2015年考研上海外國語大學(xué)MTI真題網(wǎng)友回憶版

2015年考研工作隨著元旦的到來也完全結(jié)束，跨考網(wǎng)小編第一時間整理發(fā)布金融碩士考研真題及參考答案，以便廣大考生參考。以下便是小編整理網(wǎng)友回憶的2015年考研上海外國語大學(xué)MTI真題。

英語基礎(chǔ)

時間：12.27下午2:00~5:00

一、Filling following blanks with a word.

Nicholas Kristof is a New York Times columnist.

©2014/the new york times

American Dream is Leaving America

The best escalator to opportunity in the US is education. But a new study underscores that the escalator is broken.

We expect each generation to do better, but, currently, more young American men have less education (29%) than their parents than have more education (20%).

Among young Americans whose parents didn’t graduate from high school, only 5% make it through college themselves. In other rich countries, the figure is 23%.

The US is devoting billions of dollars to compete with Russia militarily, but maybe we should try to compete educationally. Russia now has the largest percentage of adults with a university education of any industrialized country—a position once held by the US, although we’re plunging in that roster.

These figures come from the annual survey of education from the Organization for Economic Cooperation and Development, or OECD, and it should be a shock to Americans. A basic element of the American dream is equal access to education as the lubricant of social and economic mobility. But the American dream seems to have emigrated because many countries do better than the US in educational mobility, according to the OECD study.

As recently as 2000, the US still ranked second in the share of the population with a college degree. Now we have dropped to fifth. Among 25-to-34-year-olds—a glimpse of how we will rank in the future—we rank 12th, while once-impoverished South Korea tops the list.

A new Pew survey finds that Americans consider the greatest threat to our country to be the growing gap between the rich and poor. Yet we have constructed an education system, dependent on local property taxes, that provides great schools for the rich kids in the suburbs who need the least help, and broken, dangerous schools for inner-city children who desperately need a helping hand.

Too often, the US’s education system amplifies not opportunity but inequality. My dad was a World War II refugee who fled Ukraine and Romania and eventually made his way to France. He spoke perfect French, and Paris would have been a natural place to settle. But he felt that France was stratified and would offer little opportunity to a penniless Eastern European refugee, or even to his children a generation later, so he set out for the US. He didn’t speak English, but, on arrival in 1951, he bought a copy of the Sunday edition of The New York Times and began to teach himself—and then he worked his way through Reed College and the University of Chicago, earning a PhD and becoming a university professor.

He rode the American dream to success; so did his only child. But while he was right in 1951 to bet on opportunity in the US rather than Europe, these days he would perhaps be wrong. Researchers find economic and educational mobility are now greater in Europe than in the US.

That’s particularly sad because, as my Times colleague Eduardo Porter noted last month, egalitarian education used to be the US’s strong suit. European countries excelled at first-rate education for the elites, but the US led the way in mass education.By the mid-1800s, most American states provided a free elementary education to the great majority of white children. In contrast, as late as 1870, only 2% of British 14-year-olds were in school.

Then the US was the first major country, in the 1930s, in which a majority of children attended high school. By contrast, as late as 1957, only 9% of 17-year-olds in Britain were in school.

Until the 1970s, we were pre-eminent in mass education, and Claudia Goldin and Lawrence Katz of Harvard University argue powerfully that this was the secret to the US’s economic rise. Then we blew it, and the latest OECD report underscores how the rest of the world is eclipsing us.

In effect, the US has become 19th-century Britain: We provide superb education for elites, but we falter at mass education.

In particular, we fail at early education. Across the OECD, an average of 70% of 3-year-olds are enrolled in education programmes. In the US, it’s 38%.

In some quarters, there’s a perception that American teachers are lazy. But the OECD report indicates that American teachers work far longer hours than their counterparts abroad. Yet American teachers earn 68% as much as the average American college-educated worker, while the OECD average is 88%.

Fixing the education system is the civil rights challenge of our era. A starting point is to embrace an ethos that was born in the US but is now an expatriate: that we owe all children a fair start in life in the form of access to an education escalator.

Let’s fix the escalator.

二、Answer following questions(大概，有出入)

1、Why did the author’s father leave for America?

2、What is educational mobility like in Europe?

3、According to Claudia Goldin, what is the secret to the US’s economic rise?

4、What is the 19th-century Britain education like?

5、According to the author, how to fix the problem of American education system?

三、Writing

Write a response essay:

Would we be better off without religion?

Write in the format why or why not