研究生考试试题

研究生考试是全国统一的卷子还是各个大学自己出题目?我国的研究生入学考试，实行的是全国统考，所以是统一试卷，每年大概报名时间在10月，现场确认时间在11月，考试在12月，成绩公布在次年的2月，国家线公布在3月，复试和调剂时间一般在3-4月，录取时间在6-7月。考研初试的试卷是全国统一的，但是复试加试是由各院校自主安排的，就不统一，包括考试时间、考试形式和考试内容，都由学校具体安排。如果你是一个考研小白，基础不算太好，学习能力也一般，身边也没有学长学姐辅导你，不知道如何去备考，那我的建议是你选个机构报全程班，跟着老师的进度和规划来学习，这样不至于每个阶段都很慌乱。这里给大家分享下之前对我帮助很大的考研机构网课，主要是“主讲+二讲”的双师教学模式，我报了班就给我分配了相应的教务/答疑老师，还进行了摸底考试，便于对我进行复习规划。下面是他们的免费课链接，口碑还是蛮不错的，对考研小白也十分友好。想早点上岸的同学们，可以戳下方链接↓↓↓↓(政数英课程，可以免费听!名额有限，有需要的赶紧呀!)【考研必备】限时0元领取专业网课+备考计划+学习资料+针对性选校建议大家一定要领取免费试听课看看课程是否适合，毕竟自己的直观感受才是最靠谱的，反正课程是免费的。下面给大家详细介绍一下研究生考试是全国统一的卷子还是各个大学自己出题目?第一，考研试卷是分科目的，考研科目总共有4门，2门公共科目：英语和政治，还有2门：数学和专业课。部分专业和专业硕士学位的研究生不考数学，如果不考数学，就替换成专业课。所以考研的科目可以是英语、政治、数学加专业，或者英语、政治加2门专业。英语分英语一和英语二，数学也分数学一和数学二、三，试卷都是由国家统一命题出卷，但是难度不一样，通常卷一大于卷二。部分专业课由国家统一命题，也有部分专业课由院校自主命题，每个院校开设的专业不一样，重点研究方向也不一样，所以国家难以做到统一。第二，全国统考的有政治、英语、数学和部分专业课。政治和英语每门100分，数学和专业每门150分，总分500分。专业课有部分统考，比如法硕、计算机、教育学和心理学等，每年专业参加统考的科目可以在报考的时候看到，加入全国统考的专业课就是国家命题，当然更多专业的专业课是由高校命题，所以专业课可以研究目标院校的教材和学科带头人或者重点学科的方向，可以找重点，这也是提高专业课分数的好方法。专业课的分数有150分一门，占分比较大，比统考科目的容易得分，性价比高。第三，考研复试，有部分院校会加试专业科目，一般是笔试。这个考试不是统一的，但是也很重要，有些名校的专业笔试不过关的话，也是直接不录取的。复试一般考查三方面的内容：综合能力、英语、专业。考察这三方面都有可能是笔试或者面试的形式，比如英语方面，华科以前是笔试听力、面试口语;以上就是我针对研究生考试是全国统一的卷子还是各个大学自己出题目做的分享啦!专业和综合能力考查比较多的方式是面试，具体由学校安排，所以提前做好准备，越是重点知名院校，考查得越具体越专业，尤其是专业科方面，要做足准备，有自己的见解。现在报考人数多，竞争大，尤其是名校，更注重学生的专业能力和英语水平。

研究生考试的英语和政治卷是属于统一出的全国卷，但是专业课可能有的专业是学校自命题，有的专业是全国统一的。

《英语能力测试(写作)》是北京外国语大学英语语言文学硕士研究生专业的重要考试科目，英语学院研究生教育包括英语文学、语言学与应用语言学、翻译学、美国研究、英国研究、澳大利亚研究、加拿大研究和爱尔兰研究等方向，重视系统的专业知识传授和严格的研究方法训练。课程设置旨在夯实英语功底，拓展学术视野，培养具有人文素养、独立研究能力和开拓精神的高级外语专门人才。北京外国语大学硕士研究生《英语能力测试(写作)》考试试题如下：I. Summarize the main points in the following article (in about 200 words) and write a commentary (in about 500 words) on the issue under discussion, relating it to Chinese reality. (70 points)Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued that we ought not to claim that literature improves us as people, because there is no “compelling evidence that suggests that people are morally or socially better for reading Tolstoy” or other great , there is such evidence. Raymond Mar, a psychologist at York University in Canada, and Keith Oatley, a professor emeritus of cognitive psychology at the University of Toronto, reported in studies published in 2006 and 2009 that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective. This link persisted even after the researchers factored in the possibility that more empathetic individuals might choose to read more novels. A 2010 study by Mar found a similar result in young children: the more stories they had read to them, the keener their “theory of mind,” or mental model of other people’s intentions.“Deep reading”—as opposed to the often superficial reading we do on the Web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing him to remain fully immersed in the immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for of this is likely to happen when we’re reading online. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. For example, Britain’s National Literacy Trust earlier released the results of a study of 34,910 young people aged 8 to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of Proust and the Squid: The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to “meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they’ve never been, a place only deep reading can take . Write an essay (in about 600 words) on the topic below. Your essay should be clear in structure, logical in reasoning and accurate and appropriate in language. (80 points)TopicLiterature is a nation’s unique cultural heritage and a passage to understanding the soul of the nation. In your opinion, in what ways are Chinese writers important in cross cultural dialogue between China and the West and what role can they play in this endeavour?考研政策不清晰？同等学力在职申硕有困惑？院校专业不好选？点击底部官网，有专业老师为你答疑解惑，211/985名校研究生硕士/博士开放网申报名中：