Question

Before the 1850’s, the United States had a number of small colleges, most of them dating from colonial（殖民的）days. They were small, church connected institutions whose primary concern was to shape the moral character of their students. 
Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between mid-century and the end of the 1800’s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of admired colleges－Harvard, Yale, Columbia－and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty made up of teacher-scholars. Drilling and learning by memorization were replaced by the German method of lecturing, in which the professor’s own research was presented in class. Graduate training leading to the Ph.D., an ancient German degree representing the highest level of advanced scholarly achievement, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research. 
At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, restricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The new goal was to make the university relevant(相關(guān)的) to the real pursuits（追求） of the world.

Answer 1

小題1:universities
小題2:the moral character
小題3:their/the primary concern
小題4:For advanced study
小題5:Effects/ Influences
小題6:Hiring professors
小題7:passing it on
小題8:lecturing
小題9:Pioneering
小題10: Goal / Purpose

試題分析：文章介紹了美國舊大學(xué)的弊端和新大學(xué)的發(fā)展，從教授的聘用，教授的課程和方法都有了很大的改變。新的原則是在大學(xué)開創(chuàng)新知識，并把它傳下去。
小題1:主旨題：從全篇文章看，這篇文章講的是美國大學(xué)的發(fā)展，所以填：universities
小題2:原詞重現(xiàn)：從第一段的句子：They were small, church connected institutions whose primary concern was to shape the moral character of their students. 可知以前的大學(xué)是要是塑造學(xué)生的道德觀：the moral character
小題3:句意理解題：從第二段的句子：In German university was concerned primarily with creating and spreading knowledge, not morals.可知在德國的大學(xué)主要考慮的是創(chuàng)造傳播知識。所以填 their/the primary concern
小題4:原詞重現(xiàn)：從第二段的句子：Between mid-century and the end of the 1800’s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. 可知很多美國年輕人到德國去深造：For advanced study
小題5:歸納詞：右邊的內(nèi)容都是這種現(xiàn)象帶來的影響：Effects/ Influences
小題6:句意理解題：從第二段的句子：Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. 可知招了很多有學(xué)術(shù)知識的教授，Hiring professors
小題7:句意理解題：從第二段的句子：The new principle was that a university was to create knowledge as well as pass it on,可知新的原則是在大學(xué)開創(chuàng)新知識，并把它傳下去。填 passing it on
小題8:原詞重現(xiàn)：從第二段的句子：Drilling and learning by memorization were replaced by the German method of lecturing, in which the professor’s own research was presented in class.可知是將新的演講法傳入課堂。填 lecturing
小題9:詞性轉(zhuǎn)化題：從最后一段的句子：The president of Harvard pioneered the elective system, by which students were able to choose their own course of study.可知哈佛校長在選課制度上起了先鋒帶頭作用，因為同列的句子都是動名詞開頭，所以填Pioneering
小題10:原詞重現(xiàn)：從最后一段的句子：The new goal was to make the university relevant(相關(guān)的) to the real pursuits（追求） of the world. 可知這是大學(xué)的新的目標(biāo)：Goal / Purpose