- Educational researchers emphasize that the ____ of critical thinking skills in primary school lays a solid foundation for students’ lifelong learning.
A. cultivation B. accumulation C. acquisition D. assumption
- The study on the cultural heritage protection of Qinghai-Tibet Plateau has ____ significant attention from scholars in the field of ethnic studies.
A. attached B. attracted C. attained D. awarded
- 解题逻辑：第一步判断空格处需填名词，与 “critical thinking skills”（批判性思维能力）搭配，且符合 “小学阶段为终身学习奠基” 的教育场景；第二步分析选项语义与搭配合理性：
- A. cultivation（培养）：“cultivation of skills”（能力的培养）是教育领域核心搭配，强调 “通过系统性引导逐步形成能力”，符合 “小学阶段奠基” 的语境，当选；
- B. accumulation（积累）：侧重 “数量上的逐步堆积”，多搭配 “知识、经验”（如 accumulation of knowledge），与 “思维能力” 搭配不当，排除；
- C. acquisition（获得）：侧重 “通过学习或努力获取某物”，多搭配 “语言、技能”（如 acquisition of a foreign language），但 “acquisition” 更强调 “获取结果”，而题干强调 “过程性奠基”，不如 “cultivation” 贴合 “小学阶段” 的教育逻辑，排除；
- D. assumption（假设）：与 “能力” 搭配无意义，且与 “奠基终身学习” 的语义相悖，排除。
- 学术扩展：考博英语选词填空常围绕 “教育、文化、科研” 等青海师范大学优势学科场景出题，“cultivation”“fostering”“development” 是描述 “能力 / 素养培养” 的高频词，需结合 “教育阶段（小学 / 大学）”“培养目标（终身学习 / 专业能力）” 区分使用，例如 “university stage focuses on the cultivation of professional competence”（大学阶段侧重专业能力培养）。
- 解题逻辑：第一步根据 “the study... has ____ significant attention” 判断空格处需填动词，构成 “研究吸引关注” 的语义；第二步分析选项固定搭配与语境适配性：
- A. attached（附着）：固定搭配 “attach attention to”（关注……），但需以 “人” 为主体（如 scholars attach attention to the study），题干主体是 “study”，语法结构不符，排除；
- B. attracted（吸引）：“attract attention”（吸引关注）是学术文本通用搭配，且主语可为人 / 事物（如 study、research），符合 “青藏高原文化遗产保护研究吸引学者关注” 的语境，当选；
- C. attained（获得）：多搭配 “目标、成就”（如 attain a goal、attain academic success），与 “attention” 搭配不当，排除；
- D. awarded（授予）：主语多为 “机构 / 个人”，搭配 “奖项、荣誉”（如 the university awarded him a scholarship），与 “study”“attention” 均无合理搭配，排除。
- 学术扩展：“吸引关注” 在考博英语中的表达需区分场景：“attract attention” 适用于中性场景；“garner widespread attention”（获得广泛关注）强调关注度高；“draw academic attention”（引发学术关注）侧重学术领域，考生可根据 “关注范围（广泛 / 学术）”“关注程度（一般 / 高度）” 灵活选择。
“Cultural heritage education in ethnic minority areas plays a dual role: preserving traditional cultures and promoting intercultural communication. A case study of Qinghai’s Tibetan areas shows that integrating Tibetan folk art into school curricula not only enhances students’ cultural identity but also helps Han students understand the uniqueness of Tibetan culture. However, challenges exist: most local teachers lack systematic training in cultural heritage teaching, and teaching resources such as textbooks and audio-visual materials are insufficient. To address these issues, local governments should increase investment in teacher training and develop targeted teaching resources that combine ethnic characteristics with modern educational concepts.”
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What is the dual role of cultural heritage education in ethnic minority areas according to the passage?
A. Enhancing students’ academic performance and promoting cultural tourism.
B. Preserving traditional cultures and facilitating intercultural communication.
C. Training professional teachers and developing teaching materials.
D. Supporting local economy and protecting ethnic languages.
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What is the main challenge of cultural heritage education in Qinghai’s Tibetan areas?
A. Students’ lack of interest in traditional culture.
B. Shortage of trained teachers and teaching resources.
C. Conflict between traditional culture and modern education.
D. Limited government support for ethnic education.
- 解题逻辑：
- 题型判断：细节题，需定位原文 “dual role”（双重作用）的具体表述；
- 原文定位：首句 “Cultural heritage education in ethnic minority areas plays a dual role: preserving traditional cultures and promoting intercultural communication”，冒号后明确解释双重作用；
- 选项比对：
- A 选项 “提升学业成绩、促进文化旅游”：原文未提及 “学业成绩”“文化旅游”，无中生有，排除；
- B 选项 “保护传统文化、促进跨文化交流”：与原文冒号后内容完全一致，当选；
- C 选项 “培训专业教师、开发教材”：是后文 “解决问题的措施”，而非 “双重作用”，答非所问，排除；
- D 选项 “支持地方经济、保护民族语言”：原文未提及 “地方经济”“民族语言”，无中生有，排除。
- 技巧扩展：考博英语阅读理解细节题需遵循 “题干关键词定位→原文信息匹配→选项排除” 三步法，“dual role”“main challenge”“according to the passage” 等是常见定位标志词，尤其注意原文中 “冒号、破折号” 后的解释性内容，多为答案所在句。
- 解题逻辑：
- 题型判断：细节题，定位 “main challenge”（主要挑战）及 “Qinghai’s Tibetan areas”（青海藏族地区）；
- 原文定位：“However, challenges exist: most local teachers lack systematic training in cultural heritage teaching, and teaching resources such as textbooks and audio-visual materials are insufficient”，冒号后列举两大挑战 —— 教师缺乏系统培训、教学资源不足；
- 选项比对：
- A 选项 “学生对传统文化缺乏兴趣”：原文未提及 “学生兴趣”，排除；
- B 选项 “缺乏受过培训的教师和教学资源”：“shortage of trained teachers” 对应 “teachers lack systematic training”，“teaching resources” 直接匹配原文，是对两大挑战的概括，当选；
- C 选项 “传统文化与现代教育的冲突”：原文未提及 “冲突”，仅提到 “结合民族特色与现代教育理念”，排除；
- D 选项 “政府对民族教育支持有限”：原文提到 “政府应增加投资”，是 “建议” 而非 “现有挑战”，排除。
- 技巧扩展：若原文列举多个挑战 / 原因，正确选项多为 “概括性表述”（如 B 选项概括 “教师 + 资源” 两大问题），而非单一细节（如仅提 “教师缺乏培训”），需注意 “局部与整体” 的区分，避免落入 “以偏概全” 的陷阱。
“青海师范大学始终致力于民族地区教育事业发展，通过开展‘乡村教师培训计划’，为青海农牧区培养了大批优秀教师。这些教师不仅将先进的教育理念带到基层，还积极传承本地民族文化，成为连接现代教育与传统文明的桥梁。”
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参考译文
Qinghai Normal University has always been committed to the development of education in ethnic minority areas. Through the implementation of the “Rural Teacher Training Program”, it has cultivated a large number of outstanding teachers for the agricultural and pastoral areas in Qinghai. These teachers not only bring advanced educational concepts to the grassroots level but also actively inherit the local ethnic culture, serving as a bridge connecting modern education and traditional civilization.
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解析要点：
- 专有名词精准译法：
- “青海师范大学”：译为 “Qinghai Normal University”（官方名称，不可增减词汇，如避免 “Qinghai Teachers’ University”）；
- “乡村教师培训计划”：译为 “Rural Teacher Training Program”，引号保留，体现特定项目名称，“乡村” 用 “rural” 而非 “countryside”，更符合教育领域 “城乡对比” 的表述习惯；
- “青海农牧区”：译为 “agricultural and pastoral areas in Qinghai”，“农牧区” 是青海特色地域概念，需完整翻译 “农业 + 牧业”，避免简化为 “rural areas”（丢失 “牧业” 核心信息）。
- 句式逻辑优化：
原文包含三个分句，译文通过 “Through...”（介词短语）连接 “举措” 与 “成果”（培养教师），用 “not only... but also...”（并列结构）体现教师的双重作用，避免中文 “流水句” 的直译（如 “These teachers bring... and they also inherit...”），符合英文 “主从分明、逻辑显性” 的表达习惯。
- 学术与文化适配：
- “致力于”：用 “has been committed to”（现在完成时）体现 “长期坚持”，符合大学 “持续推动教育事业” 的事实；
- “连接现代教育与传统文明的桥梁”：译为 “serving as a bridge connecting...”（现在分词短语作伴随状语），“bridge” 的比喻义准确传递 “中介作用”，且 “modern education”“traditional civilization” 为学术文本常用搭配，避免口语化表达（如 “linking... and...”）。
要求：以 “民族地区传统文化融入学校教育的重要性” 为主题，撰写一篇 250-300 词的议论文，需结合具体案例（如青海地区），分析意义、面临的问题及解决建议，体现学术思辨性。
- 参考范文
The Significance of Integrating Traditional Culture into School Education in Ethnic Minority Areas
In regions like Qinghai, where multiple ethnic groups coexist, integrating traditional culture into school education is not only a way to preserve cultural heritage but also a key to fostering national identity and intercultural harmony.
Firstly, it strengthens students’ cultural identity. Taking Qinghai’s Mongolian areas as an example, when Mongolian folk music and equestrian culture are incorporated into music and physical education classes, students develop a deeper sense of pride in their heritage. A survey by Qinghai Normal University shows that 85% of students in such programs report a stronger connection to their ethnic roots.
Secondly, it promotes intercultural communication. In multi-ethnic classes, Han students can learn about Tibetan thangka painting or Hui folk stories through integrated courses, breaking cultural stereotypes and building mutual understanding.
However, challenges remain: some schools lack teachers with expertise in ethnic culture, and teaching materials are often too theoretical. To address this, local universities like Qinghai Normal University should launch “ethnic culture teacher training programs”, and educational departments should develop practical materials—such as Tibetan thangka painting manuals—to make culture more accessible.
In conclusion, integrating traditional culture into school education in ethnic minority areas is essential. With joint efforts from universities, schools, and governments, we can ensure that both cultural heritage and intercultural harmony thrive.
- 写作思路解析：
- 紧扣地域特色，案例具象化：
结合青海师范大学服务 “民族地区教育” 的办学定位，选取 “青海蒙古族民间音乐”“藏族唐卡绘画” 等具体案例，而非泛谈 “民族文化”，体现 “本土化” 思考，符合博士研究生 “结合实际、精准论证” 的学术要求。
- 结构严谨，逻辑分层：
- 引言：用 “not only... but also...” 明确 “保护文化遗产 + 促进认同与和谐” 的核心论点；
- 主体：分 “强化文化认同”“促进跨文化交流” 两大意义，每点配 “青海案例 + 数据支撑”（如 85% 学生增强文化连接），再分析 “教师短缺 + 教材理论化” 两大问题及对应建议，形成 “意义 - 问题 - 对策” 的完整逻辑链；
- 结论：总结核心观点，呼吁 “高校 + 学校 + 政府” 协同发力，提升文章现实指导性。
- 语言正式，学术词汇适配：
使用 “fostering national identity”“intercultural harmony”“cultural stereotypes” 等学术词汇，替代 “helping students love their culture”“making people get along” 等口语化表达；衔接词用 “Firstly”“However”“In conclusion”，而非 “and”“but”，体现逻辑层次，符合考博英语写作 “正式、严谨” 的评分标准。
青海师范大学考博英语真题（含 2020-2024 年试题及高分答案详解）是备考的核心资料，能帮助考生精准把握 “教育、民族文化、青海地域” 等命题重点。考生可通过以下渠道获取真题：
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聚焦 “青海 + 学科” 双场景词汇：
针对青海师范大学 “教育学、民族学、文化遗产” 等优势学科，积累 “ethnic minority education（民族教育）”“cultural heritage preservation（文化遗产保护）”“pastoral areas（牧区）” 等场景词汇，结合真题例句记忆，避免孤立背词。
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阅读理解强化 “细节定位 + 主旨概括”：
细节题注重 “题干关键词（如 dual role、main challenge）” 与原文 “信号词（冒号、转折词 however）” 的匹配；主旨题需关注 “首段论点 + 末段总结”，尤其注意包含 “青海案例” 的段落，多为命题重点区域。
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写作突出 “地域案例 + 学术思辨”：
围绕 “青海民族教育、文化传承” 等话题提前准备案例库（如青海师范大学乡村教师培训计划、藏族唐卡课程）；写作时遵循 “论点 + 案例 + 数据 / 研究支撑” 的结构，避免空泛议论，体现博士研究生 “理论联系实际” 的学术素养。
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