passage3

注解：標(biāo)題為紅色，翻譯為藍色，分析為綠色。

????????The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political, and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

????????Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided(deride嘲笑,.愚弄) as poorly educated and one of primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts — a result of the training that U.S. workers received on the job.

????????More recently, while examining housing construction, the researchers discovered that illiterate(不識字的,不理解的，文盲的(文章取這個意思)), non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

????????What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

????????As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps(trap陷阱,夾子,圈套) without(沒有，在沒有...的情況下(本文取這個意思))? political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain(限制=limit) the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

一、文章結(jié)構(gòu)分析

這是一篇關(guān)于教育與經(jīng)濟發(fā)展的議論文。

文章第一段在對傳統(tǒng)觀點提出了批判的同時提出了自己的觀點。

接下來的幾段都是從幾個不同方面對作者觀點的論述。

31. The author holds in paragraph 1 that the importance of education in poor countries ___.

[A] is subject to groundless doubts

[B] has fallen victim of bias

[C] is conventionally downgraded

[D] has been overestimated

31.作者在第一段認為在貧窮國家教育的重要性。

【A】遭受到毫無根據(jù)的懷疑

【B】淪為偏見的犧牲品

【C】傳統(tǒng)被低估了

【D】被高估了

32. It is stated in paragraph 1 that the construction of a new education system _______.

[A] challenges economists and politicians

[B] takes efforts of generations

[C] demands priority from the government

[D] requires sufficient labor force

32.第一段中認為構(gòu)建一個新的教育體系。

【A】對經(jīng)濟學(xué)家和政治家構(gòu)成了挑戰(zhàn)

【B】需要幾代人的努力

【C】需要政府的優(yōu)先發(fā)展

【D】要求足夠的勞動力

33. A major difference between the Japanese and U.S workforces is that _______.

[A] the Japanese workforce is better disciplined

[B] the Japanese workforce is more productive

[C] the U.S workforce has a better education

[D] the U.S workforce is more organize

33.在日本和美國的勞動力之間主要的不同是。

【A】日本勞動力更有紀(jì)律性

【B】日本勞動力更有生產(chǎn)力

【C】美國的勞動力受到更好的教育

【D】美國的勞動力有更好的組織

34. The author quotes the example of our ancestors to show that education emerged ______.

[A] when people had enough time

[B] prior to better ways of finding food

[C] when people on longer went hungry

[D] as a result of pressure on government

34.作者引用遠古祖先的例子為了顯示教育的出現(xiàn)。

【A】當(dāng)人們有足夠的時間

【B】先于找到食物好的方法

【C】當(dāng)人們不在饑餓

【D】作為政府壓力的結(jié)果

35. According to the last paragraph, development of education ________.

[A] results directly from competitive environments

[B] does not depend on economic performance

[C] follows improved productivity

[D] cannot afford political changes

35.根據(jù)最后一段，教育的發(fā)展。

【A】直接源于競爭的環(huán)境

【B】不依賴于經(jīng)濟的表現(xiàn)

【C】隨著生產(chǎn)力的提高而提高

【D】不能負擔(dān)政治的變革

二、核心詞匯與超綱詞匯

1.priority n.優(yōu)先（權(quán)）v.把……（計劃或目標(biāo)）列入優(yōu)先地位

2.recession n.撤回，工商業(yè)之衰退，不景氣

3.deride v.嘲弄，嘲笑

4.ancestor n.祖先，先驅(qū)，起源

5.foreseeable adj.可預(yù)知的，能預(yù)測的，能看透的

三、閱讀答案：D B B C C

四、全文翻譯：?

????????貧困國家中正規(guī)教育與經(jīng)濟發(fā)展之間的關(guān)系被經(jīng)濟學(xué)家和政客們廣泛的誤解了。毫無疑問，這兩個領(lǐng)域的進步對這些國家和所有其他國家的社會、政治和才智的發(fā)展都必不可少；然而，傳統(tǒng)認為為了促進貧困國家的經(jīng)濟快速發(fā)展，教育應(yīng)該別放在最優(yōu)先的地位之一的觀點是錯誤的。幸運的是，這一觀點是錯誤的。因為在那些國家建立新的教育體系，讓足夠多的人接受教育以改善經(jīng)濟狀況要用上兩至三代人的時間。一個研究機構(gòu)的研究成果同樣表明所有國家的工人都可以通過在崗培訓(xùn)的方式實現(xiàn)相當(dāng)高的生產(chǎn)率，因此，也就獲得了生活水平的根本改善。

????????非常具有諷刺意味的是，這一思想的第一個證據(jù)就出現(xiàn)在美國。不久前，美國進入了經(jīng)濟衰退期，而日本也到泡沫破裂的前的頂峰時期。人們諷刺美國的工人受教育程度低，而這是美國經(jīng)濟不好的主要原因。在汽車裝配生產(chǎn)率方面，日本無論過去還是現(xiàn)在都是世界的領(lǐng)頭羊，然而，該研究顯示本田、尼桑、豐田的美國生產(chǎn)廠的生產(chǎn)效率已經(jīng)達到日本同級廠家的95%，其原因就是美國工人接受了在崗培訓(xùn)。

????????最近，當(dāng)研究人員檢驗房屋建筑工程的時候，他們發(fā)現(xiàn)盡管建筑行業(yè)工作非常的復(fù)雜，但是在德克薩斯休斯頓的那些不認識字而且不會講英文的墨西哥工人一直都能夠達到最佳的生產(chǎn)率標(biāo)準(zhǔn)。

????????教育和經(jīng)濟發(fā)展的真正關(guān)系到底如何？我們認為即使在政府不去強制進行，持續(xù)的經(jīng)濟發(fā)展也會促進教育的發(fā)展。畢竟，教育就是這樣開始的。一萬年前，當(dāng)我們的祖先還過著狩獵和集體生活的時候，他們根本沒有時間去思考覓食以外的事情。只有在人類能夠以效率更高的方式覓食之后才有時間想別的。

????????隨著教育的進步，人類的生產(chǎn)潛力也在進步，當(dāng)競爭的環(huán)境促使我的先輩獲得了這種潛力。這反過來又會促進教育的發(fā)展。這種日益提高的教育水平對于先進經(jīng)濟發(fā)展所要求的復(fù)雜政治體系來說可能是必要的但不充分的條件。因此，貧困國家如果不能通過提供更廣泛的正規(guī)教育而帶來政治的變革的話，他們就可能無法擺脫貧困。然而，在可預(yù)見的未來，正規(guī)教育的缺失并不會限制大幅度提高發(fā)展中國家工人生產(chǎn)率的能力。相反，對于提高生產(chǎn)率的制約因素正好解釋了在貧困國家里教育發(fā)展不快的原因。