四川大学少数民族骨干计划考研政治真题、笔记、参考书、大纲、录取分数线、报录比
2021四川大学中国少数民族语言文学考研真题经验参考书
不知不觉距离我考研结束都有好几个月了，今天把考研相关东西分享给你们。
首先是政治，这部分所用精力相对其他两项较少，可稍微晚一些进行，我是全程跟着李凡老师的脚步走，绝不会错，最晚10月底把《政治新时器》套书所有选择题要看过2遍。
我整个政治的复习周期是这样的：7-9月中旬以前：《政治新时器》配套中的知识点先看，看过之后做对应章节的练习。
这是第一遍，以理解为主，不需要深究，但需要看懂。
9月中旬-10月中旬：习题第二遍，完全搞明白自己的错题，不懂的地方一定要仔细看知识点。
10月中旬-11月中下旬：前两阶段都只需要关注选择题，现在开始可以着手了解大题了。
大题认真看思路，不需要背，但如果你学有余力，背了更好。
12月：按部就班，做两套卷子练手，当成实战一样模拟，大题可以不用写出来，但要独立思考答题思路，之后看答案解析。
然后选择题和大题继续看。
总之，跟着李凡老师走，他说干嘛你干嘛就行，我的计划可以参考！我准备英语大致分两个阶段，前期也就是暑假之前，是以单词和阅读为主的，没有做过其他的题型。
背单词的方法很多，我一直在用单词书背，推荐《一本单词》，虽然背不如忘的快，也很枯燥，但一定要坚持。
后来，我用真题背单词，尤其是阅读中的单词，前期用97~07左右十年真题的阅读就够了，在阅读中，把不认识的单词短语自己摘录出来，整理笔记，我是这样背单词的，后期就会发现，不认识的单词在变少。
然后暑假左右，就可以做近几年的真题了，《木糖英语真题手译版》，但是也不要成套做，还是要分专题，重点还是阅读(一定要成套的话做一两套就够了，主要是为了看看时间的把握情况)，然后才是完型等其他题型，这个过程中要继续整理笔记，不认识的单词继续背，不光阅读中的，完型翻译等遇到不认识的也可以整理。
阅读的做题方法，要先读题干和选项并且最好读懂，五个题干都读完了，再去读原文，然后定位，阅读有时间的话可以全文翻译，时间紧的话，也要挑每篇中的长难句重点翻译，权当阅读翻译一起练习了，阅读尽量保持每天一篇；至于完型，没必要太纠结，也不用全文翻译，做出题来就可以了。
四川大学《政治学原理》历年考研真题汇编（含部分答案）
目 录2011年四川大学982政治学原理考研真题2010年四川大学982政治学原理考研真题2007年四川大学663政治学原理考研真题及详解2007年四川大学482政治学原理考研真题及详解2006年四川大学482政治学原理考研真题及详解2004年四川大学341政治学原理考研真题（含部分答案）2011年攻读硕士学位研究生入学考试试题2：需试科目政治学愫理科甘代玛，9摊莅用若业：政治学理论一国际政治「试答案必须写在答罪蛾上.写在试嬲上不蜡分-■名词解释」每题8分.选做5个，共4。
分）1.政治 2,政党 3 ,民主 4.国怵5.政治思想，6,政治情感 7-政治制度8.政治权力二，简要回答（每题1Q 分.选做3个,其眄分）I ，简述散治与经济的美条政海蓼与的类型却作用；3, 政痼统治的功能，4, 4±金主义社会政治1±团的特点5, 政用改菟的目标和方式6, 政治权利与枚刀的）3别与联衰.三，论述面（每题30分，逸做2题，共60分，I ，对比分折马克思主又政治掌和西方也由学的王要研亢万位；2, 材料口）：《帝某充淮尔欧洎学直利全书，干关于国家的解释是”指一种房史实体或一科哲学思想，一神人类英同体的费欠畛式或一神特定的当代理苏/材料仁膈恩格斯在■£家膛.私有朝利国家的起源j 一文干认为* “由于国床是从控制阶级肘立的需要中产生的，由于自同时又是在这些阶JS 的冲突中产生的，所以，它.照例是矗强大的' 在经济上占统治地位的防级，因而获德了帆压和剥削被压迫阶级的新手段丁问题一；靖合材瓶（15结合材料清述具有代赛性的非马克思主又国家学说,（jo分）问题二;堵合材料⑵阐述国蒸的本质和特点.（鸿分）3, 材料rj ）f 中华人民共和国羌法第三十四条规定：“中华人民共和国公良有言雄、出版、集会' 至社，游行，示战的巨由二i 材料仁»中华人民共芯国完法第三十三条燃定＜ ■任何公民享有宪法和法律规定的权利，同时斐须履行宪法和法律规定的义会；间题一：靖含材料（】）说明政治权利肘于社龛政治生活的柞用是什会?（10分）向题二：培合材料②阿述查该日常政治生活宇剿何处理好政治权利和政治义WIJI务的关系？ （20 ir ）四川大学2010年攻读硕士学位研究生入学考试试题考试科目：政治学原理科目代码：982适用专业：政治学理论、国际政治一、名词解释题(共8题，选做6题，每题8分，共48分)1．政治统治的合法性 2．政治管理 3．民族国家4．政治社会化5．政党制度 6．政治文化7．政治选举 8．政治社团二、简答题(共6题，选做5题，每题10分，共50分)1．简述政治参与的内涵与特征；2．简述马克思主义敢治研宄的基本方法有；3．简述利益在社会政治生活中的具体作用；4．简述政治权利的特征；5．简述政治权力的类型；6．简述政体的划分标准和政体的主要类型。
四川大学少数民族骨干计划考研英语真题、笔记、参考书、大纲、录取分数线、报录比
四川大学少数民族骨干计划考研英语真题、笔记、参考书、大纲、录取分数线、报录比四川大学少数民族骨干计划考研英语真题Section IV WritingPart A47.DirectionsSuppose you have found something wrong with the electronic dictionary that you bought from an onlin store the other day,Write an email to the customer service center to1)make a complaint and2)demand a prompt solutionYou should write about100words on ANSERE SHEET2Do not sign your own name at the end of the letter,Use"zhang wei"instead.Part B48.write an essay based on the following table.In your writing you should1)describe the table,and2)give your commentsYou should write at least150words(15points)某公司员工工作满意度调查年龄-------满意度满意不清楚不满意小于等于40岁16.7%50.0%33．3%41-50岁0.0%36.0%64.0%大于50岁40.050.0%10.0%Section I Use of English1.B2.B3.A4.A5.C6.D7.A8.A9.C10.D11.D12.B13.C14.D15.C16.A17.C18.C19.B20.D Section II Reading ComprehensionPart A21.A22.C23.A24.B25.D26.A27.B28.A29.C30.C31.C32.B33.A34.D35.D36.D37.D38.B39.D40.BPart B41.A42.F43.G44.C45.EPart C发展中国家的人们在考虑移民问题时，通常关注的是能否实现前往硅谷或者发达国家的医院和大学工作这种最美好和最光明的愿景。
西南民族大学少数民族骨干计划考研数学真题、笔记、参考书、大纲、录取分数线、报录比
西南民族大学少数民族骨干计划考研数学真题、笔记、参考书、大纲、录取分数线、报录比西南民族大学少数民族骨干计划考研数学笔记一、知识点：查缺补漏。
把知识盲点扫清，按照考试中出现的考点分类，可以比照火山分类——死火山、活火山、休眠火山。
死火山”就是考纲上没有的知识点，也不会考。
“活火山”就是考研热点、重点，考试中每年都经常出现的题型，比如每年必考的、出题频率较高的。
“休眠火山”这部分，相对来说，就是需要大家去查缺补漏的部分，不是热点，但比较零散。
每年都会考查一两个这样的考点。
二、不用大量做题。
把之前做过的模拟题、真题，不是得心应手的看一下，经常犯错误的地方看一下，计算经常出错的，要归纳整理反复练习。
三、再演练基本计算。
算功一定要好，求极限、求导数等。
很多人栽在算不快、算不准上。
切忌做偏题、怪题。
最后寄语大家三个词六个字：熟练、严谨、规范。
熟练，即基本计算一定要过关;严谨，计算要准，公式等忌缺步骤，you can’t be more careful;规范，做题要像真题一样，像标准答案看齐。
最后的最后送大家一首诗，唐朝诗人杜荀鹤的《泾溪》，“泾溪石险人兢慎，终岁不闻倾覆人。
却是平流无石处，时时闻说有沉沦。
”结合考研来理解，对大家来说，栽跟头的地方不会是“石险”滩多处，因为你会非常小心谨慎，而恰恰是“平流无石处”，这样的地方大家可能觉得得心应手，一点问题没有，但很多人确实在这里栽了坟头。
所以建议大家一定要看看自己哪些地方是“平流无石处”但经常犯错，一定要夯实打牢，最终不再沉沦，在考场上龙门一跃破茧成蝶，完成一个华丽的转身，祝愿大家最终能迈入自己理想中的学府!第一部分《高数解题的四种思维定势》1.在题设条件中给出一个函数f(x)二阶和二阶以上可导，"不管三七二十一"，把f(x)在指定点展成泰勒公式再说。
2.在题设条件或欲证结论中有定积分表达式时，则"不管三七二十一"先用积分中值定理对该积分式处理一下再说。
四川大学少数民族骨干计划英语二分数线
四川大学少数民族骨干计划英语二分数线全文共3篇示例，供读者参考篇1The Cut-off Score and What It Means for Ethnic Minority StudentsAs an ethnic minority student, getting into a top university like Sichuan University has always been a dream of mine. But let's be real, the competition is intense, and the cut-off scores for regular admission can be intimidatingly high. That's where the Ethnic Minority Backbone Program comes in – a special initiative that aims to support and nurture talented students from minority backgrounds. And let me tell you, the cut-off score for this program is a topic that's been buzzing around campus lately.First off, let's clarify what this cut-off score business is all about. Basically, it's the minimum score you need to achieve on the national college entrance examination (the infamous Gaokao) to be considered for admission into the Ethnic Minority Backbone Program at Sichuan University. It's like a benchmark that separates the wheat from the chaff, so to speak.Now, here's where things get interesting. The cut-off score for this program is typically lower than the regular admission cut-off for Sichuan University. And we're not talking about a few measly points either – the difference can be quite substantial. For instance, last year, the cut-off score for the Ethnic Minority Backbone Program was around 550, while the regular admission cut-off hovered around 630. That's an 80-point gap, which is huge!So, what's the deal? Why the discrepancy? Well, it all boils down to the program's mission of promoting diversity and providing opportunities for talented students from underrepresented communities. By setting a lower cut-off score, the university aims to level the playing field and give ethnic minority students a fighting chance at securing a spot at this prestigious institution.Now, I know what some of you might be thinking: "But doesn't that mean the standards are lower for ethnic minority students?" Absolutely not! Let me be clear – the Ethnic Minority Backbone Program is no walk in the park. The admission process is still highly competitive, and the students who make the cut are genuinely talented and deserving individuals.Think about it this way: growing up as an ethnic minority student often means facing unique challenges and obstacles that can hinder academic performance. From language barriers to cultural differences and even socioeconomic factors, there are many hurdles to overcome. By acknowledging these challenges and adjusting the cut-off score accordingly, Sichuan University is simply recognizing the need for a more inclusive and equitable admissions process.And let's not forget, the cut-off score is just the first step. Once admitted, students in the Ethnic Minority Backbone Program have to work their butts off to keep up with the rigorous academic standards at Sichuan University. There's no coasting or taking it easy – these students are expected to excel and contribute to the vibrant academic community on campus.Personally, I think the lower cut-off score for the Ethnic Minority Backbone Program is a brilliant idea. It's a testament to Sichuan University's commitment to diversity and its recognition of the unique challenges faced by minority students. By providing this opportunity, the university is not only nurturing talented individuals but also fostering a more inclusive and enriching learning environment for all.Of course, like any program, there are bound to be criticisms and debates surrounding the cut-off score. Some might argue that it's unfair to other students or that it compromises academic standards. But in my opinion, those arguments miss the bigger picture. Education shouldn't be a zero-sum game where one group's success comes at the expense of another's. Instead, it should be about creating opportunities and fostering an environment where everyone has a fair shot at realizing their potential.As an aspiring student, the cut-off score for the Ethnic Minority Backbone Program represents more than just a number to me. It's a symbol of hope, a recognition of my identity and the challenges I've faced, and a testament to the university's commitment to inclusivity. And let me tell you, knowing that there's a program like this out there, with a reasonable cut-off score that acknowledges my unique circumstances, is incredibly motivating.So, to all my fellow ethnic minority students out there, don't be discouraged by the regular admission cut-off scores. Keep your eyes on the prize, work hard, and take advantage of the opportunities provided by programs like the Ethnic Minority Backbone Program. And to Sichuan University, kudos for takingthis bold step towards a more diverse and inclusive academic community. The cut-off score might just be a number, but its impact on the lives of countless students like me is immeasurable.篇2The Ethnic Minority Backbone Program at Sichuan University: A Dream or Nightmare for the English Level 2 Exam?As an ethnic minority student, the mere mention of Sichuan University's Ethnic Minority Backbone Program sends shivers down my spine. This program, lauded for its efforts to cultivate future leaders from minority groups, has become adouble-edged sword, with the English Level 2 exam acting as the gatekeeper to our dreams.Let me paint a picture for you: Imagine being a young, ambitious student hailing from a remote village, where the concept of English proficiency seems as foreign as the language itself. You've worked tirelessly, defying all odds, to secure a coveted spot in this prestigious program. However, the looming spectre of the English Level 2 exam threatens to shatter your aspirations before they can even take flight.The English Level 2 exam, a standardized test designed to assess language proficiency, has become the stuff of nightmares for many of us. Rumors abound of cut-off scores fluctuating like the tides, leaving us to navigate these treacherous waters without a compass. One year, the passing score might be a seemingly attainable 60, only to soar to a dizzying 80 the next, leaving us floundering in a sea of disappointment.Whispers echo through the hallways, tales of students who narrowly missed the cut-off by a single point, their dreams of a brighter future cruelly snatched away. It's a harsh reality that forces us to question the fairness of a system that hinges so heavily on a single exam, one that may not accurately reflect our true potential or the depth of our determination.Yet, amidst the turmoil, there are those who emerge victorious, their unwavering spirits propelling them past this formidable obstacle. They become beacons of hope, inspiring us to push harder, to study smarter, and to never surrender in the face of adversity. Their success stories are the fuel that ignites our resolve, reminding us that with dedication and perseverance, even the most insurmountable challenges can be conquered.As we navigate this treacherous path, we cling to the dream of a better future, one where our voices are heard, our culturescelebrated, and our contributions valued. The Ethnic Minority Backbone Program promises to be the catalyst for change, a platform from which we can rise above the challenges that have long plagued our communities.But the question remains: Is the English Level 2 exam a fair gatekeeper, or does it perpetuate the very inequalities it seeks to address? Should our mastery of a language, one that may be unfamiliar to many of us, be the sole determinant of our potential to lead and inspire change?Perhaps it's time to reevaluate the system, to explore alternative methods of assessment that encompass the breadth of our talents, our resilience, and our unwavering commitment to our goals. Maybe it's time to recognize that true leadership transcends linguistic boundaries, that the ability to inspire and unite can be expressed in a multitude of tongues.As we stand at the crossroads, poised between triumph and disappointment, one thing becomes abundantly clear: Our journey is far from over. The path may be arduous, but our resolve remains unshaken. We are the dreamers, the trailblazers, the ones who will shape the future for generations to come.So, let the English Level 2 exam be a challenge we embrace, not a barrier that defines us. Let it be a stepping stone towardsgreater heights, a testament to our unwavering determination. And when the dust settles, when the scores are tallied, let our voices ring out in unison, proclaiming that we are more than just a number on a page – we are the embodiment of resilience, the torchbearers of hope for a better tomorrow.篇3The Ethnic Minority Backbone Program at Sichuan University: Navigating the English Test Score CutoffAs an ethnic minority student aspiring to gain admission to the prestigious Sichuan University, the Ethnic Minority Backbone Program has been a beacon of hope, offering a pathway to pursue higher education at one of China's top universities. However, the journey to secure a spot in this coveted program is not without its challenges, particularly when it comes to the English test score cutoff.For many of us from diverse cultural backgrounds, English is not our native tongue, and the prospect of achieving a high score on the English proficiency test can be daunting. The cutoff mark set by the university serves as a gatekeeper, determining who among the applicants will be granted entry into the program and who will be left behind.As I navigate this academic landscape, I can't help but ponder the underlying rationale behind the English test score cutoff. Is it a fair and equitable measure of our abilities, or does it perpetuate systemic barriers that disproportionately impact minority students? These are the questions that weigh heavily on my mind and those of my peers.On one hand, I understand the importance of English proficiency in an increasingly globalized world. Sichuan University, a prestigious institution with a strong international presence, aims to cultivate graduates who can seamlessly integrate into diverse professional environments and contribute to cross-cultural dialogues. From this perspective, the English test score cutoff serves as a benchmark, ensuring that admitted students possess the necessary linguistic skills to thrive in their academic and professional pursuits.However, on the other hand, I can't ignore the inherent disadvantages that many minority students face in acquiring English language proficiency. Our cultural backgrounds, access to resources, and educational opportunities often vary significantly from those of our majority counterparts. For some of us, English is not just a foreign language but a whole new world to navigate, with its idiomatic expressions, nuancedgrammar rules, and cultural references that can be challenging to grasp.Moreover, the weight placed on a single standardized test score raises concerns about the fairness and inclusivity of the admission process. Reducing our diverse experiences and potential to a mere numerical value fails to capture the multifaceted tapestry of our identities and the unique perspectives we bring to the academic community.As I contemplate these complexities, I find solace in the fact that the Ethnic Minority Backbone Program itself is a recognition of the need to promote diversity and provide opportunities for underrepresented groups. It acknowledges the systemic barriers that have historically hindered access to higher education for minority communities and seeks to address them through targeted initiatives.Yet, the English test score cutoff remains a contentious issue, prompting discussions and debates among students, educators, and policymakers alike. Some argue for a more holistic approach to assessing language proficiency, one that considers a combination of factors such as coursework, essays, and oral examinations. Others advocate for targeted support programs and resources to better prepare minority students for the Englishproficiency test, leveling the playing field and mitigating potential disadvantages.Amidst these debates, I find myself reflecting on my own journey. As a minority student, I have faced numerous challenges in navigating the educational system, but I have also been empowered by the resilience and determination that my cultural heritage has instilled in me. I have learned to embrace my unique perspective, to celebrate my linguistic diversity, and to view barriers not as insurmountable obstacles but as opportunities for growth and self-discovery.The English test score cutoff, while a source of anxiety for many, has also motivated me to push beyond my perceived limitations and strive for excellence. I have dedicated countless hours to honing my language skills, immersing myself in English literature, media, and conversations. Each word, each phrase, has become a stepping stone on my path towards proficiency, a testament to my commitment and perseverance.As I approach the English proficiency test, I carry with me the weight of my community's aspirations, the hopes of those who have come before me and paved the way for opportunities like the Ethnic Minority Backbone Program. I am acutely aware that my performance on this test will not only shape my individualacademic journey but also contribute to the broader narrative of minority representation and inclusion in higher education.Regardless of the outcome, I remain steadfast in my belief that the pursuit of knowledge and personal growth transcends numerical scores or arbitrary cutoffs. The Ethnic Minority Backbone Program, with its noble intentions and commitment to diversity, represents a step in the right direction, but there is still a long road ahead in ensuring true equity and inclusivity for all students.As I look towards the future, I envision a world where the barriers imposed by language proficiency tests are replaced by a more nuanced understanding of the diverse experiences and perspectives that shape our identities. A world where academic institutions embrace the richness of cultural diversity and recognize the inherent value that each student brings to the learning environment.Until then, I will continue to navigate the academic landscape with resilience, determination, and a deep-rooted belief in the transformative power of education. The English test score cutoff may be a hurdle, but it is one that I am determined to overcome, not just for myself but for the countless minority students who will follow in my footsteps, seeking to breakthrough the barriers and reshape the narrative of inclusion in higher education.。
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四川大学少数民族骨干计划考研政治真题、笔记、参考书、
大纲、录取分数线、报录比
四川大学少数民族骨干计划考研政治真题
一、下列每题的选中，有一项是最符合题意的，请在答案纸上将所选项的字母涂黑。
（每小题1分，共16分）
1．的意识不仅反映客观世界，并且创造家史观世界。
这一命题表明意识对物质具有A．决定性
B．预见性
C．能动性
D．主动性
2．相信“意念移物”，甚至相信可以用意念来直接改变物质结构，就是信奉
A．主张精神主宰客观物质世界的主观唯心论
B．主张精神是脱离人脑独立存在的客观唯心论
C．认为人的思想是特殊物质的机械唯物主义
D．认为人具有主观能动性的实践唯物主义
3．大众心理影响经济走势，能正确解释这一现象的观点是
A．社会意识对社会存在具有决定作用
B．社会心理可以左右社会发展方向
C．只有正确的社会意识才能影响社会发展
D．社会意识反作用于社会存在
4．马克思在研究商品时，之所以考察商品的使用价值，因为使用价值是
A．构成财富的物质内容
B．人类生存、发展的物质条件
C．满足人们需要的物质实体
D．商品交换价值的物质承担者
5．剩余价值转化为利润，是因为剩余价值被看作是生产商品中所
A．耗费的可变资本的增加额
B．预付的不变资本的增加额
C．预付的全部资本的增加额
D．耗费的全部资本的增加额
6．国家垄断资本主义的产生和发展，从根本上说是
A．国内市场竞争的结果
B．国际竞争激化的结果
C．垄断统治加强的结果
D．生产社会化和资本主义私人占有制之间矛盾发展的结果
7．土地革命战争后期，中国共产党确立抗日民族统一战线策略的会议是A．古田会议
B．遵义会议
C．榜罗镇会议
D．瓦窑堡会议
8．中国共产党七届三中全会提出的当前阶段的中心任务是
A．消灭国民党反动派残余力量
B．争取国家财政经济状况的基本好转
C．在新解放区完成土地制度的改革
D．合理调整现有工商业
9．社会主义市场经济体制的基础是
A．以公有制为主体的现代企业制度
B．计划与市场相结合的调节机制
C．统一、开放、竞争、有序的市场体系
D．完善的宏观经济调控体系
10．邓小平理论的精髓是
A．解放生产力，发展生产力
B．解放思想，实事求是
C．坚持四项基本原则
D．“三个有利于”标准
11．依法治国是党领导人民治理国家的基本方略，其根本目的在于A．保证人民充分行使当家作主的权利，维护人民当家作主的地位B．依法打击敌视和破坏社会主义的敌对分子，维护社会稳定
C．维护宪法和法律在国家政治、经济和社会生活中的权威
D．确保国家各项工作有法可依，依法行政
12．中国共产党和各民主党派合作的政治基础是
A．中国共产党和各民主党派全作的政治基础是
B．遵循“长期共存，互相监督，肝胆相照，荣辱与共”的方针
C．坚持四项基本原则
D．中国共产党是执政党，民主党派是参政党
13．1989年美国布什政府提出了超越遏制战略，其核心内容是
A．放弃对苏联的军事遏制，停止核军备竞赛
B．扩大自由国家大家庭，把苏联势力推回本土
C．以实力为后盾，加强对第三世界的渗透
D．把苏联和东欧国家纳入西方社会体系
14．当前维护世界和平的根本途径是
A．实行有效裁军和军控
B．发挥联合国的维和作用
C．反对霸权主义和强权政治
D．加强国际干预
15．1969年联邦德国政府提出的“新东方政策”的主要内容是
A．改善同苏联、东欧国家的关系
B．加强同日本的经济合作关系
C．调整同中东国家的关系
D．发展同亚太地区发展中国家的关系
16、1999年10月，国家立法机构拒绝批准由联合国大会通过的《全面禁止核试验条约》的有核国家是
A.英国
B.美国
C.俄罗斯
D.法国。