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考博英语是博士研究生入学核心考核科目，苏州大学 2016 年考博英语涵盖词汇语法、阅读理解、翻译、写作四大模块，重点考查学术英语理解、语言综合应用与主题思辨能力。以下为该真题精选样本及高分答案详解，供考生参考答题逻辑与核心考点。若需完整的英语考博真题、专业课考博真题及深度解析，可通过页面顶部栏目选购，助力高效备考。
- If you are ill from not eating enough food, you have ______.
A. illiteracy B. malnutrition C. penury D. sanitation
- Both sides agreed to an immediate ______ and the fighting has stopped.
A. annihilation B. ceasefire C. deterrent D. serenity
"What a piece of work is man! "exclaimed Hamlet, Prince of Denmark. Shakespeare could hardly have written those words if he had lived before the time of the Renaissance, when a man-centered universe replaced the God-centered thought of the Middle Ages. The word "Renaissance" is particularly appropriate, coming as it does from the Italian "rinascere", meaning to be reborn, as the 1400s and early 1500s marked the revival of studies of ancient Greece and Rome. Scholars in medieval times believed that prayer and concentration on salvation were mankind's chief responsibilities, beset as they were with the evil temptations of society. Renaissance thinkers, on the other hand, followed the classical Greek and Roman models of individual responsibilities and duties to a society that was a civilizing rather than a corrupting influence.
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During medieval times, scholars believed that ______.
A. humanism was important
B. society had civilizing effects on people
C. society could entice men to do evil
D. the individual’s first responsibility was towards society
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Renaissance humanists were concerned with the study of ______.
A. instruments B. morality C. holy scriptures D. mankind
If you think the art of mind-reading is a fantasy, think again. Over the past few years, the ability to connect first monkeys and then men to machines in ways that allow brain signals to tell those machines what to do has improved by leaps and bounds. In the latest demonstration of this, just published in the Public Library of Science, Bin He and his colleagues at the University of Minnesota report that their volunteers can successfully fly a helicopter (admittedly a virtual one, on a computer screen) through a three-dimensional digital sky, merely by thinking about it.
Directions: Write an essay in no less than 400 words on the topic "The only purpose of education is to prepare people to earn a living". To what extent do you agree with this statement?
- 考点定位：本题考查名词词义辨析，聚焦生活场景类词汇，是词汇部分的核心考点。
- 答案详解：四个选项含义分别为：A. illiteracy（文盲）；B. malnutrition（营养不良）；C. penury（贫困）；D. sanitation（卫生）。
语境为 “因食物摄入不足而生病”，对应 “营养不良”，故选 [B]。其他选项均与 “食物不足导致生病” 的语义无关，故排除。
- 考点定位：本题考查名词词义辨析，聚焦政治军事类词汇，是词汇部分的基础考点。
- 答案详解：四个选项含义分别为：A. annihilation（歼灭）；B. ceasefire（停火）；C. deterrent（威慑物）；D. serenity（宁静）。
语境为 “双方同意立即停火，战斗已停止”，“ceasefire” 与 “fighting has stopped” 直接呼应，故选 [B]。
- 考点定位：本题考查细节信息提取，是阅读理解部分的基础考点，考查对中世纪学者观点的精准把握。
- 答案详解：原文明确提到 “Scholars in medieval times believed that prayer and concentration on salvation were mankind's chief responsibilities, beset as they were with the evil temptations of society”，即中世纪学者认为人类面临社会的邪恶诱惑，需专注于祈祷与救赎，由此可推断 “社会会诱使人作恶”，故选 [C]。
[A]“人文主义很重要” 是文艺复兴时期的观点；[B]“社会对人有教化作用” 与原文 “社会存在邪恶诱惑” 相悖；[D]“个体首要责任是对社会” 未提及，中世纪学者强调对救赎的责任，故排除。
- 考点定位：本题考查细节信息提取，是阅读理解部分的核心考点，考查对文艺复兴人文主义核心的把握。
- 答案详解：原文提到 “Renaissance thinkers... followed the classical Greek and Roman models of individual responsibilities and duties to a society... Theology, the study of God, was replaced by the study of humanity or humanism”，明确人文主义以 “研究人类” 取代 “研究上帝”，故选 [D]。
[A]“工具”、[B]“道德”、[C]“宗教经文” 均未体现人文主义的核心，故排除。
如果你认为读心术是一种幻想，那就再想想吧。在过去几年里，先是将猴子、随后将人类与机器连接起来的技术取得了飞速发展 —— 这种连接方式能让大脑信号指令机器执行相应操作。在最近发表于《科学公共图书馆》的一项演示中，明尼苏达大学的何斌（Bin He）及其同事报告称，他们的志愿者仅通过意念就能成功驾驶直升机（诚然是电脑屏幕上的虚拟直升机）穿越三维数字天空。
- 考点定位：本题考查科技类文本英译汉，核心考查术语精准、句式连贯及时态准确，是翻译部分的核心考点。
- 答案详解：
- 术语精准：“mind-reading” 译为 “读心术”，“brain signals” 译为 “大脑信号”，“three-dimensional digital sky” 译为 “三维数字天空”，符合科技文本表达规范。
- 句式优化：将英文长句拆分重组，如 “the ability to connect... has improved by leaps and bounds” 译为 “…… 的技术取得了飞速发展”，避免中文句式冗长；“merely by thinking about it” 译为 “仅通过意念”，简洁传达语义。
- 逻辑连贯：保留原文破折号的解释说明功能，用 “这种连接方式” 指代前文内容，确保语义衔接自然。
- 考点定位：本题聚焦教育类议论文写作，核心考查对教育目的的辩证思辨能力，是考博英语写作的核心考点。
- 答案详解：
The Only Purpose of Education: Preparing for a Living?
The view that "the only purpose of education is to prepare people to earn a living" simplifies the essence of education, ignoring its multi-dimensional value in personal growth and social progress. While it is true that education equips individuals with professional skills for employment, it serves far more profound purposes that shape people’s lives and society as a whole. Thus, I disagree with this statement to a large extent.
Firstly, education fosters personal development beyond vocational skills. It cultivates critical thinking, moral values, and emotional intelligence—qualities that are indispensable for a fulfilling life. For example, liberal arts education exposes students to literature, philosophy, and art, enabling them to understand human nature, appreciate beauty, and make rational judgments. These abilities help individuals navigate challenges in daily life, build healthy relationships, and achieve inner peace, which cannot be measured by financial success alone. Moreover, education encourages lifelong learning, empowering people to adapt to social changes and pursue personal interests, rather than being confined to a single career.
Secondly, education plays a vital role in promoting social progress and collective well-being. It transmits cultural heritage, promotes social equity, and drives innovation. Through education, individuals acquire the knowledge and awareness to contribute to society—whether by solving environmental problems, advocating for justice, or advancing scientific research. For instance, scientists trained in universities develop technologies to address global issues like climate change; educators pass on values of tolerance and cooperation to future generations. These contributions go far beyond earning a living and are essential for the sustainable development of humanity.
Admittedly, preparing for employment is an important function of education. In a competitive job market, professional education and vocational training help individuals secure stable careers and support themselves. However, reducing education to merely a tool for making money undermines its true value. Education should balance practical skills with humanistic cultivation, enabling individuals to not only "earn a living" but also "live a meaningful life".
In conclusion, education is a comprehensive process that serves multiple purposes. While it prepares people for employment, it also nurtures personal growth, promotes social progress, and enriches the human spirit. To view education as solely for earning a living is narrow-minded. Instead, we should recognize its holistic value and strive to create an educational system that develops both professional competence and humanistic qualities, empowering individuals to lead fulfilling and responsible lives.
- 结构：遵循 “反驳观点 — 分点论证（个人发展、社会进步）— 承认合理部分 — 总结升华” 的逻辑，层次清晰，思辨性强；
- 内容：结合通识教育、科技发展等实例，论据充分，符合 400 词以上要求；
- 语言：使用 “multi-dimensional value, critical thinking, lifelong learning, sustainable development” 等学术词汇，句式多样（定语从句、状语从句、宾语从句），表达规范流畅。
以上仅为苏州大学 2016 年考博英语真题的部分样本解析。完整的该科目全套真题、其他年份考博英语真题及专业课考博真题、深度解析，可通过页面顶部栏目选购。考博英语备考需注重词汇的语义匹配、阅读理解的细节定位与思辨、翻译的精准表达及写作的逻辑构建，建议结合完整真题强化专项训练，提升应试能力。
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