Question

(The Guardian)：              More UK universities should be profiting from ideas

　　A repeated criticism of the UK's university sector is its noticeable weakness in translating new knowledge into new products and services.

　　Recently, the UK National Stem Cell Network warned the UK could lose its place among the world leaders in stem cell research unless adequate funding and legislation could be assured, despite an annual £40m spent by the Department of Health on all kinds of research.

　　However, we do have to challenge the unthinking complaint that the sector does not do enough in taking ideas to market. The most recent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UK shows that, from a relatively weak starting position, the UK now leads on many indicators of commercialization activity.

　　When viewed at the national level, the policy interventions (interference) of the past decade have helped transformed the performances of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very large variation in the performance of individual universities. The evidence shows that a large number of universities have fallen off the back of the pack, a few perform strongly and the rest chase the leaders.

　　This type of uneven distribution is not strange to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities are receiving 75% of the research funding. These same universities are also the institutions producing the greatest share of PhD graduates, science citations, patents and license income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which are research-led and commercially active. It seems clear that the concentration of research and commercialization work creates differences between universities.

　　The core objective for universities which are research-led must be to maximize the impact of their research efforts. Their purpose is not to generate funds to add to the bottom line of the university or to substitute other income streams. Rather, these universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise (expert knowledge or skill) in order to build greater confidence in the sector.

　　Part of the economic recovery of the UK will be driven by the next generation of research commercialization spilling out of our universities. On the evidence presented in my report, there are three dozen universities in the UK which are actively engaged in advanced research training and commercialization work.

　　If there was a greater coordination（協(xié)調(diào)）of technology transfer offices within regions and a simultaneous (happening at the same time) investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.

1.What does the author think of UK universities in terms of commercialization?

A．They have lost their leading position in many ways.

B．They still have a place among the world leaders.

C．They do not regard it as their responsibility.

D．They fail to change knowledge into money.

2.What does the author say about the national data on UK universities’ performance in commercialization?

A．It masks the fatal weaknesses of government policy.

B．It indicates their ineffective use of government resources.

C．It does not rank UK universities in a scientific way.

D．It does not reflect the differences among universities.

3.We can infer from Paragraph 5 that “policy interventions (in Paragraph 4)” refers to _____.

A．concentration of resources in a limited number of universities

B．compulsory cooperation between universities and industries

C．government aid to non-research-oriented universities

D．fair distribution of funding for universities and research institutions

4.What dose the author suggest research-led universities do?

A．Fully use their research to benefit all sectors of society.

B．Generously share their facilities with those short of funds.

C．Advertise their research to win international recognition.

D．Spread their influence among top research institutions.

 

Answer 1

【答案】

1.B

2.D

3.A

4.A

【解析】

試題分析：本文介紹的是更多的英國大學(xué)應(yīng)憑創(chuàng)意獲利

1.細(xì)節(jié)題：該題問的是作者對英國大學(xué)在商業(yè)化方面的看法。由順序原則可定位至文首。首段提出人們對英國大學(xué)在知識到產(chǎn)品服務(wù)轉(zhuǎn)化過程方面的批評，二段整體用調(diào)查數(shù)據(jù)證明首段對英國的大學(xué)的負(fù)面觀點(diǎn)，提出英國大學(xué)在干細(xì)胞研究領(lǐng)域?qū)�會失去世界領(lǐng)先地位。但這些都并非作者觀點(diǎn)，同時在第三段短首出現(xiàn)轉(zhuǎn)折，然后引入作者方面的觀點(diǎn)�？芍�作者觀點(diǎn)與首二段相反，他并不認(rèn)為英國失去世界領(lǐng)先地位，三段末句更提出英國大學(xué)在許多商業(yè)活動方面仍領(lǐng)先全球�？芍�作者認(rèn)為英國大學(xué)仍大體領(lǐng)先世界，總體持正面肯定態(tài)度。選B

2.細(xì)節(jié)題：該題問的是作者對英國大學(xué)商業(yè)化表現(xiàn)的國家統(tǒng)計(jì)數(shù)據(jù)的看法。由national data可定位至第四段轉(zhuǎn)折后，But national data masks the very large variation in the performance of individual universities.提到數(shù)據(jù)掩蓋了單個大學(xué)之間表現(xiàn)的差距。Mask同義改寫為does not reflect，variation同義改寫為differences。選D

3.猜詞題：該題考察“policy interventions”的意思。僅從字面意思“政府干預(yù)”還不足以選出答案，需要結(jié)合上下文。該短語所在的第四段提到這種“政府干預(yù)”促進(jìn)了英國大學(xué)整體表現(xiàn)的提高，但之后轉(zhuǎn)折指出，英國大學(xué)個體之間存在較大差異。第五段首更是將第四段強(qiáng)調(diào)的現(xiàn)象總結(jié)為“分配不平均”(uneven distribution)。由此可知這種“政府干預(yù)”指的應(yīng)是政府對一部分大學(xué)的偏向性支持，而對更多的大學(xué)則支持不夠，造成資源分配不均。對應(yīng)A選項(xiàng)“資源集中在少數(shù)大學(xué)中”。

4.該題問的是作者對研究導(dǎo)向型大學(xué)的建議。由research-led universities可定位至全文第六段。該段中部用rather轉(zhuǎn)折引出作者覺得這些大學(xué)應(yīng)該(should)產(chǎn)生最廣的社會、經(jīng)濟(jì)與環(huán)境等各方面效益(widest range)，應(yīng)該分享他們的專業(yè)技術(shù)資源，讓整個領(lǐng)域(build greater confidence in the sector)都構(gòu)筑起信心，此即為建議。對應(yīng)A選項(xiàng)，僅有A強(qiáng)調(diào)了范圍是all sectors of society。B提到的與缺乏資金的學(xué)校分享設(shè)施、C提到的擴(kuò)大國際影響與D提到的擴(kuò)大在頂級研究機(jī)構(gòu)中的影響范圍均太窄。

考點(diǎn)：考查教育類短文

點(diǎn)評：文章較長，生詞比較多，但是題目多是細(xì)節(jié)題，要求考生讀懂文章中的每個句子的意思還要推理它們之間的關(guān)系，結(jié)合自己的生活常識和經(jīng)驗(yàn)，再通過邏輯推理和判斷，理解文章的言外之意，從而揭示文章的深層涵義。任何一篇文章都有其特定的寫作目的，讀者應(yīng)當(dāng)知道如何去做或按照某種方式傳遞思考問題。推理判斷題的答案不可能在文章中直接找到，因此推理時我們務(wù)必要忠于原文，在文章中尋找并確定可推論的依據(jù)，即：已知部分－推論的前提，從中推測出未知部分－推理的結(jié)論，切忌妄加評論，把自己的觀點(diǎn)當(dāng)成作者的觀點(diǎn)。