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2016年大學(xué)英語六級考試閱讀理解模擬試題
Is Education A Robbery?
One of our expectations about education is that itwill pay off1 in terms of upward mobility. Historically, the correlation between education and income hasbeen strong. But in the early 1970 s a contradictiondeveloped between education and the economy. Ourvalue of education and our average educationalattainment outstripped the capacity of the economyto absorb the graduates. Since the 1970s, high-school graduates have experienced astriking decrease in earnings, making them the first generation since World WarⅡ to face alower standard of living than their parents had.
Experts have argued that this contradiction is at the heart of the problem of public educationtoday. It is not, as business leaders claim, that the schools are failing to properly educatestudents, that they are turning out2 young people who are inadequately prepared to functionin the workplace. The real problem is a dearth of economic opportunities for students who arenot continuing on to college.
College graduates also are having difficulty finding jobs. Even when they do, the jobs may notbe commensurate with3 their training and expectations. Part of the problem is that too manyyoung Americans aspire to have professional jobs, making disappointment and frustrationinevitable for some. Many students assumed that what was true of an individu-al — that thehigher the education, the better the job opportunities —would also be true for an entiresociety4. But when the numbers of better-educated young people became too great, theeconomy could no longer absorb them
Another part of the problem is the assumption that greater educational attainment guaranteescareer advancement. In fact, employers do not routinely reward educational attainment; rather,they reward it only when they believe it will contribute to the employee's productivity.
We should not overlook the fact that there is still a strong correlation between education,occupation, and income. College graduates have a strong advantage over those with lesseducation. But the payoff is neither as large nor as certain as it once was.
Unfortunately, Americans have focused so strongly on the economic payoff that many considertheir college education useless if it does not yield a desirable, well-paying job. Only in thissense can we speak of an "oversupply" of college graduates. 5 We could argue that all or atleast the majority of Americans would profit by some degree because higher education canenable the individual to think more deeply, explore more widely, and enjoy a greater range ofexperiences.
閱讀自測
�、�. Choose the be st answer to fill in the blanks :
1. In the eyes of the public , higher education can_______ in terms of obtaining a decent job.
A. pay back B. pay off C. pay out D. pay up
2. Things_______ to be exactly as the professor had foreseen.
A. turned up B. turned on C. turned out D. turned over
3. He was satisfied with the salary that was_________ with his abilities.
A. familiar B. proportional C. content D. commensurate
�、�. Write these sentences in inverted order beginning ea ch one with the words in italics :
1. I realized what was happening only then. 2. There were piles of books, magazines andnewspapers on the floor.
3. I have never heard such nonsense in all my life .
參考答案
�、�. 1. B 2. C 3 . D
�、�. 1. Only thendid I realize what was happening.
2. On the floor were piles of books, magazines andnewspapers.
3. Never in all my life have I heard such nonsense.
參考譯文
教育是搶劫嗎?
我們對教育的一個(gè)期望是它能幫我們在工作中獲得晉升。歷史上，教育與收入的關(guān)系十分密切。然而，在20世紀(jì)70 年代早期，教育和經(jīng)濟(jì)之間產(chǎn)生了矛盾。我們對教育的重視和平均受教育水平超過社會經(jīng)濟(jì)吸納畢業(yè)生的能力水平。自20 世紀(jì)70 年代開始，高中畢業(yè)生的收入大幅度下降，致使他們成為自二戰(zhàn)以來生活水平比父輩低的第一代人。
專家們宣稱，這種矛盾是當(dāng)今大眾教育的核心問題所在。一些商界要人聲稱：學(xué)校沒 能教育好學(xué)生，學(xué)校培養(yǎng)的年輕人對工作還沒做好充分準(zhǔn)備，但事實(shí)并不是這樣。真正的問題是：對那些沒能繼續(xù)到大學(xué)里深造的學(xué)生來說，他們?nèi)鄙俟ぷ鳈C(jī)會。大學(xué)畢業(yè)生找工作也有困難。即使他們找到工作，這份工作也可能與他們接受的培訓(xùn)和工作期望值不相符。問題部分出在有太多的美國年輕人渴望獲得一份專門職業(yè)，這使許多人不可避免地會產(chǎn)生失落感和挫敗感。許多學(xué)生認(rèn)為適用于個(gè)人的道理(教育程度越高，工作機(jī)會就越好)同樣也適用于整個(gè)社會。但是，如果獲得良好教育的年輕人的數(shù)量過于龐大的話，國家經(jīng)濟(jì)就不能吸納這么多人。
問題的另一方面是，人們總是認(rèn)為較高的教育程度能保證事業(yè)上的先進(jìn)。事實(shí)上，雇主不會總是對高學(xué)歷給予特殊關(guān)照。相反，只有當(dāng)雇主認(rèn)為雇員所受的教育能幫助雇員提高生產(chǎn)力的時(shí)候，他們才會給予特別關(guān)照，增加薪水。
我們不能忽視這樣一個(gè)事實(shí)：教育、職業(yè)和薪水之間仍然存在著密切的關(guān)系。大學(xué)畢業(yè)生比起那些教育程度低的人還是有很強(qiáng)的競爭優(yōu)勢，但回報(bào)既不會像從前那樣豐厚，也不會像從前那樣確定無疑。
不幸的是，美國人特別注重經(jīng)濟(jì)回報(bào)，以至于如果教育沒能使人得到一份令人滿意、薪水豐厚的工作的話，許多人就會認(rèn)為大學(xué)教育毫無用處。也只有從這個(gè)意義上看，我們才能說大學(xué)畢業(yè)生“ 供過于求”。我們有理由認(rèn)為，所有美國人或至少大部分美國人都能或 多或少從大學(xué)教育中獲益，因?yàn)楦叩冉逃苁谷烁钊氲厮伎�，進(jìn)行更廣泛的探索，獲得更 全面的體驗(yàn)。
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