Question

I once had my Chinese MBA students brainstorming on “two-hour business plans”. I separated them into six groups and gave them an example: a restaurant chain. The more original their idea, the better, I said. Finally, five of the six groups presented plans for restaurant chains. The sixth proposed a catering service. Though I admitted the time limit had been difficult, I expressed my disappointment.
My students were middle managers, financial analysts and financiers from state owned enterprises and global companies. They were not without talent or opinions, but they had been shaped by an educational system that rarely stressed or rewarded critical thinking or inventiveness. The scene I just described came in different forms during my two years’ teaching at the school. Papers were often copied from the Web and the Harvard Business Review. Case study debates were written up and just memorized. Students frequently said that copying is a superior business strategy, better than inventing and creating.
In China, every product you can imagine has been made and sold. But so few well developed marketing and management minds have been raised that it will be a long time before most people in the world can name a Chinese brand.
With this problem in mind, partnerships with institutions like Yale and MIT have been established. And then there’s the “thousand talent scheme”: this new government program is intended to improve technological modernization by attracting top foreign trained scientists to the mainland with big money. But there are worries about China’s research environment. It’s hardly known for producing independent thinking and openness, and even big salary offers may not be attractive enough to overcome this.
At last, for China, becoming a major world creator is not just about setting up partnerships with top Western universities. Nor is it about gathering a group of well-educated people and telling them to think creatively. It’s about establishing a rich learning environment for young minds. It’s not that simple.

1. 1.
   Why does the author feel disappointed at his students?
   1. A.
      Because there is one group presenting a catering service.
   2. B.
      Because the six groups made projects for restaurant chains.
   3. C.
      Because all the students copied a case for the difficult topic.
   4. D.
      Because the students’ ideas were lacking in creativeness.
2. 2.
   We can infer from the passage that ________.
   1. A.
      China can make and sell any product all over the world
   2. B.
      high pay may not solve the problem of China’s research environment
   3. C.
      cooperation with institutions has been set up to make a Chinese brand
   4. D.
      the new government program are aimed at encouraging imagination
3. 3.
   Which is the best title of the passage?
   1. A.
      Look for a New Way of Learning.
   2. B.
      Reward Creative Thinking.
   3. C.
      How to Become a Creator.
   4. D.
      Establish a technical Environment.

Answer 1

DBA
1.定位到文章第二段，讲述作者的学生都有天赋，只是他们生在了一个不重视critical thinking和inventiveness的教育背景下。换而言之，作者感叹学生们缺乏inventiveness，即creativeness，故选择D；A、B仅陈述事实，但不存在因果关系；C选项文中并没有提及，且all太过绝对
2.运用排除法。A选项：第三段末尾写到中国品牌要一两个能推向世界恐怕还要等还长时间，排除；C选项：倒数第二段写到：this new government program is intended to improve technological modernization by attracting top foreign trained scientists to the mainland with big money，其意图并不是make a Chinese brand，排除；D选项：最后一段It’s about establishing a rich learning environment for young minds，排除D选项，故选择B
3.考查文章主题。C选项：文章并没有说明变成creator的方法，排除；B、D选项：文章有所提及，但不是重点；A选项：文章至始至终强调教育体制的改变，最后一段再次重申，故选择A