an empirical study of the stable marriage problem with ties and incomplete lists

剑桥雅思阅读11原文真题解析雅思阅读部分的真题资料，同学们需要进行一些细致的总结，比如说雅思阅读解析其实就是很重要的内容，接下来就是小编给同学们带来的关于剑桥雅思阅读11原文解析(test2)的内容，一起来详细的分析一下吧，希望对你们的备考有所帮助。

剑桥雅思阅读11原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Raising the Mary RoseHow a sixteenth-century warship was recovered from the seabedOn 19 July 1545, English and French fleets were engaged in a sea battle off the coast of southern England in the area of water called the Solent, between Portsmouth and the Isle of Wight. Among the English vessels was a warship by the name of Mary Rose. Built in Portsmouth some 35 years earlier, she had had a long and successful fighting career, and was a favourite of King Henry VIII. Accounts of what happened to the ship vary: while witnesses agree that she was not hit by the French, some maintain that she was outdated, overladen and sailing too low in the water, others that she was mishandled by undisciplined crew. What is undisputed, however, is that the Mary Rose sank into the Solent that day, taking at least 500 men with her. After the battle, attempts were made to recover the ship, but these failed.The Mary Rose came to rest on the seabed, lying on her starboard (right) side at an angle of approximately 60 degrees. The hull (the body of the ship) acted as a trap for the sand and mud carried by Solent currents. As a result, the starboard sidefilled rapidly, leaving the exposed port (left) side to be eroded by marine organisms and mechanical degradation. Because of the way the ship sank, nearly all of the starboard half survived intact. During the seventeenth and eighteenth centuries, the entire site became covered with a layer of hard grey clay, which minimised further erosion.Then, on 16 June 1836, some fishermen in the Solent found that their equipment was caught on an underwater obstruction, which turned out to be the Mary Rose. Diver John Deane happened to be exploring another sunken ship nearby, and the fishermen approached him, asking him to free their gear. Deane dived down, and found the equipment caught on a timber protruding slightly from the seabed. Exploring further, he uncovered several other timbers and a bronze gun. Deane continued diving on the site intermittently until 1840, recovering several more guns, two bows, various timbers, part of a pump and various other small finds.The Mary Rose then faded into obscurity for another hundred years. But in 1965, military historian and amateur diver Alexander McKee, in conjunction with the British Sub-Aqua Club, initiated a project called ‘Solent Ships’. While on paper this was a plan to examine a number of known wrecks in the Solent, what McKee really hoped for was to find the Mary Rose. Ordinary search techniques proved unsatisfactory, so McKee entered into collaboration with Harold E. Edgerton, professor of electrical engineering at the Massachusetts Institute of Technology. In 1967, Edgerton’s side-scan sonar systems revealed a large, unusually shaped object, which McKee believed was the Mary Rose.Further excavations revealed stray pieces of timber and aniron gun. But the climax to the operation came when, on 5 May 1971, part of the ship’s frame was uncovered. McKee and his team now knew for certain that they had found the wreck, but were as yet unaware that it also housed a treasure trove of beautifully preserved artefacts. Interest in the project grew, and in 1979, The Mary Rose Trust was formed, with Prince Charles as its President and Dr Margaret Rule its Archaeological Director. The decision whether or not to salvage the wreck was not an easy one, although an excavation in 1978 had shown that it might be possible to raise the hull. While the original aim was to raise the hull if at all feasible, the operation was not given the go-ahead until January 1982, when all the necessary information was available.An important factor in trying to salvage the Mary Rose was that the remaining hull was an open shell. This led to an important decision being taken: namely to carry out the lifting operation in three very distinct stages. The hull was attached to a lifting frame via a network of bolts and lifting wires. The problem of the hull being sucked back downwards into the mud was overcome by using 12 hydraulic jacks. These raised it a few centimetres over a period of several days, as the lifting frame rose slowly up its four legs. It was only when the hull was hanging freely from the lifting frame, clear of the seabed and the suction effect of the surrounding mud, that the salvage operation progressed to the second stage. In this stage, the lifting frame was fixed to a hook attached to a crane, and the hull was lifted completely clear of the seabed and transferred underwater into the lifting cradle. This required precise positioning to locate the legs into the ‘stabbing guides’ of the lifting cradle. The lifting cradle was designed to fit the hull using archaeological surveydrawings, and was fitted with air bags to provide additional cushioning for the hull’s delicate timber framework. The third and final stage was to lift the entire structure into the air, by which time the hull was also supported from below. Finally, on 11 October 1982, millions of people around the world held their breath as the timber skeleton of the Mary Rose was lifted clear of the water, ready to be returned home to Portsmouth.Questions 1-4Do the following statements agree with the information given in Reading Passage 1?In boxes 1-4 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 There is some doubt about what caused the Mary Rose to sink.2 The Mary Rose was the only ship to sink in the battle of 19 July 1545.3 Most of one side of the Mary Rose lay undamaged under the sea.4 Alexander McKee knew that the wreck would contain many valuable historical objects.Questions 5-8Look at the following statements (Questions 5-8) and the list of dates below.Match each statement with the correct date, A-G.Write the correct letter, A-G, in boxes 5-8 on your answer sheet.5 A search for the Mary Rose was launched.6 One person’s exploration of the Mary Rose site stopped.7 It was agreed that the hull of the Mary Rose should be raised.8 The site of the Mary Rose was found by chance.List of DatesA 1836 E 1971B 1840 F 1979C 1965 G 1982D 1967Questions 9-13Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 9-13 on your answer sheet.Raising the hull of the Mary Rose: Stages one and twoREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-20Reading Passage 2 has seven paragraphs, A-G.Choose the correct heading for each paragraph from the list of headings below.Write the correct number, i-ix, in boxes 14-20 on your answer sheet.List of Headingsi Evidence of innovative environment management practicesii An undisputed answer to a question about the moaiiii The future of the moai statuesiv A theory which supports a local beliefv The future of Easter Islandvi Two opposing views about the Rapanui peoplevii Destruction outside the inhabitants’ controlviii How the statues made a situation worseix Diminishing food resources14 Paragraph A15 Paragraph B16 Paragraph C17 Paragraph D18 Paragraph E19 Paragraph F20 Paragraph GWhat destroyed the civilisation of Easter Island?A Easter Island, or Rapu Nui as it is known locally, is home to several hundred ancient human statues ?— the moai. After this remote Pacific island was settled by the Polynesians, it remained isolated for centuries. All the energy and resources that went into the moai — some of which are ten metres tall and weigh over 7,000 kilos —came from the island itself. Yet when Dutch explorers landed in 1722, they met a Stone Age culture. The moai were carved with stone tools, then transported for many kilometres, without the use of animals or wheels, to massive stone platforms. The identity of the moai builders was in doubt until well into the twentieth century. Thor Heyerdahl, the Norwegian ethnographer and adventurer, thought the statues had been created by pre-lnca peoples from Peru. Bestselling Swiss author Erich von Daniken believed they were built by stranded extraterrestrials. Modern science —linguistic, archaeological and genetic evidence — has definitively proved the moai builders were Polynesians, but not how they moved their creations. Local folklore maintains that the statues walked, while researchers have tended to assume the ancestors draggedthe statues somehow, using ropes and logs.B When the Europeans arrived, Rapa Nui was grassland, with only a few scrawny trees. In the 1970s and 1980s, though, researchers found pollen preserved in lake sediments, which proved the island had been covered in lush palm forests for thousands of years. Only after the Polynesians arrived did those forests disappear. US scientist Jared Diamond believes that the Rapanui people — descendants of Polynesian settlers — wrecked their own environment. They had unfortunately settled on an extremely fragile island —dry, cool, and too remote to be properly fertilised by windblown volcanic ash. When the islanders cleared the forests for firewood and farming, the forests didn’t grow back. As trees became scarce and they could no longer construct wooden canoes for fishing, they ate birds. Soil erosion decreased their crop yields. Before Europeans arrived, the Rapanui had descended into civil war and cannibalism, he maintains. The collapse of their isolated civilisation, Diamond writes, is a ‘worst-case scenario for what may lie ahead of us in our own futu re’.C The moai, he thinks, accelerated the self-destruction. Diamond interprets them as power displays by rival chieftains who, trapped on a remote little island, lacked other ways of asserting their dominance. They competed by building ever bigger figures. Diamond thinks they laid the moai on wooden sledges, hauled over log rails, but that required both a lot of wood and a lot of people. To feed the people, even more land had to be cleared. When the wood was gone and civil war began, the islanders began toppling the moai. By the nineteenth century none were standing.D Archaeologists T erry Hunt of the University of Hawaii andCarl Lipo of California State University agree that Easter Island lost its lush forests and that it was an ‘ecological catastrophe’ —but they believe the islanders themselves weren’t to blame. And the moai certainly weren’t. Archaeological excavations indicate that the Rapanui went to heroic efforts to protect the resources of their wind-lashed, infertile fields. They built thousands of circular stone windbreaks and gardened inside them, and used broken volcanic rocks to keep the soil moist. In short, Hunt and Lipo argue, the prehistoric Rapanui were pioneers of sustainable farming.E Hunt and Lipo contend that moai-building was an activity that helped keep the peace between islanders. They also believe that moving the moai required few people and no wood, because they were walked upright. On that issue, Hunt and Lipo say, archaeological evidence backs up Rapanui folklore. Recent experiments indicate that as few as 18 people could, with three strong ropes and a bit of practice, easily manoeuvre a 1,000 kg moai replica a few hundred metres. The figures’ fat bellies tilted them forward, and a D-shaped base allowed handlers to roll and rock them side to side.F Moreover, Hunt and Lipo are convinced that the settlers were not wholly responsible for the loss of the island’s trees. Archaeological finds of nuts from the extinct Easter Island palm show tiny grooves, made by the teeth of Polynesian rats. The rats arrived along with the settlers, and in just a few years, Hunt and Lipo calculate, they would have overrun the island. They would have prevented the reseeding of the slow-growing palm trees and thereby doomed Rapa Nui’s forest, even withou t the settlers’ campaign of deforestation. No doubt the rats ate birds’ eggs too. Hunt and Lipo also see no evidence that Rapanuicivilisation collapsed when the palm forest did. They think its population grew rapidly and then remained more or less stable until the arrival of the Europeans, who introduced deadly diseases to which islanders had no immunity. Then in the nineteenth century slave traders decimated the population, which shrivelled to 111 people by 1877.G Hunt and Lipo’s vision, therefore, is one of an island populated by peaceful and ingenious moai builders and careful stewards of the land, rather than by reckless destroyers ruining their own environment and society. ‘Rather than a case of abject failure, Rapu Nui is an unlikely story of succe ss’, they claim. Whichever is the case, there are surely some valuable lessons which the world at large can learn from the story of Rapa Nui.Questions 21-24Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 21-24 on your answer sheet.Jared Diamond’s ViewDiamond believes that the Polynesian settlers on Rapa Nui destroyed its forests, cutting down its trees for fuel and clearing land for 21 __________. Twentieth-century discoveries of pollen prove that Rapu Nui had once been covered in palm forests, which had turned into grassland by the time the Europeans arrived on the island. When the islanders were no longer able to build the 22 __________ they needed to go fishing, they began using the island’s 23 __________ as a food source, according to Diamond. Diamond also claims that the moai were built to show the power of the island’s chieftains, and that the methods of transporting the statues needed not only a great number of people, but also a great deal of 24 __________.Questions 25 and 26Choose TWO letters, A-E.Write the correct letters in boxes 25 and 26 on your answer sheet.On what points do Hunt and Lipo disagree with Diamond?A the period when the moai were createdB how the moai were transportedC the impact of the moai on Rapanui societyD how the moai were carvedE the origins of the people who made the moaiREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.NeuroaestheticsAn emerging discipline called neuroaesthetics is seeking to bring scientific objectivity to the study of art, and has already given us a better understanding of many masterpieces. The blurred imagery of Impressionist paintings seems to stimulate the brain’s amygdala, for instance. Since the amygdala plays a crucial role in our feelings, that finding might explain why many people find these pieces so moving.Could the same approach also shed light on abstract twentieth-century pieces, from Mondrian’s geometri cal blocks of colour, to Pollock’s seemingly haphazard arrangements of splashed paint on canvas? Sceptics believe that people claim to like such works simply because they are famous. We certainly do have an inclination to follow the crowd. When asked to make simple perceptual decisions such as matching a shape to its rotated image, for example, people often choose a definitively wrong answer if they see others doing the same. It is easy toimagine that this mentality would have even more impact on a fuzzy concept like art appreciation, where there is no right or wrong answer.Angelina Hawley-Dolan, of Boston College, Massachusetts, responded to this debate by asking volunteers to view pairs of paintings — either the creations of famous abstract artists or the doodles of infants, chimps and elephants. They then had to judge which they preferred. A third of the paintings were given no captions, while many were labelled incorrectly —volunteers might think they were viewing a chimp’s messy brushstrokes when they were actually seeing an acclaimed masterpiece. In each set of trials, volunteers generally preferred the work of renowned artists, even when they believed it was by an animal or a child. It seems that the viewer can sense the artist’s vision in paintings, even if they can’t explain why.Robert Pepperell, an artist based at Cardiff University, creates ambiguous works that are neither entirely abstract nor clearly representational. In one study, Pepperell and his collaborators asked volunteers to decide how ‘powerful’ they considered an artwork to be, and whether they saw anything familiar in the piece. The longer they took to answer these questions, the more highly they rated the piece under scrutiny, and the greater their neural activity. It would seem that the brain sees these images as puzzles, and the harder it is to decipher the meaning, the more rewarding is the moment of recognition.And what about artists such as Mondrian, whose paintings consist exclusively of horizontal and vertical lines encasing blocks of colour? Mondrian’s works are deceptively simple, but eye-tracking studies confirm that they are meticulously composed, and that simply rotating a piece radically changes the way weview it. With the originals, volunteers’ eyes tended to stay longer on certain places in the image, but with the altered versions they would flit across a piece more rapidly. As a result, the volunteers considered the altered versions less pleasurable when they later rated the work.In a similar study, Oshin Vartanian of Toronto University asked volunteers to compare original paintings with ones which he had altered by moving objects around within the frame. He found that almost everyone preferred the original, whether it was a Van Gogh still life or an abstract by Miro. Vartanian also found that changing the composition of the paintings reduced activation in those brain areas linked with meaning and interpretation.In another experiment, Alex Forsythe of the University of Liverpool analysed the visual intricacy of different pieces of art, and her results suggest that many artists use a key level of detail to please the brain. Too little and the work is boring, but too much results in a kind of ‘perceptual overload’; according to Forsythe. What’s more, appealing pieces both abstract and representational, show signs of ‘fractals’ —repeated motifs recurring in different scales. Fractals are common throughout nature, for example in the shapes of mountain peaks or the branches of trees. It is possible that our visual system, which evolved in the great outdoors, finds it easier to process such patterns.It is also intriguing that the brain appears to process movement when we see a handwritten letter, as if we are replaying the writer’s moment of creation. This has led some to won der whether Pollock’s works feel so dynamic because the brain reconstructs the energetic actions the artist used as hepainted. This may be down to our brain’s ‘mirror neurons’, which are known to mimic others’ actions. The hypothesis will need to be thoroughly tested, however. It might even be the case that we could use neuroaesthetic studies to understand the longevity of some pieces of artwork. While the fashions of the time might shape what is currently popular, works that are best adapted to our visual system may be the most likely to linger once the trends of previous generations have been forgotten.It’s still early days for the field of neuroaesthetics — and these studies are probably only a taste of what is to come. It would, however, be foolish to reduce art appreciation to a set of scientific laws. We shouldn’t underestimate the importance of the style of a particular artist, their place in history and the artistic environment of their time. Abstract art offers both a challenge and the freedom to play with different interpretations. In some ways, it’s not so different to science, where we are constantly looking for systems and decoding meaning so that we can view and appreciate the world in a new way.Questions 27-30Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-30 on your answer sheet.27 In the second paragraph, the writer refers to a shape-matching test in order to illustrateA the subjective nature of art appreciation.B the reliance of modern art on abstract forms.C our tendency to be influenced by the opinions of others.D a common problem encountered when processing visual data.28 Angelina Hawley-Dolan’s findings indicate that peopleA mostly favour works of art which they know well.B hold fixed ideas about what makes a good work of art.C are often misled by their initial expectations of a work of art.D have the ability to perceive the intention behind works of art.29 Results of studies involving Robert Pepperell’s pieces suggest that peopleA can appreciate a painting without fully understanding it.B find it satisfying to work out what a painting represents.C vary widely in the time they spend looking at paintings.D generally prefer representational art to abstract art.30 What do the experiments described in the fifth paragraph suggest about the paintings of Mondrian?A They are more carefully put together than they appear.B They can be interpreted in a number of different ways.C They challenge our assumptions about shape and colour.D They are easier to appreciate than many other abstract works.Questions 31-33Complete the summary using the list of words, A-H, below.Write the correct letters, A-H, in boxes 31-33 on your answer sheet.Art and the BrainThe discipline of neuroaesthetics aims to bring scientific objectivity to the study of art. Neurological studies of the brain, for example, demonstrate the impact which Impressionist paintings have on our 31 __________. Alex Forsythe of the University of Liverpool believes many artists give their works the precise degree of 32 __________ which most appeals to the viewer’s brain. She also observes that pleasing works of artoften contain certain repeated 33 __________ which occur frequently in the natural world.A interpretationB complexityC emotionsD movementsE skillF layoutG concern H imagesQuestions 34-39Do the following statements agree with the views of the writer in Reading Passage 3?In boxes 34-39 on your answer sheet, writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if there is no information on this34 Forsythe’s findings contradicted previous beliefs on the function of ‘fractals’ in art.35 Certain ideas regarding the link between ‘mirror neurons’ and art appr eciation require further verification.36 People’s taste in paintings depends entirely on the current artistic trends of the period.37 Scientists should seek to define the precise rules which govern people’s reactions to works of art.38 Art appreciation should always involve taking into consideration the cultural context in which an artist worked.39 It is easier to find meaning in the field of science than in that of art.Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.40 What would be the most appropriate subtitle for the article?A Some scientific insights into how the brain responds toabstract artB Recent studies focusing on the neural activity of abstract artistsC A comparison of the neurological bases of abstract and representational artD How brain research has altered public opinion about abstract art剑桥雅思阅读11原文参考译文(test2)PASSAGE 1 参考译文：打捞玛丽玫瑰号船记一艘16世纪的战舰是如何从海底被打捞的索伦特水域地处英国南部海岸，位于朴茨茅斯和怀特岛之间，1545年7月19日，英国与法国舰队在这里展开了一场海战。

三⽉：经验主义（Empiricism）写在前⾯的话：为什么从经验主义开始？我正在教研究⽅法，引导学⽣做接触直接经验的研究，⽽不是接触间接经验。

⼈们经常⽤“实证研究”来指代这种研究类型，使⽤的英⽂是empirical research，但是我认为empirical research被翻译成经验性研究更准确，⽽实证研究我觉得翻译成基于实证主义（positivism）的经验性研究更合适。

哲学源于对三个问题的思考——这个世界的本质是什么？⼈如何认识这个世界？⼈如何改变这个世界？分别对应的是本体论、认识论、⽅法论。

如果从这三个⽅⾯来看，经验主义也有特定的本体论、认识论、⽅法论：本体论世界的本源是物质，不是精神、⽓、能量等神秘⼒量的存在。

认识论⼈可以通过⾃⼰的感知能⼒，包括视觉、听觉、味觉、嗅觉、触觉，搜集经验，认识世界。

图⽚来⾃⽹络⽅法论通过⼈的感知能⼒，⼈可以开展科学实验、进⾏社会调查，推论世界的规律，归纳对世界的解释。

经验主义代表⼈物和观点希波克拉底（古希腊，公元前460年—前370年）希⽒医学简单被动，其疗法乃建基于“⾃然界所赋予之治疗⼒量”。

根据此理论，⼈体⾃有平衡四液（胆汁质、粘液质、多⾎质、抑郁质）及痊愈之⼒量，故此，其着重于促进此⾃然过程之发⽣，并相信“休息及制动乃治病之头等要事”。

普遍来说，希⽒疗法对病⼈甚为友善，过程平和，并强调保持个⼈卫⽣与消毒。

另外，其医学理论之另⼀强项是强调预后之重要性。

在希⽒之时代，药疗之术极不成熟，医师倘能正确评估病情并基于病⼈之病历推导其病情进展，已算是很不错了，⽽这正是希⽒所强调的。

（来⾃维基百科）亚⾥⼠多德（古希腊，公元前384-前322）柏拉图认为，我们在现实世界中看到的⼀切事物纯粹只是更⾼层次的概念世界（以及灵魂）中那些事物的影⼦。

亚⾥⼠多德的主张正好相反。

他认为，⼈类灵魂中存在的事物纯粹只是⾃然事物的影⼦。

因此⾃然就是真实的世界。

亚⾥⼠多德认为，我们所拥有的每⼀种想法与意念都是透过我们看到、听到的事物⽽进⼊我们的意识。

Unit 14. Translation process A. Comprehension of words:句子译文（P4-5）（1）人生历程就是从生到死。

(2)女孩放好了桌子。

但lay table”的真正含义是指在餐桌上摆好吃饭用的餐具.(3)他认为我够朋友/他认为我可交。

(4)她哭得很伤心。

不能译“她把眼睛哭出来”。

如to laugh one's head off"笑掉大牙”，to burst/split one's side with laughter“笑破肚子”；“tears well up in one's eyes”译为“泪汪汪”．(5)我们找了他，但一无所获。

“to no purpose”和“for no purpose不同，后者是“没有目的”，前者则是“毫无结果”，“一天所获”。

(6)但是他的重大发明还在后头呢(7)你认为汤姆怎么样？他这个人一无可取。

(8)他那个人小气劲儿简直没法说。

可不是吗！/没错。

(9) 哎哟! 人生如草芥.(10) 哪里想到俺和这些高贵的德伯维尔一直是同宗共祖呐。

(11) 谁来都行，由我来对付。

/兵来将挡，谁来我都不怕。

(12) 我死也不干。

(13) 理论固然重要，实践更重要。

(14)学英语，光学语法是不行的。

(15)“exaggerate”一词可以引出较广的含义，不能照字面理解为“被夸张了”，而应译为“他大发雷霞，未免小题大做”。

(16) “我拜读过大作。

没有想到你这么年轻有为，(我原来以为你是一个老人呢)。

(17) 每次出差回来，这儿都叫我感到耳目一新，精神一爽。

(18)应根据对其深层意思的理解译为“可是这个家里是他妈妈说了算(或他妈妈当家)，他们说，他连他妈妈的一半也顶不上”(他那样的人，两个也比不过他妈妈)。

(19) 如果将主语译成“他和她”就显得不顺。

后半句如译成“他们各自与另一个人结婚了”则不够清楚。

全句宜译成：“他们再次相逢时，一个已经娶妻，一个也已经再嫁了”。

江苏省镇江市实验高级中学、镇江市第二中学2024-2025学年高二上学期10月月考英语试卷一、阅读理解Warm Mineral Springs ParkStep into the past at the only natural warm spring in Florida! With a consistent average temperature of 85 °F year round, Warm Mineral Springs Park provides visitors with a number of recreation options. The spring is reported to have one of the highest mineral contents of any natural spring in the United States. With highly mineralized properties, internationally known for its healing qualities, the park attracts more than 130,000 visitors annually.At Warm Mineral Springs Park, you will find a day full of relaxation. A variety of spa services are available to those who book in advance by calling (941) 426-1692. An on-site gift shop offers diverse items and souvenirs for purchase.PricingTickets are not refundable, cannot be exchanged, and cannot be reissued if lost or stolen. Same day re-entry is permitted. Residents include all of Sarasota County. Proof of residency includes driver’s license, water bill and tax bill. Entry pricing, including sales tax, is as follows:General RulesTo ensure a safe and enjoyable experience for all visitors, please respect the following rules:♦ Children 10 years and younger must stay in the children’s area.♦Children ages 11-16 must remain in the outer border.♦You must be 17 years or older to swim in the middle.♦No toys are allowed in the water.♦No food or drinks in the water.♦No visitors may block the entrance or exit ramps (坡道).♦Devices for the producing or reproducing of sound are prohibited.For Daily Programming, Contact: (941) 426-1692Hours of Operation: Monday through Sunday 9 a.m. to 5 p.m.Open every day, with the exception of December 25.1．What makes Warm Mineral Springs Park unique in Florida?A．The natural spring.B．The recreation options.C．The average temperature.D．The mineral contents.2．A student aged 16 from Sarasota entered the park twice last Sunday, and he paid ________.A．$11.25B．$22.50C．$15D．$303．Which of the following is TRUE according to the passage?A．Visitors can purchase souvenirs all year round.B．The entrance or exit ramps aren’t available to visitors.C．Activity zones are separated according to the age of visitors.D．Each visitor to the park can relax himself through spa services.My best friend traveled to stay with our family last weekend. When she arrived, she went straight to the kitchen and, without asking, ate a spoonful of raspberry jam and some dried fruit. She wasn’t being rude. I knew she would do this. We’ve known each other for almost 20 years. She can eat anything she wants from my kitchen. Indeed, I bought her favorite fruits and snacks at the shop that morning.Our long weekend together was luxuriously (惬意地) simple. I was recovering from surgery (手术) and couldn’t go to shopping malls. We passed the time running errands (做杂事), going to the post office and collecting dry cleaning. We drank way too many cappuccinos. But we talked about every little detail of our lives.There’s never been a quiet moment in our friendship. We’ve lived in different cities for almost a decade. Reunions demand constant conversation. our personalities are matched, to be sure, and a shared history is indescribably valuable. We were competitors in high school before bonding over a bad experience. Then we discovered the many interests that we had in common. Our friendship cemented (巩固) itself quickly. We stayed companions through law school, through our first jobs and our first boyfriends. We supported each other through break-ups and breakthroughs. Ours is a friendship for the ages.There is something special about friends who know everyone and everything about you. They are rare. These are the people you’ve chosen to witness your life. They have seen the bright lights of achievement, the depths of despair (绝望) and the boring routine (平淡乏味) of the in-between.It’s special to unpack feelings and frustrations without wasting time filling in the blanks. As my long weekend shows, with such friends we don’t have to “do”, we simply have to “be”. We drop the act, the performance, the public version of ourselves.The special friendships are those which never fail to delight, the continuation of which is worth the extra effort, despite distance and difference sneaking (溜进) into your separate lives. I had the very great joy of this reminder last weekend. I’m lucky to have found this friend, to see a future where her companionship remains. Being together is perfection.4．What happened during her best friend’s visit?A．They enjoyed an eventful long weekend.B．They bonded by having long conversations.C．They made their favorite snacks and coffee.D．They talked about recent news events. 5．One thing that the author appreciates about their friendship is that ______.A．they help each other deal with the boredom of lifeB．they prefer to witness each other’s lives from far awayC．they try to show each other their best selvesD．they are comfortable being themselves when together6．Which of the following would the author agree with?A．Charm comes from differences.B．Politeness brings best friends closer.C．Good friendships last naturally.D．Good friendships need devotion.7．The author’s main purpose in writing this article is to ______.A．describe what her best friend is like B．tell about the friendship she treasuresC．explore the key aspects of friendship D．express thanks to her best friendEveryone is afraid of something. Maybe you're afraid of spiders, or heights, or dogs, or the dark. And traditionally, we’ve thought that's because you learned to be afraid. Probably because you had a bad run-in with something at some point. But there's a different idea out there that's been getting more attention lately: the idea that fears aren’t just learned …they also can be inherited.It sounds like a wild idea. How do you inherit something as abstract as fear? But over the last fifty years, researchers have been studying just how much fears have to do with inheritance and genetics. And their results have been kind of surprising.In this work, they’ve put a lot of effort into understanding one extreme kind of fear, called a phobia. To get a sense of how much genes influence fear, scientists have begun looking at identical twins. Since identical twins have almost the same DNA, researchers can figure out how heritable a fear is by comparing how often specific phobias appear in identical twins as opposed to other brothers or sisters. Because even though twins often have lots of similar experiences, they probably don't share the types of experiences that cause phobias — like getting bitten by a dog or falling out of a tree.One 1998 study of 659 pairs of identical and fraternal twins in Australia looked at how many had a fear of blood. The study found that genetics accounted for 71 percent of the variation among those people, meaning genetic factors play a pretty big role in determining whether a person has some specific fear.A 2016 study also found that fear of dental work was over 30 percent heritable. So, if you are afraid of going to the dentist, it really might not be your dentist's fault. Overall, first-degree relatives of people with phobias are more likely to have similar phobias than people with no family history.So, it's pretty clear that phobias are heritable!8．What does the author mean by saying the underlined sentence in Para. 2?A．It's unbelievable that people can inherit something so abstract like fear.B．It's surprising that people know so little about inheritance and genetics.C．It's natural that people become afraid of things that they had bad experience with.D．It's interesting that people are afraid of so many things such as spiders and the dark. 9．Why did the scientists choose identical twins as their test subjects?A．They look very much alike.B．They have shared experiences.C．They have similar personalities.D．They share basically the same DNA．10．What did the author try to prove by mentioning the studies in Para. 4 and 5?A．Dentists are scary to many kids.B．Most people have some kind of fear.C．Fear of blood is the most common phobia.D．Fear of things can be a result of genetic inheritance.11．Where does the text probably come from?A．A travel brochure.B．A science talk show.C．A commercial advertisement.D．A history book.In order to improve people’s sleep, experts have encouraged people to adopt a variety of measures to overcome their stress-related sleeplessness. Among their recommendations: engage in regular exercise, establish a nightly bedtime routine and cut back on screen time. But many people may be overlooking another important factor in poor sleep: diet.A growing body of research suggests that the foods you eat can affect how well you sleep, and your sleep patterns can affect your diet choices. Dr St-Onge has spent years studying the relationship between diet and sleep. In this research, she and her assistants selected 26 healthy adults and controlled what they ate for four days, providing them with regular meals prepared by nutritionists while also monitoring how they slept at night. On the fifth day, the subjects were allowed to eat whatever they wanted.Their work suggests that rather than stressing one or two specific foods with supposedly sleep-inducing properties, it is better to focus on the overall quality of your diet. They discovered that eating more fat and less fiber from foods like vegetables, fruits and whole grains led to reductions in slow-wave sleep, which is the deep kind. In general, the experiments have also found that carbs have a significant impact on sleep: People tend to fall asleep much faster at night when they consume a high-carb diet compared to when they consume a high-fat or high-protein diet.But the quality of carbs matters. In fact, they can be a double-edged sword when it comes tosleep. Dr St-Onge has found that when people eat more sugar and simple carbs — such as white bread and pasta — they wake up more frequently throughout the night. In other words, eating carbs may help you fall asleep faster, but it is best to consume “complex” carbs that contain fiber, which may help you obtain more deep, healthy sleep.12．In what way can we say “the quality of carbs matters”?A．Carbs are essential to better sleep.B．Carbs’ influence depends on its quality.C．Carbs can be consumed as many as possible.D．Carbs should be taken in frequently. 13．Which of the following can be the best title for the text?A．A Recent Research on Sleep and Diet B．A Method of Having a Good SleepC．The Relation between Sleep and Diet D．The Sleep Patterns and Diet Choices 14．Which factor might be ignored in poor sleep?A．Regular exercise.B．Bedtime schedule.C．Screen time.D．Proper diet.15．What does the research conducted by Dr St-Onge suggest?A．We can have a better sleep with all carbs.B．Sleep and diet can influence each other.C．Carbs contribute to easier sleep than high-fat diets.D．We’d better focus on one or two specific food.Tips to Create Great ReadersAre great readers born or are they made? Obviously, children don’t enter the world knowing how to understand a text or make a prediction. 16 Here are some tips for making children great readers by habit.17 The most critical moment in reading instruction is when children get something wrong. If the child continues practising the skill incorrectly, he or she will build weaker habits. Intervene (干预) with a targeted question, such as “How does this part of the text help you understand this character?” Doing so can prevent poor habits from taking root and build great ones in their place.Build habits at the moment of writing. Just like adults, children use writing to gather their thoughts about a text and communicate their ideas to others. 18 For example, children can first have a discussion about what they’re reading by answering a focus question in writing: “Whatis the author trying to teach us in this story?” 19 By doing this, you can get a better understanding of what guidance the children will need during the discussion.Build habits at the moment of reading. Independent reading time is important for any reading programme. It’s a chance for children to put together everything they’ve learnt in reading lessons and fly using their own wings. 20 So providing a rich class library and letting children know that they are expected to read for the entire period will ensure their success as lifelong independent readers.A．Build habits at the moment of error.B．Make sure children fall in love with reading.C．Then, you can review their written responses.D．They grow into great readers by learning great habits.E．But it only works if they really do spend that time reading.F．Specific lines or phrases from the text help to reveal that information.G．Therefore, you can develop their writing and reading skills at the same time.二、完形填空In the summer of 2015, Brian Peterson and his wife, had just moved to California. Outside the couple’s apartment, a homeless man often shouted on the street corner. One day, Peterson was reading the book Love Does, when his quiet was 21 by the homeless man. Inspired by the book’s 22 message, Peterson then decided to go out and 23 himself.In that first conversation, Peterson learned that the man’s name was Matt Faris. He’d moved to California to pursue a career in 24 , but he soon fell on 25 difficulties and ended up living on the street without a penny. The story touched Peterson, a graduate of the Cleveland College of Art, who hadn’t 26 a paintbrush in eight years. 27 , he found himself asking if he could paint Faris’s portrait. Faris said yes.This 28 sparked Peterson to found Faces of Mankind, a nonprofit organization that focused on painting and 29 portraits of those who are unhoused. Peterson put half the money into a “love account” to help his 30 get back on their feet. Many people use the funds for 31 —medical care, clothes or food, but Faris chose to 32 hismusical dream. When the album was delivered to Faris, the man finally couldn’t contain his emotions and 33 in Peterson’s arms.Over the years, Peterson has discovered that the buyers begin to see the homeless 34 . They mention that they tend to connect and develop friendship with someone they might have otherwise 35 .21．A．tackled B．threatened C．disturbed D．grasped 22．A．severe B．outgoing C．enormous D．caring 23．A．introduce B．delight C．commit D．accuse 24．A．music B．business C．medicine D．painting 25．A．physical B．emotional C．academic D．financial 26．A．pick out B．pick up C．get up D．take up 27．A．Apparently B．Unexpectedly C．Unwillingly D．Brilliantly 28．A．encounter B．conflict C．reunion D．detection 29．A．demanding B．purchasing C．abandoning D．selling 30．A．artists B．employees C．models D．neighbors 31．A．preparations B．necessities C．requirements D．qualities 32．A．accomplish B．postpone C．approach D．withdraw 33．A．clapped B．laughed C．screamed D．wept 34．A．cautiously B．differently C．openly D．gratefully 35．A．accompanied B．engaged C．ignored D．supported三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

2008年国外马克思主义著作索引（英文）吕增奎编译1．《马克思主义与犯罪学：批评与手段》Marxism and Criminological Theory:A Critique and a Toolkit / Mark Cowling. New York: PalgraveMacmillan, 2008.2．《马克思主义、社会主义与印度政治》Marxism, Socialism, Indian Politics / Randhir Singh. Delhi: Aakar Books, 2008.3．《从马克思主义到后马克思主义》From Marxism to Post-Marxism / G?ran Therborn. London London: Verso Books, 2008.4．《俄国的马克思主义：1879－1906年的主要文献》Marxism in Russia: Key Documents 1879-1906 / ed. Neil Harding, tr. Richard Taylor. NewYork: Cambridge University Press, 2008.5. 《西班牙的马克思主义对苏联共产主义：西班牙内战期间的马克思主义统一工人党》Spanish Marxism versus Soviet Communism: A History of the P.O.U.M.in the Spanish Civil War / Victor Alba and Stephen Schwartz. Transaction Books, 2008.6．《后马克思主义与政治：巴西劳工党研究》Post-Marxism and Politics: The Case of the Brazilian Workers’ Party / Carlos Pessoa. VDM Verlag, 2008.7. 《马克思主义、批评、对话》Marxism, Criticism, Dialogue / Terrence Hawkes.Routledge, 2008.8. 《马克思主义、法西斯主义与极权主义：激进主义思想史上的三个篇章》Marxism, Fascism, and Totalitarianism: Chapters in the Intellectual History of Radicalism / A. James Gregor. Stanford University Press, 2008.9. 《苏联的马克思主义与自然科学：1917－1932年》Soviet Marxism and NaturalScience: 1917-1932 / David Joravsky. Routledge, 2008.10.《世界劳工协会与萨帕塔：关于无政府主义、马克思主义和激进历史的对话》Wobblies and Zapatistas: Conversations on Anarchism, Marxism andRadical History / Staughton Lynd and Andrej Grubacic. PM Press, 2008.11.《马克思主义与阶级分析》Marxism and Class Analysis / AndreBeteille. Oxford University Press, USA, 2008.12.《乌托邦主义与马克思主义》Utopianism and Marxism, Second Updated Edition/ Vincent Geoghegan. Peter Lang Publishing, 2008.13. 《霸权与教育：重访葛兰西、后马克思主义与激进民主》（Hegemony andEducation: Gramsci, Post-Marxism, and Radical Democracy Revisited / DebSandra Bloodworth. Melbourne: Socialist Alternative, 2008.28.《伦理的马克思主义：解放的绝对命令》Ethical Marxism: The CategoricalImperative of Liberation / Bill Martin. Chicago, Ill.: Open Court, 2008.29.《马克思主义与环境危机》Marxism and Environmental Crises / DavidLayfield. Arena Books Ltd, 2008.30.《曼海姆与匈牙利的马克思主义》Mannheim and Hungarian Marxism / JosephGabel. Somerset, N.J. : Transaction, 2008.31.《马克思主义、政治与文化》Marxism, Politics and Culture / GregorBenton. London: Routledge, 2008.32.《早期萨特与马克思主义》The Early Sartre and Marxism / Sam Coombes. NewYork, NY. : Wien Lang, 2008.33.《东方的马克思主义和其他论文集》Eastern Marxism and Other Essays / S.N. Nagarajan, T. G.. Jacob, and P. Bandhu. Ootacamund: Odyssey, 2008.34.《马克思主义与教育理论》Marxism and Educational Theory: Origins andIssues / Mike Cole. London: Routledge, 2008.35.《马克思主义与科学社会主义：从恩格斯到阿尔都塞》Marxism & ScientificSocialism: From Engels to Althusser / Paul Thomas. Milton Park:Routledge, 2008.36.《马克思主义、社会主义、印度政治：左派的观点》Marxism, Socialism, IndianPolitics: A View from the Left / Randhir Singh.Delhi: Aakar Books, 2008.37.《当代社会科学中的阶级和政治：“马克思主义光线”及其文化盲点》Class andPolitics in Contemporary Social Science: “Marxism Lite” and Its Blind Spot for Culture / Dick Houtman. New Brunswick, N.J. : Aldine Transaction, 2008.38.《殖民地的自由主义与西方马克思主义》Colonial Liberalism and WesternMarxism / Stuart Macintyre London: SAGE, 2008.39.《马克思》Marx / Martin McIvor. London: Continuum, 2008.40.《马克思与法律》Marx and Law / Susan Easton. Ashgate, 2008.41.《马克思恩格斯传》Marx & Engels: A Biographical Introduction / ErnestoGuevara. Melbourne: Ocean Press, 2008.42.《马克思的价格和利润哲学》Marx’s Philosophy of Price and Profit / ed.Sunil Chaudhary. New Delh: Global Vision Pub., 2008.43.《卡尔·马克思》Karl Marx / Michael A. Lebowitz and A. P. Thirlwall.Palgrave Macmillan, 2008.44.《马克思与资本主义的意义：介绍与分析》Marx and the Meaning of Capitalism:Introduction and Analyses / Stanley Bober. Palgrave Macmillan, 2008.45.《马克思的经济学：分析与应用》The Economics of Karl Marx: Analysis andApplication / Samuel Hollander. Cambridge, New York: CambridgeUniversity Press, 2008.46.《论终结：马克思、福山、霍布斯鲍姆、安德森》Ends in Sight: Marx/Fukuyama/Hobsbawm/ Anderson /Gregory Elliott, London: Pluto Press; Toronto: Between the Lines, 2008.47.《更新马克思主义和教育的对话：开端》Renewing Dialogues in Marxism andEducation: Openings / ed. Anthony Green, Glenn Rikowski and Helen Raduntz. Palgrave Macmillan, 2008.48.《鬼魂的划界：论德里达的<马克思的幽灵>》Ghostly Demarcations: ASymposium on Jacques Derrida’s Specters of Marx / Michael Sprinker.London: Verso Books, 2008.49.《多元文化的动力学与历史的终结》Multicultural Dynamics and the Ends ofHistory / Re?al Robert Fillion. Ottawa: University of Ottawa Press, 2008.50.《马克思在伦敦：图片集》Marx in London: An Illustrated Guide / Asa Briggsand John Callow. London: Lawrence and Wishart, 2008.51.《卡尔·马克思》Karl Marx / Bertell Ollman, Modern Library, 2008.52.《马克思的<大纲>：150年后政治经济学批判的基础》Karl Marx’s Grundrisse:Foundations of the Critique of Political Economy 150 Years Later / Marcello Musto. London and New York: Routledge, 2008.53.《如何阅读马克思》How to Read Marx’s Capital / Stephen Shapiro. Londonand Ann Arbor: Pluto, 2008.54.《重读马克思：历史考证版后的新视角》Rereading Marx: New Perspectivesafter the Critical Edition / R. Bellofiore and Roberto Fineschi.Basingstoke: Palgrave Macmillan, 2008.55.《马克思与现代性：主要读物与评论》Marx and Modernity: Key Readings andCommentary / Robert Antonio and Ira J. Cohen. Blackwell Pub., 2008.56.《斯大林主义阴影下的葛兰西和托洛茨基：反对派的政治理论和实践》Gramsciand Trotsky in the Shadow of Stalinism: The Political Theory and Practice of Opposition / Emanuele Saccarelli. New York: Routledge, 2008. 57.《葛兰西、政治经济学与国际关系理论：现代王子与裸体国王》Gramsci,Political Economy, and International Relations Theory: Modern Princes and Naked Emperors / Alison J. Ayers. New York: Palgrave Macmillan, 2008.58.《葛兰西与全球政治：霸权与反抗》Gramsci and Global Politics: Hegemonyand Resistance / Mark McNally and J. J. Schwarzmantel London: Routledge, 2008.59.《再见，社会主义先生！》Goodbye Mr. Socialism / Antonio Negri and RafValvola Scelsi. New York: Seven Stories Press, 2008.60.《历史时代的挑战和重负：21世纪的社会主义》The Challenge and Burden ofHistorical Time: Socialism in the Twenty-First Century / Istva?n Me?sza?ros. New York: Monthly Review Press, 2008.61.《超越资本主义和社会主义：旧理想的新宣言》Beyond capitalism & Socialism:A New Statement of An Old Ideal: A Twenty-First Century Apologia forSocial and Economic Sanity / Tobias J. Lanz. Norfolk, Va.: Light in the Darkness Publications, 2008.62.《社会主义向何处去：寻找第三条道路》Whither Socialism: Quest for a ThirdPath / K. K. Sinha, Uma Sinha, and Priyam Krishna. New Delhi: Serials Publications, 2008.63.《真实的委内瑞拉：21世纪社会主义的形成》The Real Venezuela: MakingSocialism in the 21st Century / Iain Bruce. Pluto 2008.64.《麦克弗森：自由主义和社会主义的困境》C.b. Macpherson: Dilemmas ofLiberalism and Socialism / WilliamLeiss. McGill Queens University Press, 2008.65.《市场与社会主义：中国和越南的经验》Market and Socialism: In the Lightof the Experiences of China and Vietnam / Ja?nos Kornai and Yingyi Qian. Basingstoke: Palgrave Macmillan, 2008.66.《定额的恐怖：从列宁到斯大林的国家安全》Terror by Quota: State Securityfrom Lenin to Stalin / Paul R Gregory. NewHaven,Conn.; London: Yale University Press, 2008.67.《列宁主义的轮廓》Contours of Leninism / Nandan Maniratnam. Chennai:Bharathi Puthakalayam, 2008.68.《团结的辩证法：劳动、反犹主义与法兰克福学派》Dialectic of Solidarity:Labor, Antisemitism, and The Frankfurt School / Mark P. Worrell Leiden and Boston: Brill, 2008.69.《法兰克福学派视野中的全球化、民主和法律》Frankfurt School Perspectiveson Globalization, Democracy, and The Law / William E. Scheuerman. New York: Routledge, 2008.70.《停滞不前的伦理学：列维纳斯和法兰克福学派的历史和主体性》Ethics at AStandstill: History and Subjectivity in Levinas and the Frankfurt School / Asher Horowitz. Pittsburgh, Pa.: Duquesne University Press, 2008.71.《法兰克福学派批判理论新论》New Essays on the Frankfurt School ofCritical Theory New Edition / ed. Alfred J. Drake. Cambridge Scholars Pr Ltd., 2008.72《阿多诺与海德格尔：哲学问题》Adorno and Heidegger: PhilosophicalQuestions / Iain Macdonald and Krzysztof Ziarek. Stanford, Calif.: Stanford University Press, 2008.73.《阿多诺》Adorno / O’Connor, Brian. Routledge 2008.74.《阿多诺：主要概念》Theodor Adorno: Key Concepts / Deborah Cook.Stocksfield: Acumen Pub., 2008.75.《灾难之后的荷尔德林：海德格尔、阿多诺、布莱希特》Ho?lderlin after TheCatastrophe: Heidegger, Adorno, Brecht / Robert Savage. Rochester, N.Y.: Camden House, 2008.76.《四位犹太人在帕纳塞斯山上的对话：本雅明、阿多诺、舒勒姆与勋伯格》FourJews on Parnassus: A Conversation: Benjamin, Adorno, Scholem,Scho?nberg / Carl Djerassi and Gabriele Seethaler. New York: Columbia University Press, 2008.77.《处在十字路口的阿多诺》Adorno at the Crossroads / Arne De Winde andBart Philipsen. Eekhout: Academia Press, 2008.78.《阿多诺：经验的复兴》Adorno: The Recovery of Experience / RogerFoster. State University of New York Press, 2008.79.《萨特与阿多诺：主体性的辩证法》Sartre and Adorno: The Dialectics ofSubjectivity / David Sherman. State University of New York Press, 2008.80.《美学与艺术品：阿多诺、卡夫卡、李赫特》Aesthetics and the Work of Art:Adorno, Kafka, Richter / Peter De Bolla and Stefan H Uhlig.Basingstoke: Palgrave Macmillan, 2008.81.《动荡时代的哲学：冈奎莱姆、萨特、福柯、阿尔都塞、德勒兹、德里达》Philosophyin Turbulent Times: Canguilhem, Sartre, Foucault, Althusser, Deleuze, Derrida / Elisabeth Roudinesco. New York: Columbia University Press, 2008.82.《霍克海默和哈贝马斯的政治概念》The Concept of the Political in MaxHorkheimer and Ju?rgen Habermas / A. Marinopoulou. Athens: Nissos Academic Pub., 2008.83.《意见体系：从霍布斯到哈贝马斯的公共领域困境》The Opinion System:Impasses of the Public Sphere from Hobbes to Habermas / Kirk Wetters.New York: Fordham University Press, 200884.《印度和西方视角中的意识：商羯罗、康德、黑格尔、利奥塔、德里达与哈贝马斯》Consciousness: Indian and Western Perspectives: Sankara, Kant, Hegel, Lyotard, Derrida & Habermas / Raghwendra Pratap Singh. 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高三英语学术论文阅读单选题60题1. In a historical research on ancient civilizations, it was found that the Mayan civilization had a highly developed calendar system. Which of the following best describes the significance of this calendar system?A. It was only used for religious ceremoniesB. It was mainly for predicting natural disastersC. It played an important role in various aspects of Mayan life including agriculture, religion and social organizationD. It was a simple tool for counting days答案：C。

解析：原文提到玛雅文明的日历系统高度发达，在其文明中的作用是多方面的，包括农业、宗教和社会组织等方面，C选项准确概括了这一意义。

A选项说只用于宗教仪式过于片面；B选项主要用于预测自然灾害不符合事实；D选项说只是简单的计日工具与高度发达不符。

2. When studying the cultural heritage of a certain tribe, researchers noted that their traditional dances were passed down from generation to generation. What might be the main purpose of this inheritance?A. To show off their physical abilitiesB. To amuse the tribal leadersC. To preserve their unique cultural identity and valuesD. To compete with other tribes答案：C。

- 248-校园英语 / 文艺鉴赏从成长小说角度分析《爱玛》中女性的成长三亚学院/胡翩翩【摘要】《爱玛》是简•奥斯汀所写的第五部小说，也可称为她的巅峰之作——其写作手法更为成熟，在人物塑造方面也更有深度。

从小说样式来看，该作品可被定义为成长小说。

小说的主人公爱玛起初是一个自以为是的富家小姐，她经常对别人的感情，尤其是她贴身侍女哈丽特的婚事指手画脚。

小说以爱玛的“乱点鸳鸯谱”为情节推动力，详细描述了爱玛在经历了一系列错误后逐渐走向了成熟，尤其在人格和道德上成长较大。

在对爱玛的成长进行描写的同时，作者的笔触也记录了小说的另一女性人物——哈丽特的成长，她的成长作为爱玛的成长镜面投射并给予有力的支撑。

本文将首先介绍成长小说，进而分析在该小说中主人公爱玛所经历的三个成长阶段，并从社会和道德的角度分析其成长的原因与局限性。

最后旨在告诉读者女性的成长对整个社会的积极意义所在。

【关键词】简•奥斯汀 成长小说 爱玛 人格 道德《爱玛》是简•奥斯汀的第五部小说，作者于 1814 年动笔，1815 年完稿。

在知名度上，《爱玛》并不像《傲慢与偏见》那样为众人熟知，但在描写世态众生上，她比别的作品更有深度，因而被不少评论家视为作者最成熟的小说。

奥斯汀本人认为，爱玛是“一位除了我自己外谁也不会非常喜欢的女主人公”。

在该小说中，主人公爱玛是一个好给人做媒的富家小姐，小说以此为主要情节推动力，通过描写爱玛为侍女哈丽特寻找理想结婚对象的过程，以及在此过程中爱玛因为一次又一次的的犯错，最终在自我反省及奈特利先生的帮助下，爱玛渐渐成熟，成长起来。

一、成长小说的定义及特点1.成长小说的定义。

成长小说亦称启蒙小说(novel of initiation)，此概念最初源于德国，是西方近代文学中颇重要也常见的一个类型。

简单说来，这类小说处理的是主角自幼年或少年至成年、自天真无知至成熟世故的历练过程：或许进入社会吃亏吃苦而逐渐明白世途艰难人心险恶，或许经历某个或某些重大事件而使人生有所领悟有所改变；而在这番领悟和改变完成之际，故事亦到达(圆满的，或虽不圆满但尚称释然的)尾声。