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[主观题]

Few mathematicians are ______ their futures on finding any such proof; instead, their effo

rts are focused on finding good, but not ______ , solutions for most cases, a field of study aptly known as approximation theory.

A．betting … perfect

B．developing … convenient

C．pinning … substandard

D．destroying … exact

E．establishing … vague

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发布时间：2020-07-27

更多“Few mathematicians are ______ their futures on finding any such proof; instead, their effo”相关的问题

第1题

Few mathematicians are______their futures on finding any such proof；instead, their efforts

are focused on finding good, but not______, solutions for most cases, a field of study aptly known as approximation theory.

A．betting… perfect

B．developing … convenient

C．pinning … substandard

D．destroying … exact

E．establishing … vague

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第2题

Speaker A: I think studying math at school is a waste of time. Who needs it？ Speaker B: __

____

A．That's a good idea. I don't like math at all.

B．Yes, I think students only need to study for a few years.

C．I see what you mean. Very few students will become mathematicians in the future.

D．But don't you think math is something that everyone needs to know？

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第3题

【C1】______the lack of【C2】______between gifted students and their schools, it is not surpri

sing that such students often have【C3】______good to say about their school experience. In one study of 400 adults who had achieved【C4】______in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur【C5】______for creative accomplishment, had good things to say about their precollegiate【C6】______【C7】______they had not been placed in advanced programs. Anecdotal reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Gold smith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed【C8】______Harrow, an elite British school. Some of these gifted people【C9】______have done poorly in school because their gifts were not【C10】______. Maybe we can account【C11】______Picasso in this way. But most【C12】______poorly in school not because they lacked ability but because they found school【C13】______and【C14】______lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to【C15】______anything less interesting than my own thoughts, I was【C16】______to teach." When highly gifted students in any【C17】______talk about【C18】______was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. High-IQ children, in Australia studied by Miraca Gross had much more【C19】______feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some【C20】______grades.

【C1】

A．Giving

B．Given

C．Provided

D．Providing

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第4题

A．How most mathematicians work.B．Accidental discovery about the earth's shape.C．How to

A．How most mathematicians work.

B．Accidental discovery about the earth's shape.

C．How to track an orbit.

D．How astronauts use computers to measure the size of satellite.

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第5题

For a long time, men want to see whether lifeless computers can exercise judgment, make ch

oices, give birth to ideas, and play games intelligently. At the far limit of possibility, they wish to know whether, at least in theory, machines can reproduce themselves. In other words, are we really certain that a machine can do only what its programmer wishes it to do'？ Already there are in existence a number of machines that approach these powers. Tile simplest type is the computer that understands logic.

Samuel Butler, the great English author, predicted the view of the future world of machines in his novel Erewhon, published in 1872. Ever since, authors with less sense of satire (讽刺) than Butler have created tales of monster (怪物)machines that take over and destroy the world. In varying degrees, their imaginary monsters have the power of reproduction, which permitted them to multiply until they could capture and crush mankind.

Science today is not laughing at such extremes. Dr. J. Von Neumann, of the Institute for Advanced Studies in Princeton, very carefully considered the question: Cmn machines become highly organized enough to reproduce themselves？ His conclusion was that they may, provided they are complicated enough. Mathematically, a certain degree of complication seems to be necessary for reproduction. Below that, the iron mothers can only give birth to more primitive forms than themselves, and any "race" of robot monsters would soon lose the reproductive function.

If mathematicians are to be believed, we can rest fairly secure for a while yet. Human physiology (生理学) is still millions of times more complex than any giant brain. To copy the complexities of the human brain alone would be a shocking problem.

Transistors (晶体管) might reduce the super-giant to the size of a house and his power requirements to a few hundred kilowatts -- yet the human brain will fit into a cereal bowl and takes about twenty-five watts of power.

The author mentions Samuel Butler and other English writers' tales because______.

A．they teach logic to the readers

B．they show a sense of satire

C．they proved that machines can reproduce themselves

D．they described the imaginary future world of machines

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第6题

The author points out that the Greeks who studies conic section ______.A．were unaware of t

The author points out that the Greeks who studies conic section ______.

A．were unaware of the value of their studies

B．were mathematicians

C．resigned

D．were interested in navigation

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第7题

Fields is mainly remembered for______.A．the first winner of the Fields MedalB．the presiden

Fields is mainly remembered for______.

A．the first winner of the Fields Medal

B．the president of the 6th International Congress of Mathematicians

C．his achievement in the theory of algebraic functions

D．the founder of an international medal for mathematical distinction

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第8题

Given the lack of fit between gifted students and their schools, it is not surprising that

such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy. " Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated. Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach." As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeats's level of arrogance and self-absorption) are likely to lead to Conflicts with teachers.

When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.

The main point the author is making about schools is that______.

A．they should satisfy the needs of students from different family backgrounds.

B．they are often incapable of catering to the needs of talented students.

C．they should organize their classes according to the students' ability.

D．they should enroll as many gifted students as possible.

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第9题

Which of the following is INCORRECT according to the passage？A．Fields Medal was first awar

Which of the following is INCORRECT according to the passage？

A．Fields Medal was first awarded in 1936 before Fields" death.

B．Fields Medal is a golden medal.

C．Fields Medal is often referred to as the "Nobel Prize for Mathematics".

D．Fields Medal is awarded to mathematicians under the age of 40.

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第10题

The Key to SuccessA five-year study of 120 of the nation's top artists, athletes and schol

The Key to Success

A five-year study of 120 of the nation's top artists, athletes and scholars has concluded that drive and determination, not great natural talent, led to their extraordinary success.

"We expected to find tales of great natural gifts," said University of Chicago education professor Benjamin Bloom, who led the team of researchers who studies the careers of America's top performers, "We didn't find that at all. Their mothers often said it was their other child who had the greater gifts."

The most brilliant mathematicians often said they had trouble in school and were rarely the best in their classes. Some world-class tennis players said their coaches viewed them as being too short ever to be outstanding, and the Olympic swimmers said they remembered getting regularly "clobbered"(打垮) in races as 10-year olds.

Anonymous Interviews

The foundation-supported research team conducted in-depth, anonymous interviews with the top 20 performers in the some fields, as judged by national championships or similar honors.

They also interviewed their families and teachers, hoping to learn how these individuals developed into extraordinary performers.

Instead, the researcher heard accounts of an extraordinary drive and dedication through which, for example, a typical swimmer would tell of getting up at 5:30 every morning to swim two hours before school and then two hours after school to attain his or her goal of making the Olympic team.

Bloom, an eminent educational researcher, said his findings "remind me of the old joke about the young man walking down a New York street who stops to ask a little old lady, 'How do I get to Carnegie Hall？' and she looks up and says, 'Practice, young man. Practice.'"

Although practice and motivation seemed to explain their success, the top performers, regardless of their field, appeared to follow a similar course of development, the researchers found.

In practically every case, the parents played the key role, first by exposing their children at an early age to music, sports or learning. The vast majority of the parents were not themselves outstanding musicians, athletes or scholars. For example, few than half of the parents of the distinguished pianists had ever played any musical instrument.

Valued Competition

But the parents of the swimmer and tennis players did enjoy sports and valued competition, Bloom reported. The families of the pianists appreciated art and music, while the parents of the research scientists displayed a great love for learning.

The parents of scientists reported that their children showed both an unusual curiosity about how things work and an "independent nature" that allowed them to play or work alone for hours.

Although it is not uncommon for children to ask repeatedly "Why？", "What appears to make the parents of scientists unique is the nature of their children's questions," Bloom wrote, "They responded to the questions seriously, often encouraging even more questions."

"These parents placed great stress on achievement, on success and on doing one's best at all times. They were models of the 'work ethic', believing that work should come before play and that one should always work toward distant goals." Bloom said. The results of the research will be published this week in a book entitled Developing Talent in Young People.

The families said in the interviews that they wanted their children to have "normal" childhoods and that they had no inkling(略知) that the children would achieve unusual success.

Parents Encouraged Them

But once a child displayed an interest and enthusiasm in a particular area, these parents encouraged them at every step and were willing to spend countless hours shuttling them to and from piano, tennis or swimming lessons.

A．Y

B．N

C．NG

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