Progress in the area of student mobility hasn't been fast enough to sa-考呗网

英语六级

单选题Progress in the area of student mobility hasn't been fast enough to satisfy students' practical needs.

题干意为，学校在提高学生(职业)流动能力方面的进步并不够快，无法满足学生的实际需求。注意抓住题干中的关键词progress in the area of student mobility和hasn’t been fast enough。关于学生流动能力无法满足实际需求的内容出现在L段。该段后两句提到，例如，学校在提高学生(职业)流动能力方面进步缓慢。一位与会者说，大学必须日益认识到“学生们渴望在国际学术舞台自由流动，在不同国家获得大量学分，在不同背景下获得工作经验但依旧希望拿到一个囊括这一切的学位。”由此可见，题干是原文的同义转述，故答案是L。

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1When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school. These are at best only indicators of something larger, deeper, and far more important. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don't know what to do.
The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples (搏斗) with it boldly, imaginatively, resourcefully (机智地), and if not confidently, at least hopefully: if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one's self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, arising out of entirely different set of attitudes.
Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it,embrace it, unite himself with it. There is no wall, no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim (格言) that there is more than one way to skin a cat. If he can't do something one way, he'll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once: if that try fails, he is through.
Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand, could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns; and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by any other one thing, it is, destroyed by the process that we misname (误称) education—a process that goes on in most homes and schools.
What can we learn about intelligence according to the passage?

A．It is endowed with a traditional definition.
B．It becomes a way to measure one's academic ability.
C．It tunas into a measurement of living standard.
D．It refers to how a person looks at life and acts upon it.

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2 It can be inferred that when confronted with a problem, an unintelligent person usually __

A．thinks about it once and again and arrives at a correct decision
B．cherishes hope and pays more attention to the positive side
C．escapes from the reality and does not give an active reaction
D．indulges in the virtual world and does things with imagination

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3 According to the author, if people are not intelligent, they __

A．usually have negative attitudes towards life
B．are likely to be slow in understanding things
C．are sure to respond negatively towards study
D．reach a lower level on the intelligence standard

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