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2022年全国硕士研究生入学统一考试英语（一）试题
Directions:Section I Use of English Read the following text. Choose the best word(s) for each numbered blank and mark [A], [B], [C] or [D] on the ANSWER SHEET. (10 points) The idea that plants have some degree of consciousness first took root in the early 2000s; the term “plant neurobiology” was 1 around the notion that some aspects of plant behavior could be 2 to intelligence in animals. 3 plants lack brains, the firing of electrical signals in their stems and leaves nonetheless triggered responses that 4 consciousness, researchers previously reported. But such an idea is untrue, according to a new opinion article. Plant biology is complex and fascinating, but it 5 so greatly from that of animals that so-called 6 of plants’ intelligence is inconclusive, the authors wrote. Beginning in 2006, some scientists have 7 that plants possess neuron-like cells that interact with hormones and neurotransmitters, 8 “a plant nervous system, 9 to that in animals,” said lead study author Lincoln Taiz, “They 10 claimed that plants have ‘brain-like command centers’ at their root tips.” This 11 makes sense if you simplify the workings of a complex brain, 12 it to an array of electrical pulses; cells in plants also communicate through electrical signals. 13 , the signaling in a plant is only 14 similar to the firing in a complex animal brain, which is more than “a mass of cells that communicate by electricity,” Taiz said. “For consciousness to evolve, a brain with a threshold 15 of complexity and capacity is required,” he 16 . “Since plants don’t have nervous systems, the 17 that they have consciousness are effectively zero.” And what’s so great about consciousness, anyway? Plants can’t run away from 18 , so investing energy in a body system which 19 a threat and can feel pain would be a very 20__ evolutionary strategy, according to the article. 1.[A] coined [B] discovered [C] collected [D] issued 2.[A] attributed [B] directed [C] compared [D] confined 3.[A] Unless [B] When [C] Once [D] Though 4.[A] coped with [B] consisted of [C] hinted at [D] extended to 5.[A] suffers [B] benefits [C] develops [D] differs 6.[A] acceptance [B] evidence [C] cultivation [D] creation 7.[A] doubted [B] denied [C] argued [D] requested 8.[A] adapting [B] forming [C] repairing [D] testing 9.[A] analogous [B] essential [C] suitable [D] sensitive 10.[A] just [B] ever [C] still [D] even 11.[A] restriction [B] experiment [C] perspective [D] demand 12.[A] attaching [B] reducing [C] returning [D] exposing 13.[A] However [B] Moreover [C] Therefore [D] Otherwise 14.[A] temporarily [B] literally [C] superficially [D] imaginarily 15.[A] list [B] level [C] label [D] load 16.[A] recalled [B] agreed [C] questioned [D] added 17.[A] chances [B] risks [C] excuses [D] assumptions 18.[A] danger [B] failure [C] warning [D] control 19.[A] represents [B] includes [C] reveals [D] recognizes 20.[A] humble [B] poor [C] practical [D] easy
Section Ⅱ Reading Comprehension
Directions:Part A Read the following four texts. Answer the questions after each text by choosing [A], [B], [C] or [D]. Mark your answers on the ANSWER SHEET. (40 points)
Text 1
People often complain that plastics are too durable. Water bottles, shopping bags, and other trash litter the planet, from Mount Everest to the Mariana Trench, because plastics are everywhere and don’t break down easily. But some plastic materials change over time. They crack and frizzle. They “weep” out additives. They melt into sludge. All of which creates huge headaches for institutions, such as museums, trying to preserve culturally important objects. The variety of plastic objects at risk is dizzying: early radios, avant-garde sculptures, celluloid animation stills from Disney films, the first artificial heart.Certain artifacts are especially vulnerable because some pioneers in plastic art didn’t always know how to mix ingredients properly, says Thea van Oosten, a polymer chemist who, until retiring a few years ago, worked for decades at the Cultural Heritage Agency of the Netherlands. “It’s like baking a cake: If you don’t have exact amounts, it goes wrong,” she says. “The object you make is already a time bomb.” And sometimes, it’s not the artist’s fault. In the 1960s, the Italian artist Piero Gilardi began to create hundreds of bright, colorful foam pieces. Those pieces included small beds of roses and other items as well as a few dozen “nature carpets”—large rectangles decorated with foam pumpkins, cabbages, and watermelons. He wanted viewers to walk around on the carpets—which meant they had to be durable. Unfortunately, the polyurethane foam he used is inherently unstable. It’s especially vulnerable to light damage, and by the mid-1990s, Gilardi’s pumpkins, roses, and other figures were splitting and crumbling. Museums locked some of them away in the dark. So van Oosten and her colleagues worked to preserve Gilaidi’s sculptures. They infused some with stabilizing and consolidating chemicals. Van Oosten calls those chemicals “sunscreens” because their goal was to prevent further light damage and rebuild worn polymer fibers. She is proud that several sculptures have even gone on display again, albeit sometimes beneath protective cases. Despite success stories like van Oosten’s, preservation of plastics will likely get harder. Old objects continue to deteriorate. Worse, biodegradable plastics, designed to disintegrate, are increasingly common. And more is at stake here than individual objects. Joana Lia Ferreira, an assistant professor of conservation and restoration at the NOVA School of Science and Technology, notes that archaeologists first defined the great material ages of human history—Stone Age, Iron Age, and so on—after examining artifacts in museums. We now live in an age of plastic, she says, “and what we decide to collect today, what we decide to preserve...will have a strong impact on how in the future we’ll be seen.” 21. According to Paragraph 1, museums are faced with difficulties in ________. [A] maintaining their plastic items [B] obtaining durable plastic artifacts [C] handling outdated plastic exhibits [D] classifying their plastic collections 22. Van Oosten believes that certain plastic objects are ________. [A] immune to decay [B] improperly shaped [C] inherently flawed [D] complex in structure 23. Museums stopped exhibiting some of Gilardi’s artworks to ________. [A] keep them from hurting visitors [B] duplicate them for future display [C] have their ingredients analyzed [D] prevent them from further damage 24. The author thinks that preservation of plastics is ________. [A] costly [B] unworthy [C] unpopular [D] challenging 25. In Ferreira’s opinion, preservation of plastic artifacts ________. [A] will inspire future scientific research [B] has profound historical significance [C] will help us separate the material ages [D] has an impact on today’s cultural life
Text 2
As the latest crop of students pen their undergraduate application form and weigh up their options, it may be worth considering just how the point, purpose and value of a degree has changed and what Generation Z need to consider as they start the third stage of their educational journey.Millennials were told that if you did well in school, got a decent degree, you would be set up for life. But that promise has been found wanting. As degrees became universal, they became devalued. Education was no longer a secure route of social mobility. Today, 28 per cent of graduates in the UK are in non-graduate roles, a percentage which is double the average among OECD countries. This is not to say that there is no point in getting a degree, but rather stress that a degree is not for everyone, that the switch from classroom to lecture hall is not an inevitable one and that other options are available. Thankfully, there are signs that this is already happening, with Generation Z seeking to learn from their millennial predecessors, even if parents and teachers tend to be still set in the degree mindset. Employers have long seen the advantages of hiring school leavers who often prove themselves to be more committed and loyal employees than graduates. Many too are seeing the advantages of scrapping a degree requirement for certain roles. For those for whom a degree is the desired route, consider that this may well be the first of many. In this age of generalists, it pays to have specific knowledge or skills. Postgraduates now earn 40 per cent more than graduates. When more and more of us have a degree, it makes sense to have two. It is unlikely that Generation Z will be done with education at 18 or 21; they will need to be constantly up-skilling throughout their career to stay employable. It has been estimated that this generation, due to the pressures of technology, the wish for personal fulfilment and desire for diversity, will work for 17 different employers over the course of their working life and have five different careers. Education, and not just knowledge gained on campus, will be a core part of Generation Z’s career trajectory. Older generations often talk about their degree in the present and personal tense: “I am a geographer” or “I am a classicist.” Their sons or daughters would never say such a thing; it’s as if they already know that their degree won’t define them in the same way. 26. The author suggests that Generation Z should ________. [A] be careful in choosing a college [B] be diligent at each educational stage [C] reassess the necessity of college education [D] postpone their undergraduate application 27. The percentage of UK graduates in non-graduate roles reflects ________. [A] Millennial’s opinions about work [B] the shrinking value of a degree [C] public discontent with education [D] the desired route of social mobility 28. The author considers it a good sign that ________. [A] Generation Z are seeking to earn a decent degree [B] school leavers are willing to be skilled workers [C] employers are taking a realistic attitude to degree [D] parents are changing their minds about education 29. It is advised in Paragraph 5 that those with one degree should ________. [A] make an early decision on their career [B] attend on-the-job training programs [C] team up with high-paid postgraduates [D] further their studies in a specific field 30. What can be concluded about Generation Z from the last two paragraphs? [A] Lifelong learning will define them. [B] They will make qualified educators. [C] Degrees will no longer appeal to them. [D] They will have a limited choice of jobs. ......
Part B
52. Directions:Write an essay of 160-200 words based on the picture below. In your essay, you should 1) describe the picture briefly, 2) interpret the implied meaning, and 3) give your comments. You should write neatly on the ANSWER SHEET. (20 points) 
2022年全国硕士研究生入学统一考试英语试题 答案详解
Section I Use of English
1.【答案】[C]【解析】上一句指出，全球定位系统、数字地图和其他导航应用程序都可以在智能手机上使用。按照语义的连贯性，空格所在句应该是说“很少有人”会在不携带手机的情况下就直接走进森林，[C]项Few（很少，几乎没有）与without构成双重否定，符合上下文语义，故为答案。[A]项Some（一些）、[B]项Most（大多数）和[D]项All（所有）代入文中均不能使上下文形成合理的语义衔接。 2.【答案】[C] 【解析】[C]项run可与on构成合理搭配，run on sh.意为“靠……运行”，代入句中表示“手机依靠电池运行”，语义通顺，故答案为[C]项。put on表示“穿上；播放；使运转”，take on表示“承担；呈现”，come on表示“开始运转，开始工作”。[A]项put、[B]项take和[D]项come构成的短语均不能与batteries形成合理的语义衔接。 3.【答案】[B] 【解析】结合上下文语义来看，此处是一种假设的情况，[B]项If（如果）表示假设，代入句中逻辑通顺，故为答案。[A]项Since（因为，既然；自从）、[C]项Though（尽管，虽然）和[D]项Until（直到……才）代入文中均不能使上下文形成合理的逻辑衔接。 4.【答案】[D] 【解析】空格所在句意思比较完整，空格处需要填入一个副词，[D]项literally（真正地，确实地）可表强调，代入句中表示“你确实找不着北了”，与and前“迷路”的表述相一致，故答案为[D]项。[A]项formally（正式地；礼貌地）、[B]项relatively（相对地）和[C]项gradually（逐渐地）代入文中明显语义不通。 5.【答案】[A] 【解析】前面讲到“迷路了（lost）”，此处应该是说一些窍门指引你“找到回去的路”，[A]项back（返回，回到原处）正好与lost（迷路）相呼应，符合此处的语义和逻辑，故为答案。[B]项next（下次；紧接着，随后）、[C]项around（在四周，围绕）和[D]项away（远离）代入文中语义和逻辑均不通顺。 6.【答案】[B] 【解析】通过上段内容可知，本段是介绍迷路时找到路的具体方法，再结合冒号后面关于地形的两个问题以及空格后的trail（路线）不难推测，空格处所表达的应该是类似“迷路，偏离路线”之意，[B]项off（偏离，离开）符合此处语义，故为答案。[A]项onto（在……之上）和[C]项across（穿过，跨越）代入句中均不能使上下文形成合理的语义衔接；[D]项along（沿着）代入文中前后语义矛盾。 7.【答案】[D] 【解析】but前面说的是“迷路了”，but后面的内容既要能够与“迷路了”这一语义相衔接，又要与其构成语义上的转折关系，四个选项中只有[D]项unfamiliar（不熟悉的）符合此处的语义和逻辑，故为答案。此处表示“虽然迷路了，但并不是在一个完全不熟悉的区域”。[A]项unattractive（不吸引人的）、[B]项uncrowded（不拥挤的）和[C]项unchanged（未改变的）代入文中均不能使but前后的内容构成转折的语义关系。 8.【答案】[C] 【解析】空格后的downhill表示“向下；下坡”，[C]项way（方向；道路）代入文中表示“哪个方向或哪一条路是下坡的？”，语义通顺，且与前面所讲的“迷路了”的语境相符，故答案为[C]项。[A]项site（地点，位置；场所）、[B]项point（地点；要点）和[D]项place（地方，地点）均无法与后面的方位副词downhill（向下，下坡）形成合理的语义关系。 9.【答案】[A] 【解析】从前后句意来看，“生活在山谷中的人们依靠淡水为生”与“沿着发现的任何‘水分子’一直向下走应该会看到人烟”之间存在因果关系，[A]项So（因此）符合此处逻辑，故为答案。[B]项Yet（然而）、[C]项Instead（反而，而不是）和[D]项Besides（此外）代入文中均不能使空格前后形成合理的逻辑衔接。 10.【答案】[D] 【解析】[D]项eventually（最后，终于）代入句中表示“沿着你发现的任何‘水分子’一直走，你最终应该会看到人烟”，语义通顺，且符合上下文语境，故答案为[D]项。[A]项immediately（立即）和[C]项unexpectedly（意外地，出乎意料地）虽然也能使空格所在分句语义通顺，但无法与上文形成合理的语义衔接；[B]项intentionally故意地，有意地）代入文中语义不通。 11.【答案】[A] 【解析】破折号后的内容是对其前建议“密切关注熟悉景物”的解释说明，表明这么做的意义：认出某熟悉景物会让人迅速找回方向感。how quickly体现出对耗时之短的惊叹，空格处所填词应与此惊叹语气一致,四个选项中只有[A]项surprised（惊讶）符合此处语义，故为答案。[B]项annoyed（生气）、[C]项frightened（害怕）和[D]项confused（困惑）代入文中均无法形成合理的语义衔接。 12.【答案】[B] 【解析】第一段结尾引出主题：一些窍门能够指引你回到文明社会。随后具体介绍第一种窍门（one of which is...），空格前的another（另一个）与第一段中的one相呼应，再结合冒号后面的内容可知，本段应该是介绍另一种方法，[B]项option（选择，选项）代入句中表示“另一个选择”，符合语义，故为答案。[A]项problem（问题）、[C]项view（观点，看法）和[D]项result（结果）明显不符合上下文语境。 13.【答案】[D] 【解析】空格前面的句子是本段的主题句“另一个选择：登高并寻找人类居住的迹象”，空格所在句则具体讲述在茂密的森林里可以通过寻找树木间的缺口来找到出去的路，这应该是对该方法的举例说明，故答案为[D]项For example（例如）。[A]项Above all（首先；尤其是）、[B]项In contrast（相反；相比之下）和[C]项On average（平均来说）代入文中均不能使上下文形成合理的逻辑和语义衔接。 14.【答案】[C] 【解析】此处是对前面提到的“登高并寻找（look for）人类居住的迹象”这一方法的举例说明，gaps in the tree line（树木间的缺口）对应signs（痕迹），由此可推测，空格所填词应该与look for意思接近，[C]项spot（发现）符合这一语义，故为答案。[A]项bridge做动词时常与gap搭配，表示“弥合差距，消除隔阂（或分歧等）”，与此处语境不符；[B]项avoid（避免）和[D]项separate（使分离，分开）代入文中均语义不通。 15.【答案】[B] 【解析】people carve the woods是省略了引导词that的定语从句，修饰“roads，train tracks，and other paths”。根据常识可知，森林里的小路应该是穿过森林开凿出来的，[B]项through（通过，穿过）符合语义，故为答案。[A]项from（来自；从）、[C]项beyond（超出；在……另一边）和[D]项under（在……下面）代入文中均语义不通。 16.【答案】[D] 【解析】空格前的指示代词these提示，空格所填词应指代上文中的某一名词；上一句提到，即便是在茂密的森林里，你应该也能发现树木间的缺口（gaps in the tree line）；按照上下文的语义衔接，these 应该是指代gaps in the tree line，[D]项breaks（缺口，裂口，裂缝）与gaps（缺口，开口，裂缝）意思接近，符合此处的指代和语义，故为答案。[A]项posts（职位；柱，杆，桩）、[B]项links（连接）和[C]项shades（阴影；遮光物）代入文中均无法在上文找到对应的指代内容。 17.【答案】[A] 【解析】空格后的such as fires and streetlights是对 light sources的列举说明，众所周知，火光（fires）和路灯（streetlights）属于人造光源，[A]项artificial（人造的）代入句中表示“人造光源”，符合fires（火）和streetlights（路灯）的特点；此外，scan...for light sources 与段首主题句中look for signs of human habitation形成呼应，artificial正好与human属于同一语义场，故答案为[A]项。[B]项mysterious（神秘的）、[C]项hidden（隐藏的）和[D]项limited（有限的）代入文中均不能使上下文形成合理的语义衔接。 18.【答案】[A] 【解析】空格位于段首，并由逗号与后面的内容隔开，故应考虑与上文的逻辑衔接。第一段提到本文会介绍一些窍门指引迷路的人返回文明社会，本段为最后一段，此处应该是介绍最后一种方法，[A]项Finally（最后）符合此处逻辑，故为答案。[B]项Consequently（因此，所以）、[C]项Incidentally（顺便提一下；偶然地）和[D]项Generally（总体来说；一般，通常）代入文中均不能使上下文形成合理的逻辑衔接。 19.【答案】[B] 【解析】分析空格所在句结构可知，we leave on the landscape为省略了引导词that的定语从句，修饰空格所填词，且所填词为leave的逻辑宾语；再结合句意可知，所填词表示“人们留下的可以帮助迷路的人找到出路的某种事物或信息”，[B]项marks（痕迹；标志，记号）符合语境，故为答案。下一句中具体列举的trail blazes（树皮上的记号）、tire tracks（轮胎痕迹）等标记又进一步确定了答案。[A]项memories（记忆）、[C]项notes（笔记，记录）和[D]项belongings（所有物）也可以做leave的宾语，但均不符合语境，无法涵盖后面trail blazes、tire tracks的含义。 20.【答案】[C] 【解析】结合上一句可知，此处讲的是迷路时可以通过寻找树皮上的记号、轮胎痕迹等人们留下的标记来找到出路，[C]项lead（引导，引领）常与to搭配，代入句中表示“引导你回到文明社会”，符合上下文语境，故答案为[C]项。[A]项restrict（限制，约束）、[B]项adapt（使适应）和[D]项expose（使显露，使暴露）都可与to搭配，但代入文中均语义不通。
Section II Reading Comprehension
Part A Text 121.【答案】[A]【解析】根据题干信息Paragraph 1和one motive...rule定位到第一段第三句。该句指出，这项“追回”规定的主要目的是让银行家为有害的冒险行为承担责任（hold bankers accountable for harmful risk-taking），并恢复公众对金融机构的信任。由此可知，[A]项是实行该项新规定的一个主要目的，故为答案，该项中的responsibility“同义替换”原文中的accountable。 22.【答案】[D] 【解析】根据题干信息Alfred Marshall和quoted定位到第二段最后一句。该句提到，英格兰银行的首席经济学家安德鲁•霍尔丹引用了古典经济学巨匠阿尔弗雷德•马歇尔的话，把这种金融上的急躁（this financial impatience）描述为像“孩子们从布丁里挑出李子马上吃掉”一样的行为，而不是把它们放在一边，留到最后吃；this financial impatience指代该段首句提到的short-termism，可见引用阿尔弗雷德•马歇尔的话就是为了说明经济活动中的“短期主义”，故答案为[D]项。 23.【答案】[B] 【解析】根据题干信息transient investment定位到第三段第二句。该句指出，要求从公司获得高额季度利润的短期投资者（transient investors）会阻碍（hinder）公司在投资长期研究或建立客户忠诚度方面的努力。由hinder一词可推断，本文认为短期投资可能会给公司带来“不利”影响，故答案为[B]项。 24.【答案】[C] 【解析】根据题干信息US和France分别定位到第五段和第六段。第五段为美国的例子，第六段为法国的例子。第五段中提到美国迫使上市公司推迟发放高管绩效奖金的措施，使“短期主义”有所减少（helping reduce “short-termism”）；第六段提到法国为鼓励“长期主义”采取的措施（to encourage “long-termism”）：持有公司投资两年以上的股东可以拥有更多的表决权。归纳两段内容可知，美国和法国的例子都是为了说明如何限制“短期主义”和推行“长期主义”，故答案为[C]项。 25.【答案】[B] 【解析】第一段由一项延迟发放银行高管固定奖金的金融措施引出全文中心话题：促进金融投资的长期规划（long-term decision-making）；第二至四段指出目前“短期主义（short-termism）”投资占主流的现象及弊端；第五、六段介绍美法两国为推行“长期主义（long-termism）”所采取的措施；最后一段呼应第一段，点明英国金融新规定提醒银行家们注重“长期主义”。综合可知，本文批判了西方国家金融投资中的“短期主义”，主张要注重并推行“长期主义”。四个选项中只有[B]项与本文主题相符，最适合作为本文标题。该项中，patience（耐心）对应long-termism，而virtue（美德）是对“长期主义”的肯定。此外，第二段中提到this financial impatience（这种金融上的急躁），也对答案起到提示作用。 Text 226.【答案】[D]【解析】根据题干信息grade inflation定位到第一段第一句。该句提到grade inflation（分数膨胀），破折号中间是对其含义的解释，随后指出了它背后的原因：它常常被认为是高等教育在消费时代的产物（often considered a product of a consumer era），学生被当作需要取悦的顾客对待。[D]项正是对该原因的同义转述，故为答案。题干中的is commonly regarded对应原文中的is often considered。 27.【答案】[A] 【解析】根据题干信息original purpose定位到第三段第二句。该句指出，几十年前，这种做法（成绩宽恕）刚开始施行时，通常只限于大一新生，目的是在他们向大学水平课程艰难过渡的过程中给予他们在第一学年重修一门课程的机会。[A]项正是对这一目的的同义转述，故为答案。 28.【答案】[A] 【解析】根据题干信息Paragraph 5和enables colleges定位到第五段第一句。该句指出，“成绩宽恕”也可以通过某种方式满足大学自身的需求（satisfies colleges’ own needs），题干中的enables colleges对应该句中的satisfies colleges，但具体如何满足大学需求并未在该句中说明，而是在第二句中有所体现：对于公立院校来说，国家的资金投入有时部分取决于它们在毕业率、学生在读率等指标上的成功——因此，成绩越好，就越能提升那些数据，从而得到更多资金（better grades...mean more money）。可见，“成绩宽恕”政策可以提高学生的成绩，继而使大学获取国家更多的资金投入。[A]项表述与此相符，故为答案，其中more financial support对应原文中的more money。 29.【答案】[C] 【解析】根据题干信息“to be aligned”（Para. 6）定位到第六段最后一句。要理解to be aligned的含义，需要明确this指代的内容。上文提到，学生和家长希望通过获得大学学位找到一份工作，那么培养出尽可能合格的毕业生是最符合学校利益的做法，可见获得大学学位、成为合格的毕业生是“学生和学校共同的利益目标”，this即指代这一利益目标，由此可推知to be aligned最可能表达的含义就是“相互一致”，故答案为[C]项。 30.【答案】[B] 【解析】根据题干内容可知，本题考查对文章整体写作思路的把握，故应定位到全文。浏览各段寻找主题句和中心词，尤其注意各段第一句。第一段第二句通过but转折引出主题grade forgiveness（成绩宽恕）；第二段用一句话概括介绍什么是“成绩宽恕”；第三段第一句指出“成绩宽恕”政策越来越盛行的原因，随后又阐述了该政策的最初目的；第四段介绍大学管理者对“成绩宽恕”目标的解释；第五段阐述“成绩宽恕”如何满足大学自身的需要；最后一段指出“成绩宽恕”是回应消费者对高等教育期望的另一种方式。综合以上内容可知，第三段至第六段都在论述“成绩宽恕”政策推行的原因及目的，可见本文是通过“分析其原因及目的”来审视“成绩宽恕”政策，故答案为[B]项。 ......
Part B
【参考范文】As is vividly described in the cartoon, a girl, faced with a bulletin board, is commenting, “This lecture is not related to our major and it is worthless to listen to it.” However, the other student says, “It's absolutely useful to learn something.” Undoubtedly, this picture displays two different learning attitudes in college life. As we all know, learning is a non-stop process. Nevertheless, in reality, many young people are reluctant to acquire knowledge or skills beyond their own majors. There is even a small group of people who are somewhat utilitarian about learning. It cannot be denied that this short-sighted behavior will hinder the growth and personal development of young people. In fact, it is of great necessity to gain various experience and knowledge. Whether such knowledge is closely related to youngsters’ major or not, it will eventually become personal accumulation in the pursuit of learning. It is difficult for those who refuse to learn new knowledge to make rapid progress on the road of growth. From the previous discussion, we can safely come to the conclusion that the attitude of learning means a lot to both personal growth and overall development. The young should enhance their awareness of mastering as much knowledge as possible, and should know that it is their knowledge and ability that will really make the difference in the long run. 历年试题及答案解析内容较多，由于篇幅限制，完整内容请关注【华图考研】微信公众号，回复【历年试题】获取。 (责任编辑：迟) |
