3D4D关于x 的偶函数，所以{}1(,),012cos 0x y y x x I y xdxdy ≥≤≤=>⎰⎰； {}3(,),012cos 0x y y x x I y xdxdy ≤-≤≤=<⎰⎰.所以正确答案为A.（3）设函数()y f x =在区间[]1,3-上的图形为：则函数()()0xF x f t dt =⎰的图形为()A ()B()C ()D【答案】D【解析】此题为定积分的应用知识考核，由()y f x =的图形可见，其图像与x 轴及y 轴、0x x =所围的图形的代数面积为所求函数()F x ，从而可得出几个方面的特征：①[]0,1x ∈时，()0F x ≤，且单调递减。
20XX年广州体育学院研究生入学考试运动训练学试题一、名词解释（共40分，每题4分）1、运动训练2、项群3、竞技能力非衡结构的补偿效应4、竞技需要原则5、模式训练法6、延迟性转化7、技术风格8、全程性多年训练计划9、徽缩大周期10．战术意识二、简答题（60分）1、简述我国运动训练学研究的中国特色。
8分2、重复训练法和间歇训练法的区别有哪些？8分3、贯彻适宜负荷原则的训练学要点有哪些？8分4、运动技术评价常用方法有哪些？并作简要说明10分5、简述战术训练的基本要求。
8分6、简述高原现象产生原因与克服方法。
8分7、简述确定训练大周期日程的工作步骤。
10分三、论述题（50分）1、从定性的角度，结合您所熟悉的专项，设计该专项优秀运动员竞技能力结构模型。
25分2、如何科学地确定力量素质负荷量度。
25分08年广州体育学院的试题运动训练学1.现代运动训练的基本特点:一、训练目标的专一性与实现途径的多元性，二、竞技能力结构的整体性与各子能力之间的互补性，三、运动训练过程的连续性与组织实施的阶段性，四、不同训练负荷影响下机体的适应性及劣变性，五、训练调控的必要性及应变性，六、现代科技支持的全面性及导向性2..运动成绩的决定因素:一、运动员在比赛中表现的竞技水平。
二、对手在比赛中表现的竞技水平。
三、比赛结果的评定行为。
3.一、竞技能力:即指运动员的参赛能力。
由具有不同表现形式和不同作用的体能、技能、战术能力、运动智能以及心理能力所构成，并终合地表现于专项竞技的过程中。
状态诊断在训练中的重要作用:a为运动训练过程确定一个客观、准备的出发点。
B对训练工作效果及时的检查评价。
C实施有效训练控制的重要前提。
4.建立目标在训练中的重要作用:a有效地激发运动训练活动主体的责任感和进取精神。
B制定训练计划的重要依据。
5.起始状态的诊断包括:运动成绩诊断、竞技能力诊断、训练负荷诊断。
6.训练目标包括:运动成绩指标、竞技能力指标、运动负荷指标。
2009年广州体育学院研究生入学考试
《运动训练学》试卷
（请考生将全部答案写在答题纸上，写在试卷上无效）
1、名词解释（每题5分，共25分）
1、竞技战术：
2、训练规律：
3、变换训练法：
4、运动训练手段：
5、等动力量训练法：
二、单项选择题（每题2分，共20分）
1、竞技体育是体育的重要组成部分，是以＿＿为主要特征，以创造
优异运动成绩，夺取比赛优胜为主要目标的社会体育活动。
A、运动训练
B、竞技比赛
C、身体活动
D、体育教育
2、竞技运动区别于其他体育运动的本质的特点是:＿＿＿。
A、规范性
B、公平性
C、竞争性
D、观赏性
3、竞技项目比赛的运动成绩都是由运动员在比赛中的表现、对手在
比赛中的表现以及＿＿这三方面因素所决定的。
A、竞赛结果的评定行为
B、比赛条件
C、教练员的指导水平
D、运动员的心理训练水平
4、以身体练习为基本手段的运动负荷是对机体施加的＿＿＿＿。
A生理刺激 B心理刺激 C训练刺激 D生物刺激
5、变换训练法可培养运动员的多种＿＿＿＿。
A、运动感觉
B、运动表象
C、心理素质
D、生理
机能
6、依比赛的性质可将比赛训练法分为四种，即教学性比赛方法、＿
＿＿比赛方法、检查性比赛方法和适应性比赛方法
A、模拟性
B、观摩性
C、表演性
D、实习性
7、运动员体能发展水平是由其身体形态、＿＿＿和运动素质的发展
状况所决定的。
A、生理机能
B、身体机能
C、内脏官能
D、身体形
态
8、系统训练原则，要求运动训练的全过程应＿＿＿组织运动训练过
程。
A按一定的顺序，分阶段地 B持续地、循序渐进地
9、重复训练法与间歇训练法最大的区别是＿＿＿＿。
A负荷强度 B负荷量 C练习时间 D间歇时间
10、按战术的表现特点，可将战术分为＿＿＿战术、体力分配战
术、参赛目的战术和心理战术等。
A、临场
B、阵形
C、应急
D、实际
三、正误判断题（正确的在答题纸上写A，错误的写B。
每题２分，共30分）
1、篮球的运球上篮练习和排球的助跑扣球练习都属于全身混合
性练习手段。
（ ）
2、安排参加基础训练的儿童少年的训练负荷时，必须严格遵循
循序渐进的原则。
（）
3、训练大周期是以参加重要比赛获得满意成绩为目标，以运动
员竞技状态发展过程的阶段性特征为依据而确定和划分的。
（ ）
4、移动速度的提高在很大程度上取决于运动员对信号应答反应
的动作熟练程度上。
（）
5、在球类等对抗性项目中，技术的“全面性”是最为关键的因
素。
（ ）
6、高强性间歇训练负荷强度大，间歇时间很不充分，每次负荷
持续时间一般在90～180秒之内。
（ ）
7、发展爆发力训练，应用极限或接近极限的速度来完成每一次
的重复练习，练习重复的次数与组数并非越多越好。
（ ）
8、无氧耐力训练的目的在于提高运动员机体吸收、输送和利用
氧气的能力，促进有机体的新陈代谢。
（ ）
9、运动员广泛学习体育专业理论知识对提高运动成绩有积极的
作用。
（ ）
10、高水平运动员在竞技高峰状态主要是创造优异成绩，基本功
训练已不重要。
（ ）
11、 培养运动员的战术能力是战术训练的中心环节。
（ ）
12、在训练、比赛中利用有效刺激物把运动员的心理状态从一个
事物引导到另一个事物上去的方法，称为诱导训练法。
（
）
13、在大型比赛前，运动员高度紧张，心理训练的作用几乎不
大。
（）
14、竞赛规则直接制约着运动技术的发展方向和发展速度。
（
）
15、速度、力量、柔韧等运动素质对技术动作的完成和运动技术
的质量有着重要的影响。
（）
4、问答题（每题15分，共45分）
1、简述状态诊断在训练中的重要作用。
2、简述全程性多年训练计划各阶段的主要任务。
3、简述技战术训练课的主要特点和基本要求。
5、论述题（共30分）
试述在训练过程中如何贯彻区别对待原则。
