- In scientific studies, supporting evidence is much more satisfying to report than are discredited hypotheses, but, in fact, the ______ of errors is more likely to be useful than is the establishment of probable truth.
[A] formulation [B] correction [C] detection [D] accumulation
- 词汇辨析与语境适配
“detection” 意为 “发现、察觉”，侧重 “识别出隐藏的错误或问题”，句意为 “在科学研究中，报告支持性证据比报告被推翻的假设更令人满意，但事实上，发现错误比确立可能的真理更有可能具有价值”，完美契合科学研究的逻辑 —— 错误的发现是修正方向、推动进步的关键，语义精准且符合学术语境。
- 干扰项排除
- A “formulation”（构想、表述）指 “提出假设或理论”，与 “错误” 搭配语义不通，无法体现 “科学研究中对错误的处理”；
- B “correction”（纠正）侧重 “修正错误的动作”，而原文强调 “发现错误” 这一前提（未提及后续修正），逻辑不连贯；
- D “accumulation”（积累）指 “错误的堆积”，堆积错误对科学研究无积极价值，与原文 “more likely to be useful” 矛盾。
- 学术扩展：“detection” 是考博英语高频学术词汇，常用于科学研究、数据分析等语境，常见搭配包括 “detection of errors（错误检测）”“detection of fraud（欺诈识别）”，需重点区分其与 “correction”“identification” 的语义边界 ——“detection” 强调 “发现”，“correction” 强调 “修正”，“identification” 强调 “确认身份 / 属性”。
Why does the Foundation concentrate its support on basic rather than applied research? Basic research is the very heart of science, and its cumulative product is the capital of scientific progress... The goal of basic research is understanding, for its own sake... Moreover, the practical application of basic research frequently cannot be anticipated... Applied research, undertaken to solve specific practical problems, has an immediate attractiveness because the results can be seen and enjoyed... Unless adequate safeguards are provided, applied research invariably tends to drive out basic... developments will inevitably be undertaken prematurely... and the opportunities for making major scientific discoveries will be lost.
- The title below that best expresses the ideas of this passage is:
[A] Roentgen's Ignorance of X-rays
[B] The Attractiveness of Applied Research
[C] The Importance of Basic Research
[D] Basic Research vs. Applied Research
- 主旨定位与逻辑推导
原文开篇以设问引出核心议题 “基金会为何侧重基础研究而非应用研究”，随后分别阐述基础研究的核心价值（科学的核心、进步的资本、目标是理解本质）与应用研究的特征（解决具体问题、即时吸引力），最后强调二者的失衡风险（应用研究挤压基础研究的危害）。全文围绕 “基础研究与应用研究的对比” 展开，既分析各自属性，又探讨二者的关系，选项 D 精准概括全文核心。
- 干扰项排除
- A “伦琴对 X 射线的无知” 仅为原文举例（说明基础研究应用不可预见），属于局部细节，非主旨；
- B “应用研究的吸引力” 仅为原文部分内容，未涵盖基础研究的核心地位及二者关系，表述片面；
- C “基础研究的重要性” 是原文的重要论点，但未涉及应用研究的对比分析，无法完整概括全文逻辑。
- 学术扩展：考博英语阅读理解 “主旨题” 需关注 “对比类” 文本的核心逻辑，本题中 “rather than”“Moreover”“Unless” 等信号词构建了 “基础研究 - 应用研究” 的对比框架，需避免被单一维度的观点误导，把握文本的整体论证结构。
- The belief is strongest regarding the desirability of an undergraduate university degree, or a professional degree, such as medicine or law, following the undergraduate degree.
人们对于本科学位，或是本科毕业后攻读医学、法律等专业学位的渴求，是最为强烈的。
- 句式优化与逻辑衔接
- 主语处理：“The belief” 译为 “人们的信念 / 渴求”，将抽象名词转化为中文具象表达，更自然流畅；
- 修饰成分拆分：“regarding the desirability of...” 译为 “对于…… 的渴求”，“such as medicine or law” 译为 “医学、法律等”，插入式定语转化为中文前置定语，避免冗长；
- 逻辑强化：“strongest” 译为 “最为强烈的”，突出程度，贴合原文语义。
- 词汇精准与语境适配
- 核心术语翻译：“undergraduate university degree” 译为 “本科学位”，“professional degree” 译为 “专业学位”，“desirability” 译为 “渴求”（比 “吸引力” 更贴合 “对学位的追求” 语境），术语精准且符合中文教育类文本表达习惯；
- 语义完整：无遗漏 “following the undergraduate degree”（本科毕业后）的时间逻辑，通过 “攻读” 一词自然体现。
- 学术规范与表达自然
- 语体一致性：采用正式书面语，契合 “教育价值” 的学术讨论语境，避免口语化表达；
- 语法严谨：准确传递 “本科学位” 与 “专业学位” 的并列关系，语义无偏差。
Directions: Write an essay of about 300 words on the topic "Learning and Studying as I See It". Combine your own academic experience to analyze your understanding of Wang Guowei's three realms of scholarship: 1) "Last night the west wind withered the green trees; I climbed the tall building alone, looking down the endless road"; 2) "I won't regret even if my belt grows looser; I'm worn out for her"; 3) "Having looked for him a thousand times in the crowd, suddenly I turn my head, and there he stands, in the dim light".
Learning and Studying as I See It
Wang Guowei’s three realms of scholarship vividly depict the arduous yet rewarding journey of learning, which resonates deeply with my own academic pursuit. In my view, these three realms are not isolated stages but a sequential process of exploration, perseverance, and enlightenment, reflecting the essence of genuine learning.
The first realm—"climbing the tall building alone, looking down the endless road"—symbolizes the initial stage of learning: establishing goals amid confusion. When I first embarked on my master’s research on materials science, I was overwhelmed by the vastness of the field. Countless academic papers, complex theories, and diverse research methods left me at a loss. However, under the guidance of my supervisor, I gradually narrowed my focus to the study of new energy battery materials, "climbing the tall building" to gain a panoramic view of the research field. This stage taught me that learning begins with clarifying directions, even if the road ahead seems endless.
The second realm—"worn out for her without regret"—embodies the perseverance required in in-depth study. During my research, I encountered repeated failures in experimenting with battery electrode materials. Despite adjusting experimental parameters dozens of times, the performance of the materials still failed to meet expectations. There were moments when I wanted to give up, but the belief in pursuing truth kept me going. I spent months reviewing literature, consulting experts, and optimizing the experimental design. This process of "being worn out" made me realize that learning demands unwavering persistence; only through continuous efforts can we overcome obstacles.
The third realm—"finding him in the dim light"—represents the enlightenment after unremitting efforts. After countless trials, my team and I finally developed a new type of electrode material with excellent performance. The moment we obtained the desired experimental data, I experienced the joy of "sudden enlightenment"—all the hardships faded away, and the previously elusive research results became clear. This realm proves that learning is a process of accumulation; when knowledge and experience reach a certain level, enlightenment will come naturally.
In conclusion, Wang Guowei’s three realms reveal the true nature of learning: setting goals with a broad vision, persisting in the face of difficulties, and embracing enlightenment through accumulation. As a doctoral candidate, I will continue to follow this path, pursuing knowledge with dedication and perseverance to achieve greater academic progress.
- 结构框架
- 开头段：点明王国维 “治学三境界” 与学习本质的关联，提出核心观点 —— 三境界是 “探索 - 坚持 - 顿悟” 的连续过程；
- 主体段：将三个境界与个人科研经历结合，分别阐述 “确立方向”“坚持不懈”“豁然开朗” 的学习阶段，实例具体，情感真挚；
- 结尾段：总结升华，强调三境界对博士阶段学术研究的指导意义，呼应开头。
- 高分亮点
- 学术词汇：使用 “arduous”“sequential”“exploration”“perseverance”“enlightenment”
- “optimizing”“accumulation” 等学术表达，提升专业性；
- 逻辑衔接：通过 “The first realm”“The second realm”“The third realm”“In conclusion” 等连接词，构建清晰的 “总 - 分 - 总” 逻辑链；
- 句式多样：融合定语从句（“which resonates deeply with my own academic pursuit”）、让步状语从句（“even if the road ahead seems endless”）、分词结构（“pursuing knowledge with dedication”），避免简单句堆砌；
- 观点深刻：将古典文学意境与现代学术经历结合，既诠释了三境界的内涵，又体现了博士研究生的学术感悟与人文素养。
- 学术规范
符合考博英语写作 “观点明确、论证充分、语言正式” 的要求，字数控制在 310 词左右，论证兼顾理论与实践，无冗余表述。
- 积累科学研究、教育、管理类高频学术词汇（如 detection、formulation、perseverance），重点记忆其语义与搭配；
- 强化 “近义词辨析”，结合真题语境区分 “发现、纠正、积累” 等语义差异，避免用词偏差；
- 建立词汇错题本，重点突破 “名词 + 介词” 固定搭配与学术场景化应用。
- 对比类文章需关注 “rather than”“however” 等信号词，把握两个对比对象的核心特征与关系；
- 针对科学研究、教育、文化类主题文章进行专项训练，熟悉相关学术术语与表达逻辑；
- 提升 “题干定位 + 选项排除” 能力，区分 “主旨概括” 与 “细节表述”。
- 教育类翻译需确保 “本科学位”“专业学位” 等术语精准，符合中文表达习惯；
- 处理英文长句时，合理拆分插入式定语、状语，使用中文短句优化表达，保持逻辑连贯；
- 积累 “学术研究、教育发展” 类主题词汇，提升不同语境下的语言转换能力。
- 思辨类写作可结合经典文学、哲学观点（如王国维三境界），提升文章文化底蕴；
- 论据需结合个人学术经历（如科研、求学），增强真实性与说服力；
- 结尾段升华主题，关联 “学术追求、人生成长” 等深层价值，体现学术视野与格局。
通过系统利用真题资料和科学的备考方法，考生可高效提升考博英语综合能力，助力顺利上岸中南大学博士研究生。
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