武大博士英语教学大纲
大学英语教学大纲
武汉大学大学英语教学大纲一、教学对象和目标本大纲的教学对象是武汉大学非英语专业一年级的本科生。
入学时，他们应达到《高中英语课程标准》七级以上要求。
大学英语的教学目标是培养学生的英语综合应用能力，听、说、读、写、译全面发展，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国社会发展和国际交流的需要。
二、教学要求武汉大学非英语专业本科生经过一年（两个学期）英语学习后，英语能力应达到的要求如下：1．听力理解能力：能基本听懂英语国家人士的谈话和讲座，能听懂题材熟悉、篇幅较长的国内英语广播或电视节目，语速为每分钟140－150词左右，能掌握其中心大意，抓住要点和相关细节。
为能听懂外国专家英语讲授的专业课程奠定基础。
2．口语表达能力：能够和英语国家的人士进行比较流利的会话，掌握一定的会话策略，能基本表达个人意见、感情、观点等，能基本陈述事实、事件、理由等，表达思想清楚，语音、语调基本正确。
3．阅读理解能力：能基本读懂英语国家大众性报刊杂志的一般性题材的文章，阅读速度为每分钟70词。
在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词。
能就阅读材料进行略读或寻读。
能阅读所学专业的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节。
4．书面表达能力：能就一般性的主题基本表达个人观点，能写所学专业论文的英文摘要。
能描述各种图表，能在半小时内写出160词的短文，内容完整，条理清楚，文字通顺。
5．翻译能力：能借助词典翻译一般英语国家报刊上题材熟悉的文章，能摘译所学专业的英语科普文章。
英汉译速为每小时350英语单词，汉英译速为每小时300个汉字。
译文基本通顺、达意，无重大理解和语言错误。
6．推荐词汇量：领会式掌握的词汇量应达到5500个单词和1200个词组（包括中学应该掌握的词汇），其中2200个单词为积极词汇。
三、课程设置大学英语为综合英语类必修课程，分为上下两个学期，总学时121学时。
武汉大学2014级博士研究生公共英语课分级教学
武汉大学关于博士研究生公共英语课实行分级教学的通知各研究生培养单位：为保证我校博士研究生英语教学质量，提高博士研究生的英语水平，经研究，决定从2009级博士研究生开始实行博士研究生公共英语分级教学，现将有关事项通知如下：一．英语水平较好的博士研究生符合以下条件之一，可申请免修免考公共英语课，记2学分。
1．在以英语为母语的国家获得学士学位或硕士学位；2．近五年内以英语为工作语言，且在国外一流学术刊物上公开发表学术论文2篇以上；3．参加博士研究生统一入学考试，且英语成绩达到75分及以上；4．通过国家英语专业八级考试，成绩合格；5．入学之前三年内通过国家大学英语6级考试，成绩在550分以上（旧题型为优秀），或全国公共英语等级考试第五级（PETS5）笔试成绩超过60分，或雅思成绩超过6分，或GRE成绩超过2000分（新题型超过1300分），或TOFEL成绩超过550分（新题型超过80分）。
符合上述条件之一者，由研究生本人提出申请，经导师和学院同意后，报研究生院培养处审批。
二．英语基础好的博士研究生相对集中上课在博士研究生招生规模相对较大的学院，对英语基础好的博士研究生相对集中排课，同时，对教学内容作相应调整。
各研究生培养单位在安排博士研究生公共英语课时应充分考虑博士生的英语基础，分别编班。
三．通过特殊优秀人才单独考试办法录取的博士研究生单独集中上课通过特殊优秀人才单独考试办法录取的博士研究生对公共英语课教学内容和考试形式作相应调整，同时，采取周末单独集中上课的方式。
特此通知研究生院2009年9月通过特殊优秀人才单独考试办法录取的博士研究生对公共英语课教学内容和考试形式作相应调整，同时，采取周末单独集中上课的方式。
关于对2014级博士研究生公共英语课进行分级教学的通知各研究生培养单位：根据《关于博士生英语课程改革实施细则的通知》要求，本学期对2014级博士研究生公共英语课程进行分级分类教学。
原“通知”中要求的分级考试因时间关系由考生初试成绩替代，不再另行安排，且全校课程教学均在本学期完成，具体通知如下：一、关于申请免修免考凡符合以下条件的博士生（小语种除外），可于入学第一周内提出免修免考申请（不可过期办理），经导师和培养单位审核，于2014年9月23日前将汇总名单（须加盖学院公章）、证书及相关证明材料复印件报研究生院培养处审批。
博士研究生招生考试英语大纲
第三部分：翻译。共 2 题，分为 A、B 两节。测试时间 50 分钟。 A 节为英译汉，主要测试考生对英语原文理解的准确性，要求考生将 所给 150 词左右的英语短文译成中文。B 节主要测试考生分析理解母 语、基本掌握西方思维方式和汉英两种语言的异同、有效地进行遣词、 造句、谋篇的能力，要求考生将所给的 100 词左右的中文短文译成英 文。选材原则：短文为学生熟悉的常识性或知识性内容。测试目的： 测试考生正确理解英语文章并用中文正确表达的能力，以及考生的英 语语言运用能力。要求译文忠实于原文，语言通顺。
能力。
三、答题与计分方法
该试卷第一部分为客观性试题，计 60 分。要求考生从每题四个 选项（A、B、C、D）中选出一个最佳答案，每题只能选一个答案， 答案涂在答题卡上。试卷第二部分为主观性试题，计 40 分，要求考 生把答案直接做在答题纸上。该考试为闭卷考试，考生不得使用任何
形式的参考工具。该卷以百分计算。
要生词词义并
进行推断等
50 （每题 2 分）
完形填空
1 篇文章 英语知识综合 选择题
10
II
20
(Cloze Test) （150 词 运用能力 （四选一）
（每题
3
左右）
0.5 分）
1 段英文 理解和表达准
英译汉
文章（150 确、完整、通顺，
1
（15 分）
翻译
词左右） 忠实于原文
2024年医学考博英语大纲
2024年医学考博英语大纲The 2024 Medical Doctoral English Syllabus is an essential component for aspiring medical students in China who are preparing to take the exam. This syllabus outlines the key topics, skills, and knowledge that students need to master in order to succeed in the exam. It is designed to assess students' proficiency in English, as well as their understanding of medical concepts and terminology. The syllabus covers a wide range of subjects, including anatomy, physiology, pathology, pharmacology, and medical ethics. It also includes reading, writing, listening, and speaking tasks to evaluate students' overall English language abilities.One of the key requirements of the 2024 MedicalDoctoral English Syllabus is the ability to understand and interpret medical texts in English. This includes reading and analyzing academic articles, research papers, case studies, and medical reports. Students are expected to demonstrate a high level of comprehension and criticalthinking skills when dealing with complex medical information. They must be able to identify key points, analyze data, and draw conclusions from the texts they encounter. This requires a strong command of medical terminology, as well as the ability to understand and interpret specialized language and jargon.In addition to reading and comprehension skills, the syllabus also emphasizes the importance of writing and communication skills in English. Students are required to write essays, reports, and summaries on medical topics, as well as participate in discussions and presentations. They must be able to express their ideas clearly and coherently, using appropriate medical terminology and language. This requires a good understanding of grammar, vocabulary, and sentence structure, as well as the ability to organize and present information in a logical and persuasive manner.Another important aspect of the 2024 Medical Doctoral English Syllabus is the development of listening and speaking skills. Students are required to listen to lectures, presentations, and conversations on medicaltopics, and to participate in discussions and role-plays. They must be able to understand spoken English in a variety of accents and styles, and to communicate effectively with patients, colleagues, and other healthcare professionals. This requires good listening comprehension, as well as the ability to express oneself clearly and confidently in English.The syllabus also includes a focus on medical ethicsand professionalism, emphasizing the importance of ethical behavior, patient confidentiality, and cultural sensitivity in the practice of medicine. Students are expected to demonstrate an understanding of ethical principles and to apply them in their interactions with patients and colleagues. They must also be able to communicateeffectively with patients from diverse cultural backgrounds, and to show respect for their beliefs and values. This requires a high level of cultural awareness and sensitivity, as well as the ability to communicate and interact with people from different backgrounds.Overall, the 2024 Medical Doctoral English Syllabus isdesigned to assess students' proficiency in English, as well as their understanding of medical concepts and terminology. It covers a wide range of subjects, including reading, writing, listening, and speaking tasks, and emphasizes the importance of critical thinking, communication, and professionalism in the practice of medicine. Students who successfully master the skills and knowledge outlined in the syllabus will be well-prepared to excel in their medical studies and to communicate effectively in English-speaking healthcare settings.。
武汉大学考博英语翻译讲义
University applicants who had worked at a job would receive preference over those who had not. 报考大学的人，有工作经验的优先录取。 It’s essential that the mechanic or technician understand well the characteristics of battery circuits and the proper methods for connecting batteries or cells. 重要的是，技术人员要深入了解电池电路的特性和连 接电池的正确方法。 Bacteria capable of causing disease are known as pathogenic, or disease-producing. 可引地漂拂在宽宽的前额上，脸是短短 的，上唇也是短短的，露出一排闪亮的牙齿，眉 毛又直又黑，睫毛又长又黑，鼻子笔直。
Outside it was pitch dark and it was raining cats and dogs. 外面漆黑一团，下着瓢泼大雨。 It is only shallow people who judge by appearance. 只有浅薄的人才会以貌取人。 It is better to do well than to say well. 说得好不如做得好。 He considered the National Security Council too large and bulky and thus too leaky, too many people who talked too much. 他认为国家安全委员会机构太庞大，人多嘴杂，容易 泄密。
博士生英语-教学大纲
博士研究生英语English for Doctors课程简介本课程是为加强专业素质教育，提高博士生专业英语的综合应用能力而开设的高级专业英语课程。
通过专业交际英语教学，要求学生掌握专业信息交流的一般规则和常用技巧，提高他们用英语进行本专业信息交流的能力，包括专业文件阅读能力、专业文件的文体与修辞技巧、专业术语定义、专业信息描述、论文摘要和研究报告的写作方法、以及专业口语交际能力。
For the purpose to enhance the quality education, this advanced technical English course is specially provided for graduates working on their doctor’s degree to improve their comprehensive ability in technical English communication. Through the course of English for Technical Communication, the students are demanded to grasp the general principles and common techniques of technical communication, and develop their competence of English communication in their own field of study, which includes the abilities in technical reading, technical style and rhetoric, technical definition, technical description, abstract and research report writing, and technical oral communication.教学大纲一、课程名称：博士研究生英语二、总学时数及学分：108学时，3学分理论课72学时实验课36学时三、授课对象：博士研究生预修课程和知识要求：已完成硕士研究生英语课程学习，理解性掌握6000个左右常用单词和基本语法知识，具有较为熟练的阅读能力，一定的写、译能力和基本的听、说能力。
武汉大学博士课程考试英语段落分析复习课程
武汉大学博士课程考试英语段落分析Unit 1 para3Our second major discovery was that the Information Marketplace will dramatically affect people and organizations on a wide scale. Besides its many uses in commerce, office work, and manufacturing, it will also improve health care, provide new ways to shop, enable professional and social encounters across the globe, and generally permeate the thousands of things we do in the course of our daily lives. It will help us pursue old and new pleasures ,and it will encourage new art forms, which may be criticized but will move art forward, as new tools have always done. It will also improve education and training, first in specific and established ways and later through breakthroughs that are confidently awaited. Human organizations from tiny companies to entire national governments will benefit too, because so much of the work they do is information work.Topic :The affection of the Information Marketplace Perspective: people--organizationAspect(s):material-spiritual, individual-society Method: classificationSkill:examples Questions: what howUnit1 para12The wise eye will also see that the information Marketplace is much more influential than its parts –the interfaces, middleware and pipes that make up the three-story building on which we stand. Once they are integrated, they present a much greater power — the power to prevent an asthmatic from dying in a remote town in Alaska, to enable an unemployed bank loan officer to find and succeed at a new form of work, to allow a husband and wife to revel in the accomplishments of a distant daughter while also providing emotional and financial support. These powers are far greater than the ability to send an e-mail message, or to have five hundred TV channels.Topic :The influence of information marketplace Perspective: powerAspect(s):material-spiritual Method: hierarchical structure 层次结构（life-work-pleasure）Skill:examplesUnit8 para1Countless cultures around the world have disappeared, along with their mythologies. In Mesoamerica, dozens of ornate Mayan temples lie mute, as do an untold number of Incan monuments in Peru, Celtic cairns in Wales, Khmer statues in Cambodia, and magnificent ziggurat-like structures in central Africa.Topic : The disappearance of culture Perspective: worldAspect(s):culture【material】Method: space orderSkill:examplesUnit8 para2Easter island, celebrated for the giant statues left by its vanished civilization, is unique in archaeology because of its isolation from its neighbors. current archaeological evidence indicates that some 1,600 years ago the island's first settlers, explorers from Polynesian, found themselves in a pristine paradise with subtropical forests, dozens of wild bird species, and no predators. they multiplied and prospered, distributing resources in a manner that suggests a sophisticated economy and complex political system. rival clans erected ever-larger statues platforms, emulating the stone carvings of their Polynesian forebears, trying to surpass each other with displays of power and wealth.Topic : The civilization of easter island Perspective: island/civilizationAspect(s):enviroment-society Method: progression-classificationSkill:statement-example Questions: wha t→howUnit8 para4It is likely that changes in the forest occurred over decades and would have been difficult to detect immediately. An islander might easily have missed the long-term trend, thinking: “This year we cleared those woods over there, but trees are starting to grow back again over here.” Furthermore, any islander who issued a warning against the oncoming disaster would have been silenced by the ruling class. Chiefs, priests, and stone carvers all depended on the status quo to retain their positions and privileges.Topic : The detection of change Perspective: islanderidea behavior - Method: classification progressionUnit8 para6Humanity may not act in time to prevent the decimation of the rain forests, fossil fuels, arable land, and fisheries. In only 40 years, Ethiopia’s forest cover shrank from 30% to 1%. During the same time period, the rest of the world lost half of its rain forests. Powerful decision-making groups ignore those who sound an alarm; theirpolitical, economic, and religious agendas fail to address the problem of disappearing natural resources.Topic : The prevention of the decimation Perspective: humanityAspect(s): decimation 消亡 (material-spiritual ) - Method: causal order 因果顺序Skill: statistics - statementUnit8 para8If we are going to avoid the fate of the Easter Islanders, we must change the myths that are leading us toward extinction an find inspiring visions of a plausible and appealing future. The old myths have collapsed, but no new ones have emerged to fill the vacuum. For transformation to occur ,human beings must actively shape the future , an enterprise that goes to the heart of mythmaking. If we are each a cell in what Peter Russell calls “The Global Brain,” then this is an individual as well a collective venture.Topic : The change of the myths Perspective: mythmakingAspect(s): myths—idea：understanding Method: problem-solution orderSkill: statement-statementUnit8 para12But as the Grand Narrative of Progress came to dominate other values and views, it cast a malignant shadow. The invention of the automobile was the quintessence of progress, but it left overcrowded highways, air pollution, and deforestation in its wake. Fertilizers in creased crop production but also increased the growth of algae in lakes and canals. The discovery of powerful insecticides — first greeted with enthusiasm and a Nobel Prize — was followed by the unintentional poisoning of fish, birds, and animals. Nuclear power plants increased available energy but led to storage problems, life-threatening contamination, and at least one accident with worldwide repercussions. The waste products of technological living began to choke great cities and foul once-pristine lands. Although Western housing, clothing, and religion were brought to abotiginal people, and the rate of infectious disease went down, the rate of alcoholism, drug addiction, suicide, and spouse and child abuse went up.topic :The shadow of GNP Perspectivs: science-societyAspect(s): shadow (material) Method: classificationSkill: examples Questions: what howUnit8 para25The third principle is to identify real-life situations in which antagonists can find common ground. With a recognition of the limitations of linguistic exchange, postmodernists urge that groups “press beyond dialogue.” For example, athletes and musicians from all walks of life can generate smooth and effective teams or musical groups. Business executives and scientists from conflicting backgrounds are often able to work together to generate multinational corporations and cooperative research undertakings.topic :The principle of common ground Perspectivs: situation（common ground）Aspect(s): press beyond dialogue Method: antithesis对比(homogeneity-heterogeneity)同质异质Skill: examples Questions: what how词汇：Rational 理性的、合理的Illustrate 说明——Illustration 例证Linear thinkingLinear way of thinking pattern 线性思维方式Discourse 论述Material——spiritual 物质——精神Point of view ——perspective 角度Micro 微观Macro 宏观Advantage disadvantageNowadays, it becomes more and more important for Chinese PhD candidates to write English well, not only for studying abroad, but also for writing English research papers. Actually, a number of papers written in English by most PhD candidates seem to be far from English, though many of them can write high quality papers in Chinese. Thus how to improve the writing ability of English has become a problem that needs to be considered.The reason why we Chinese students cannot write an accurate “English” paper is that our mother language, especially the thinking patterns, influences us. The features of a discourse have close relation with those of culture. What is reflected on the writing discourse is the sentence and passage organization form. There are different ways of expression with different thinking patterns. For example, When a Chinese student writes an English paper, he is used to using our Chinese thinking patterns to construct the discourse and organize the sentences. Well we may consider it a good writing, but an English–speaker may dislike it. So we should know about these differences between Chinese and English and be able to converse our thinking patterns to English.Generally, it is vital to know how to use words suitably, how to write sentences correctly, andhow to organize paragraphs logically.Firstly, at the sentence level, the basic grammar such as word spell and sentence structure must be all right. When it comes to the written form of the sentence, the thinking pattern must be taken into account. For example, Chinese people are used to using personal and active voice just like“we did this experiment” , contrast to theChinese, English people always use impersonal and passive voice just like“thisexperiment was done by us”.Secondly, writing a paper is just like building a house. To finish the house is far away from our aim. And there are buildings with different styles in different countries. Every sentence and every paragraph has a close relation with its neighbors. Only spelled out some sentences could not make a good writing. So it is necessary to analyze discourse from logic construction, deductive reasoning, and so on. To the paragraph writing, we should adopt the “Triple style” which divides the paragraph structure into three parts: topic sentence, body/development and conclusion. In every passage, materials must be prepared around the topic. These materials are organized精品文档by some skills and methods from the special perspective and aspects which used to develop the topic.In a word, all these elements are influenced greatly by culture and thinking patterns. From sentence to paragraph and then to passage, we need not only to develop the writing skill, but also the linear way of thinking.收集于网络，如有侵权请联系管理员删除。
武汉大学考博英语-12
武汉大学考博英语-12(总分：71.00，做题时间：90分钟)一、Part Ⅰ Reading Comprehension(总题数：4，分数：31.00)Opponents of affirmative action say the battle over the use of race in college admissions is hardly over, despite the Supreme Court"s ruling Monday upholding the goal of a diverse student body. Higher education leaders overwhelmingly hailed the decision, saying it reaffirmed policies used by most .selective colleges and universities. But some critics raised the possibility of more lawsuits, and promised to continue pressuring the Department of Education"s Office of Civil Rights to investigate questionable policies. "We"re talking about admission programs, scholarships, any program only for minorities or in which the standards used to judge admissions are substantially different," says Linda Chavez, founder and president of the Center for Equal Opportunity, a conservative non-profit group.Others say they"ll take their case to voters. "We have to seriously contest all this at the ballot box," says University of California regent Ward Connerly, who helped win voter approval of California"s Proposition 209, which prohibits considering race or gender in public education, hiring and contracting. Because of that law, Monday"s ruling had no practical impact in the state. "It may be time for us to let the (Michigan) voters decide if they want to use race as a factor in admissions," Connerly said Monday.Meanwhile, U. S. Education Secretary Rod Paige, consistent with President Bushes stance opposing affirmative action, said the Department of Education will "continue examining and highlighting effective race-neutral approaches to ensure broad access to and diversity within our public institutions". Even Supreme Court Justice Sandra Day O"Connor, in one of the opinions, recommended that states look for lessons in race-neutral programs being tried in California and elsewhere. While the ruling said admission officials may consider race in the selection process, colleges and universities are not obligated to do so. "Ultimately in the debate, diversity is a choice, not a legal mandate", says Arthur Coleman, a former Department of Education official who now helps colleges and universities ensure constitutional policies.The public, too, remains conflicted, largely along racial lines. According to a January poll by the non-profit research organization Public Agenda, 79% of Americans said it is important for colleges to have a racially diverse student body, while just 54% said affirmative action programs should continue. In a Gallup poll conducted days before the ruling, 49% of adults said they favor affirmative action and 43% did not, with blacks and Hispanics far more likely to favor the practice than whites. And some educators doubt that with Monday"s ruling, those opposing affirmative action will change their minds.For now, admission officials and university lawyers are poring over the ruling to determine how or whether to adjust policies. While most tend to be closed-mouthed about admission policies, many say they don"t expect significant changes.（分数：7.50）(1).What the critics said in the first paragraph amounts to the idea that ______.（分数：1.50）A.no admission policies based on race should be implemented √B.minority applicants should be given favorable considerationsC.different standards for admitting minority students should be set upD.selective colleges and universities should be punished for their discrimin--atory policies 解析：不应当实施基于种族的录取政策。
博士生英语-教学大纲
博士研究生英语English for Doctors课程简介本课程是为加强专业素质教育，提高博士生专业英语的综合应用能力而开设的高级专业英语课程。
通过专业交际英语教学，要求学生掌握专业信息交流的一般规则和常用技巧，提高他们用英语进行本专业信息交流的能力，包括专业文件阅读能力、专业文件的文体与修辞技巧、专业术语定义、专业信息描述、论文摘要和研究报告的写作方法、以及专业口语交际能力。
For the purpose to enhance the quality education, this advanced technical English course is specially provided for graduates working on their doctor’s degree to improve their comprehensive ability in technical English communication. Through the course of English for Technical Communication, the students are demanded to grasp the general principles and common techniques of technical communication, and develop their competence of English communication in their own field of study, which includes the abilities in technical reading, technical style and rhetoric, technical definition, technical description, abstract and research report writing, and technical oral communication.教学大纲一、课程名称：博士研究生英语二、总学时数及学分：108学时，3学分理论课72学时实验课36学时三、授课对象：博士研究生预修课程和知识要求：已完成硕士研究生英语课程学习，理解性掌握6000个左右常用单词和基本语法知识，具有较为熟练的阅读能力，一定的写、译能力和基本的听、说能力。
博士英语学习计划大学
博士英语学习计划大学I. IntroductionAs a doctoral student, it is essential to have a strong command of English, as it is the primary language of academic communication and publication. In order to advance in my field and to produce high-quality research, I have developed a comprehensive English learning plan to improve my language skills. This plan encompasses various aspects of language learning, including speaking, reading, writing, and listening, as well as specific strategies for academic writing and communication. By following this plan, I aim to become fluent and proficient in English, enabling me to communicate effectively in both academic and professional contexts.II. Needs AnalysisBefore outlining my English learning plan, it is important to conduct a needs analysis to identify my strengths and areas for improvement. This will help me to tailor my learning plan to address my specific language needs.1. Speaking: While I can communicate in English, I sometimes struggle with fluency and pronunciation, especially in academic discussions and presentations.2. Reading: I am able to comprehend academic texts, but I need to expand my vocabulary and improve my reading speed in order to keep up with the volume of literature in my field.3. Writing: I have a good grasp of English grammar and structure, but I need to improve my academic writing skills, particularly in terms of cohesion, coherence, and argumentation.4. Listening: I can understand spoken English fairly well, but I need to develop my listening skills, especially when it comes to understanding different accents and academic lectures.III. English Learning Plan1. SpeakingObjective: To improve fluency, pronunciation, and academic speaking skills.Strategies:- Engage in regular conversations with native English speakers- Practice speaking in academic settings, such as seminars and conferences- Record myself speaking and analyze areas for improvement- Participate in pronunciation and fluency workshops2. ReadingObjective: To expand vocabulary and improve reading speed and comprehension. Strategies:- Read academic articles and books on a regular basis- Use vocabulary-building exercises and flashcards- Set specific reading goals to increase volume and variety of texts- Join a reading group or book club to discuss literature in English3. WritingObjective: To improve academic writing skills, including cohesion, coherence, and argumentation.Strategies:- Write regularly, including essays, research papers, and literature reviews- Seek feedback from advisors, peers, and writing tutors- Study academic writing styles and structures- Take a course in academic writing and publishing4. ListeningObjective: To improve listening skills, including comprehension and understanding of different accents.Strategies:- Listen to podcasts, lectures, and audio books in English- Practice listening to academic talks and presentations- Watch English-language films and TV shows- Engage in conversations with speakers of different English accentsIV. Academic English SkillsIn addition to the general language skills outlined above, there are specific academic English skills that I need to develop in order to excel in my doctoral studies and future career. These include:1. Academic Writing: To improve my ability to write clear, concise, and well-structured academic papers, I will dedicate time to studying academic writing styles, practicing different types of writing, and seeking feedback from mentors and peers.2. Research Writing: To become proficient in writing research proposals, abstracts, and reports, I will focus on understanding the conventions of academic research writing and practice writing proposals and reports based on my own research.3. Presentation Skills: To improve my ability to present research findings and engage in academic discussions, I will seek opportunities to present at conferences, attend workshops on effective presentation skills, and practice public speaking.4. Academic Vocabulary: To expand my academic vocabulary and use language appropriate for scholarly writing, I will engage in focused vocabulary building exercises and practice using new words in context.V. Assessment and EvaluationIn order to ensure that my English learning plan is effective and that I am making progress, I will regularly assess and evaluate my language skills and adjust my learning plan as needed. This will involve:1. Setting specific language learning goals and objectives2. Conducting regular self-assessments of language skills3. Seeking feedback from language tutors, mentors, and peers4. Tracking and reflecting on language learning progress5. Adjusting my learning plan based on assessment results and feedbackVI. ConclusionIn conclusion, the development of my English learning plan is essential for my success as a doctoral student and future academic researcher. By focusing on specific language skills, academic English skills, and continuous assessment and evaluation, I am confident that I will improve my language proficiency and communication abilities. With dedication, practice, and a clear plan in place, I am committed to achieving my language learning goals and becoming fluent and proficient in English. This will not only benefit my academic and professional career, but also facilitate my integration into the international academic community.。
华慧武汉大学考博英语指导及大纲要求
大纲要求武汉大学博士研究生入学考试的英语科目为全校统一命题的考试，近年来其考试大纲一般没有对外公布，通过分析武汉大学1998年到2009年考博英语试题的题型和特点，并结合中国科学院、中国人民大学等同类高校颁布的最新考博英语大纲和教育部1992年颁发的《非英语专业研究生英语教学大纲》，可以总结出武汉大学博士研究生入学考试的英语考试要求及特点，以供读者参考。
一、考试的性质及目的从整体上看，由于博士生招生形势的不断发展，各院校博士生入学考试的难度越来越大，对考生的外语要求也越来越高。
目前国内博士生入学英语考试总体说来是一种水平考试，主要考核学生实际掌握和运用英语的能力。
在博士生入学时，其英语水平原则上应达到或略高于硕士生的水平，应具有“熟练的阅读能力”、“较好的写作能力”和“一定的听说能力”。
英语考试以教育部有关文件为依据，其目标是既要选拔出硕士生中英语水平较高的学生，又要使已工作多年、实际英语运用能力较强的人获得入学深造的机会。
武汉大学非英语专业博士研究生入学考试英语考试（以下简称英语考试）是为武汉大学招收非英语专业博士研究生而设置的英语考试，属选拔考试，主要测试考生在阅读，词汇，翻译，写作等方面综合运用英语的能力。
此测试是整个招生工作的一个环节，服从整个招生工作的总体目标和规划。
二、试卷结构及分值比重武汉大学考博英语试卷结构及分值比重一直在变化，但总体趋于稳定。
从2004年开始武汉大学考博英语试题结构固定为四部分：阅读理解，英译汉，汉译英，写作（2004年以前除了这四部分，还有词汇和完形填空）。
在2004年试卷结构发生变化后，阅读理解分值比重还是原来的30%，英译汉和汉译英分别由原来的15%增加为25%，写作由原来的15%增加为20%。
2005年到2009年分值比重一直比较固定：阅读理解为40 %，英译汉，汉译英和写作各占20%。
从武汉大学考博英语的试卷结构及分值比重变化可以看出，武汉大学考博英语偏重于主观题型的考查（占60%），而且随着试卷结构减少两部分后，意味着对现有四部分题型的考查力度加大，尤其是翻译题型（2004年占到50%），考生要引起足够的重视。
武汉大学 综合英语教材
武汉大学综合英语教材武汉大学综合英语教材IntroductionThe importance of English in today's globalized world cannot be overemphasized. As a widely spoken language, English plays a crucial role in education, business, and communication. This article aims to introduce the comprehensive English textbook used by students at Wuhan University, highlighting its contents and significance in enhancing students' English proficiency.Overview of the Comprehensive English TextbookThe comprehensive English textbook utilized at Wuhan University is designed to provide students with a solid foundation in the language. The textbook covers various aspects of English, including listening, speaking, reading, and writing skills. With a focus on practical usage, the textbook incorporates relevant themes and topics to engage students and promote effective learning.Listening SkillsThe listening section of the textbook aims to improve students' ability to understand spoken English in different contexts. It includes a wide range of listening exercises such as conversations, lectures, and interviews. Students are exposed to diverse accents and speech patterns to develop their listening comprehension skills.Speaking SkillsTo enhance students' speaking skills, the textbook incorporates various activities that encourage oral communication. Students participate in dialogues, discussions, presentations, and role-plays to practice expressing ideas and opinions effectively. Additionally, pronunciation exercises help students develop accurate pronunciation and intonation.Reading SkillsThe reading section of the textbook focuses on improving students' reading comprehension and vocabulary. It includes a variety of reading materials such as articles, essays, short stories, and excerpts from literary works. Students are encouraged to analyze the texts, identify key information, and develop critical thinking skills.Writing SkillsDeveloping strong writing skills is crucial for effective communication in English. The writing section of the textbook provides guidance on different types of writing, including essays, reports, emails, and formal letters. It emphasizes structure, coherence, and appropriate language usage, enabling students to express their thoughts clearly and coherently.Culture and CommunicationAn essential aspect of learning English is understanding the cultural context in which the language is used. The comprehensive English textbook at Wuhan University includes sections dedicated to cultural topics, allowing students to gain insights into English-speaking countries' customs, traditions, and social norms. This knowledge aids in effective cross-cultural communication.Significance of the Comprehensive English TextbookThe comprehensive English textbook used at Wuhan University offers significant benefits to students. Firstly, it provides a comprehensive approach to learning English, covering all essential aspects of language acquisition. Students can develop a well-rounded skill set in listening, speaking, reading, and writing.Moreover, the textbook incorporates authentic materials, reflecting real-life situations and language usage. This approach exposes students to genuine English language patterns, enhancing their ability to comprehend and use the language in practical contexts.Additionally, the textbook promotes independent learning through various exercises and activities. Students are encouraged to practice language skills outside the classroom, enabling them to continually improve their English proficiency.ConclusionThe comprehensive English textbook used at Wuhan University serves as a valuable resource for students aiming to enhance their English language skills. By covering all essential aspects of language acquisition and incorporating authentic materials, the textbook facilitates effective learning and equips students with the necessary tools for successful communication in English.。
武汉大学博士英语课文电子版
Unit-3 Adam Smith Right and Wrong1 Even though more than 200 years have passed and the world has changed radically, a version of Adam Smith’s ideas is revered by millions of prosperous and influential individuals who don’t know what Smith’s ideas were. Jerry Z. Muller’s book is an exercise in historical excavation and as an excavator he succeeds very well. But I am dubious about Muller’s claim that Smith is still the most cogent defender of capitalism. Too much has changed in the last 200 years for that to be the case. He---Muller---must be absolved from responsibility for the opinions expressed here; they are mine, not his.2 We start with the excavation of the first of Adam Smith’s two books, The Theory of Moral Sentiments, published in 1759, to Smith’ s evident dissatisfaction, since he revised it six times until his death in 1790. The subject is the unraveling of a mystery: What holds society together? Why do innately self-seeking humans usually act decently to one another? Our credulity is strained to think that the fear of punishment explains it all. The question is nothing less than the origin of morality.3 Smith observed that each normal person is born with the capacity to imagine how it feels to be in someone else’ s place. He or she feels a need for the approval of others. This need is directly related to the passion (as Smith called it) to seek one’ s self-interest. A normal child learns to mold his behavior in a way that will win recognition and approval and avoid scorn and disapproval. The molding starts in the family, extends to the neighborhood, church, and school, and ultimately to the wider society.4 In the course of this tutelage, a human being internalizes social norms develops a conscience---an impartial observer--- which is able to measure the behavior of the person observing himself and the behavior of others by the same standards. A social being emerges from this hitherto mysterious process, as one who possesses self-command, who is able to rule his or her own passions and thus be fit to live with others.5 Some indeterminate number of men and women, due to exceptional endowments or circumstance, are able to take a further step and, rather than guiding their actions according to the praise of others, guide them by standards they themselves consider praiseworthy. Among these moral exemplars is a small party concerned with improving the institutions that serve the general interest. As man of the Enlightenment who placed hope in the power of reason to sweep unreason before it, Smith looked to this small party to gain the attention of statesmen and in due time en lighten them. In this capacity he himself was unexcelled.6 There is a strange here. Smith believed that it was not reason that ruled but human passions. Yet it was necessary for reason to discover and support the institutions that directed the passions to universally beneficial ends to be said about this as long as we keep clearly in mind whether the subject is the invisible hand or the visible hand.7 The only question that Smith could not answer was: Why people are moral, other thanassuming that God made us that way. In The Descent of Man (1871), Charles Darwin provide the most widely accepted explanation: Cooperation is adaptive in social species; cognitively advanced social species take pleasure in the company of others and language gives Homo sapiens the ability to generalize from shared experiences about fairness and duty. This degree of intelligence makes it possible to extend moral behavior from kin to non-kin; to a village, a religion, a class, a nation, or the entire world. The history of social institutions, a subject on which Smith wrote with erudition, shows that exclusion or inclusion of those for whom we feel moral sentiments is not fixed once and for all but depends on how we define “us and them”. Nothing in Darwin contradicts Smith.8 We can be sure that Smith was aware of this issue because of his comments on the conflict between the British establishment and the American colonies, about which he learned a great deal from his friend Benjamin Franklin. Smith considered taxation of the colonists without representation in Parliament to be folly. The outcome leaves no doubt that Smith knew moral sentiments cannot survive the effects of alienation.9 Now we come to Jerry Z. Muller’s excavation of Adam Smith’s great unread book, The Wealth of Nations, published in 1776. Many readers may think this excavation unnecessary, the ideas of that treatise being so well known. Perhaps. The invisible hand ranks as one of the most successful academic metaphors of all time. In the market, people are strangers to one another. They may be acquainted or even friendly. But their interests are opposed. Self-interest rather than moral interest prevail except on the rules of the game: no coercion, fraud, contracting away third parties’ rights, and so forth. But the single-minded pursuit of self-interest nevertheless results in the general good, as we all know, because free competition forces prices to the lowest level compatible with the costs of land, labor, and capital. It induces enterprisers to move their resources out of markets where supply exceeds demand into markets where demand exceeds supply, so that the goods and services they produce correspond to the wants of consumers. No one planned these results, and no one intended them to come to pass: free competition is self-regulating.10 The mercantilists, against whom Smith polemicized, believed that the wealth of nations depended on the accumulation of gold and silver obtained by countries which export more than they import, a result enhanced by monopolies in trade bestowed by the state. The rise in the standard of living during the 18th century underlined Smith’s counter-argument that the wealth of nations depends on the growth of the market, which encourages an increasing division of labor, more specialization, and consequently greater productivity. Monopolies increase the wealth of monopolies; free competition increases the wealth of the entire country.11 Many of Smith’s present-day epigones, who have not followed Professor Muller’s excavation deeper, conclude that Smith was a particular friend of business. He was not. He scorned the frequent practice of merchants who conspire behind closed doors to raise prices and depress wages, and warned that they bear watching. He was no more a friend of workers, who combined to raise wages, although he recognized that the repetitiveness of manufacturing jobs made factory hands as dull as they possibly could be. But he expected the salutary effects of commerce to raise wages in the long run, increase leisure time, and create revenues for publicelementary education to offset the misery of simple-minded, numbing work.12 Dose Sm ith’s championship of free markets mean that he was hostile to the state? It does not. He expected the responsibilities and size of the state to grow as commercial society grew and the revenues of the state to increase commensurately, contrary to the views of his modern apostles. The state must spend for defense; for public works; for the enforcement of law; for public education; and for creating a structure to protect every member of society from the oppression of every other member by, as he wrote, “promo ting the prosperity of the commonwealth, by establishing good discipline, and by discouraging every sort of vice and impropriety; it may prescribe rules, therefore which not only prohibit mutual injuries among fellow-citizens, but command mutual good offic es to a certain degree ”(quoted on p.148).13 But Smith had no illusions about the impartiality of government. He did not trust the landowners, the capitalists, or the workers. He recognized that laws reflect the power of those who make them and codify the shared standards of the dominant orders of society. Universal suffrage was not ever a topic of conversation, and deference to the higher orders was taken for granted.14 Like most men of the Enlightenment, he was dazzled by Newton’s model of a self-regulating universe, which astonished the world in 1687, an used it as an inspiration to create a self-regulating social universe where class power is controlled by an invisible hand much as the heavenly bodies are controlled by gravity.15 Looking back, we can see that Smith was both right and wrong. He was right about the power of moral sentiments in civilizing society, but he knew the limits to the impartiality of the impartial observer an he knew that moral sentiments stop at many borders unless the strongest incentives exist to extend them.16 He was right about the effectiveness of the free market in prodigiously increasing the wealth of nations, but he knew that men were constantly trying to find ways to circumvent it. He could know nothing lf the inventions that brought about the Industrial Revolution, the huge concentrations of business, the emergence of trade unions, the periodic waves of unemployment, and the “bads” produced along with the “goods”, externalities as Arthur Pigou called t hem, the costs of which had to be paid by somebody. With all these exacerbating tensions of the 19th and 20th centuries, it was too much to expect that lawmakers, prime ministers, and presidents could understand, much less agree on, how to contain this explosive mixture.17 Almost everything that could go wrong with Smith’s civilizing project did go wrong. We can no more expect Smith to be right about the 200 years between his time and ours than we can expect ourselves to be right about the next 200 ye ars. The great problem with Smith’s system is that it is driven down the middle by two invisible hands at war with one another. One invisible hand guides the moral sentiments of civil society; the other guides the self-interest of commercial society. And many visible hands are grasping at their wrists to turn them in this direction or that. The two invisible hands are ghostly apparitions of two spheres they represent: the capitalist market and the civil society. The separation of the two is the fatal flaw of modern conservatism. How tobring morality into the market is the central issue of capitalism.18 As I said at the beginning, Smith is not the most cogent defender of capitalism; we live ina different capitalism; If I wanted to sketch a defense of modern capitalism, and it is the only practical thing to do, I would start with the fact that we live in a society of conflicting interests, and that the only alternative to going to hell together is compromise between the conflicting interests. The best defense of modern capitalism is a social contract between the two classes of markedly unequal power. Only the reorganization of countervailing power by labor and its supporters can lead to a compromise of mutual benefit.19 I say reorganization because countervailing power and a social contract exist after World WarⅡ. But in the last 25 years Europe and we have decivilized into high unemployment, rising poverty, and an increasingly unequal distribution of income.20 I am describing a possible capitalism, one where there is concurrence in minimum standards of life for all and concern for the common good. Those who write about the free market as being triumphant and social democracy being left in the dust are premature. A one-class society—pluralistic, democratic, with common rather than antagonistic interests: let us not be too hasty to say finis, as the present situation becomes increasingly unteriable.21 The greatest unforeseen and unintended consequence of Adam Smith’s doctrine is its use as an ideology of the privileged. His means are naively or hypocritically supported, for we have no free market in the sense that Smith defined it. But the ends of fairness for which he proposed the means are ignored.22 We have it on the authority of Sir Walter Scott that when Adam Smith and Samuel Johnson first met, they fell into an argument, with Johnson saying to Smith, “You lie?” and Smith replying: “You are a son of bitch!” This colloquy seems out of character, since Smith was widely respected for his learning and humanity by contemporaries as diverse as Edmund Burke and V oltaire, both of whom he counted as friends. But it does give us an idea of what he would have to say to some of his present-day admirers.。
武大博士英语教学大纲
博士研究生英语教学一．教学目的及目标以感受语言，认识语言，应用语言为主导，以提高学生的实际应用能力为目标。
在反思语言习得的过程中，探索一种全新的教学模式（源于且高于单一语言层面的教学，即基于语篇层面的文本结构，在语篇层面上对文本进行三位一体的诠释，了解英美族人的思维方式），增强论文和学术研究中的批判性思维的意识，培养批判性思维的习惯（通过洞察力达到更深层次的知识和理解），强化创造性技能（区别于侧重于以听力和阅读为主导的接受性技能），即提高学生交际和写作的能力，使之符合清晰性、准确性、精确性、相关性、深度、广度、逻辑和意义的评价标准（限于课时，故侧重于理念教学，本源教学，形态教学，方法论教学，从认识论的角度培养学生的解构能力）。
二．教学理念从传统的侧重于语言层面的教学观念转移到以思维层面为主导，兼顾语言层面的全新的教学观念，即了解英美族人怎么想、怎么组织思想、怎么表达的思维层面，从而实现正确的交际目的（怎么用），完善学习的对象（学以致用），而不只停留在单一的体现语法与词汇的语句即语言层面。
语言是表达思想的物质载体, 是逻辑思维的工具, 是思维过程的再现；而思维对世界的反映是借助于语言来实现的。
三．教学定位以思维模式为切入点（显著区别于本科生，即通过纯粹的联想或死记硬背以及练习来完成的低阶段的学习；硕士生，即大量的知识积累却缺乏知识自身的相关逻辑；以及其他兄弟院校的英语教学，具有武汉大学特色的博士研究生英语教学），提高学生的综合分析能力，倡导英语学习的方法论，以期突破英语学习的瓶颈问题。
知其然更力求知其所以然，强化实践过程中的批判性思维能力（分析性、逻辑性、系统化）。
四．教学手段/方法以三位一体（角度的界定，文献的摘录，功能的区分）的训练方法完成对文本的解构，运用批判性思维的分析能力，以期了解英美族人的思维方式即what to write，组织布局即how to write和结构功能即why to write。
武汉大学考博英语-6
武汉大学考博英语-6(总分：89.00，做题时间：90分钟)一、Part Ⅰ Reading Comprehension(总题数：5，分数：39.00)And researchers say that like those literary romantics Romeo and Juliet, they may be blind to the consequences of their quests for an idealized mate who serves their every physical and emotional need.Nearly 19 in 20 never-married respondents to a national survey agree that "when you marry you want your spouse to be your soul mate, first and foremost", according to the State of Our Unions: 2001 study released Wednesday by Rutgers University.David Popenoe, a Rutgers sociologist and one of the study"s authors, said that view might spell doom for marriages."It really provides a very unrealistic view of what marriage really is," Popenoe said. "The standard becomes so high, it"s not easy to bail out if you didn"t find a soul mate."The survey points to a fundamental dilemma in which younger people want more from the institution of marriage while they seemingly are unwilling to make the necessary commitments.The survey also suggests that some respondents expect too much from a spouse, including the kind of emotional support rendered by same-sex friends. The authors of the study also suggest that the generation that was polled may more quickly leave a margin because of infidelity than past generations.Popenoe said the poll, conducted by the Gallup organization, is the first of its kind to concentrate on people in their 20s. A total of 1,003 married and single young adults nationwide were interviewed by telephone between January and March. The margin of error was plus or minus four percentage points.Respondents said they eventually want to get married, realize it"s a lot of work and think there are too many divorces. They believe there is one right person for them out there somewhere and think their own marriages won"t end in divorce.Since the poll is the first of its kind, researchers say it is impossible to say if expectations about marriage are changing or static.But scholars say the search for soul mates has increased over the last generation--and the last century--as marriage has become an institution centering on romance rather than utility. "one hundred years ago, people married for financial reasons, for tying families together, they married for political reasons," said John DeLamater, a sociologist at the University of Wisconsin. "And most people had children."Those conditions are no longer the case for young adults like David Asher, a 24-year-old waiter in a Trenton cafe who has been in a relationship for about two years. He wants to wait to make sure he"s ready to exchange vows."I know a lot of it has to do with financial reasons," he said. "Maybe if you"re going to have children, marriage is the best bet."But the main reason for matrimony: "If you"re in love with someone, it"s sort of like promising to them you are in love.""That"s all well and good," said Heather Helms-Erikson, an assistant professor of human development and family studies at the University of North Carolina at Greensboro. "But passion--partly in endorphin- caused physiological phenomenon--has been known to diminish in time."（分数：7.50）(1).What"s the best title of this passage?（分数：1.50）A.Marriage Scholars Worry Search for "Soul Mates" is Unrealistic √B.People Should Seek for Romeo and JulietC.Marriage Should Happen between Soul MatesD.Search for "soul Mates" Should be Superseded by Reality解析：[解析] 本题中，B、C两项与文章的意思相反；D项与文章的意思不相符。
博士英语学习计划
博士英语学习计划IntroductionEnglish is one of the most widely spoken languages in the world, and proficiency in English is becoming increasingly important in both academic and professional contexts. As a PhD student in English, it is essential to have a comprehensive and effective study plan to improve language skills, deepen understanding of English literature and language, and to achieve success in the academic and professional field. This study plan will outline the goals, strategies, and resources to facilitate the development of language and literature skills throughout the PhD program.GoalsThe primary goal of this study plan is to achieve fluency and proficiency in English language skills, such as speaking, listening, reading, and writing. Additionally, it aims to deepen the understanding of English literature and language through rigorous study and research. This study plan also aims to improve critical thinking, analytical and research skills, and to achieve success in the academic field by producing high-quality research and publications.Strategies1. Language Skills DevelopmentTo improve language skills, it is essential to allocate regular time for language practice and learning. This can be achieved through various strategies such as:- Daily reading: Allocate at least 30 minutes per day to read a variety of English texts, including literature, academic articles, and news.- Conversational practice: Engage in regular conversations with native English speakers or join language exchange programs to improve speaking and listening skills.- Writing practice: Allocate time for regular writing exercises, including essays, research papers, and creative writing, to improve writing skills.2. Literature and Language StudyTo deepen the understanding of English literature and language, it is important to engage in rigorous study and research. This can be achieved through the following strategies:- Academic reading: Read a wide range of English literature, including classic and contemporary works, as well as critical essays and scholarly articles on various literary and language topics.- Research projects: Undertake research projects on specific literary or language topics, and engage in critical analysis and interpretation of texts.- Discussion groups: Participate in discussion groups, seminars, and workshops to exchange ideas and perspectives on literary and language topics.3. Critical Thinking and Research SkillsTo improve critical thinking, analytical, and research skills, it is important to engage in various academic activities, including:- Seminars and workshops: Participate in academic seminars and workshops to develop critical thinking and analytical skills through discussions and presentations.- Research projects: Undertake independent research projects to develop research skills, including literature review, data collection, analysis, and interpretation.- Publication and presentation: Aim to produce high-quality research papers and presentations for academic conferences and publications to enhance research skills and knowledge dissemination.Resources1. Academic Courses and WorkshopsTake advantage of academic courses and workshops offered by the university to improve language skills and deepen understanding of English literature and language.2. Language Exchange ProgramsJoin language exchange programs to engage in conversational practice and improve speaking and listening skills with native English speakers.3. Academic Journals and PublicationsRegularly read academic journals and publications related to English literature and language to stay updated on the latest research and scholarship in the field.4. Academic Seminars and ConferencesParticipate in academic seminars and conferences to engage in discussions, exchange ideas, and present research findings to enhance critical thinking and research skills. ConclusionIn conclusion, this study plan aims to facilitate the development of language and literature skills throughout the PhD program, and to achieve fluency and proficiency in English language skills, deepen understanding of English literature and language, and to achieve success in the academic and professional field. By implementing the outlined strategies and utilizing the available resources, it is possible to achieve these goals and excel in the field of English literature and language.。
武大博士英语 第一课摘要
Abstract——Unit One 《What Will Be》(遥感学院S091班张东映2009202130029)The author explored many ways which Information Market would affect our society and daily life , so as to indicate the future of the Information Market. When facing the society, the author concluded three discoveries: the first discovery was that this information Marketplace can indeed be built on a technological foundation: the information infrastructure. The second discovery was that the Information Marketplace will dramatically affect people and organizations on a wide scale. Putting all these detailed uses in perspective, it has been realized that they were different faces of two major new forces：electronic bulldozers and electronic proximity. The electronic bulldozers’ effect is primarily economic, increasing human productivity in both our personal lives and the workplace. The third important discovery from these explorations was the power of the Information Marketplace to customize information and information work to different human and organizational needs. The other major force —electronic proximity —will increase by a thousand times the number of people we can easily reach and will bring people together across space and time. However, when facing human emotion and human relationships, the author discovered that they will pass only partially through the Information Marketplace, for many of our most valued actions and decisions involve these forces like trust, love, and fear —the information world will not be a substitute for the physical world. Yet the author saw that we might be able to reduce some of these complexity problems by making the artifacts of the Information Age easier to use —a primary goal for the technologists of the 21th century. At last, it came to a conclusion that the Information Marketplace will transform our society over the next century as significantly as the two industrial revolutions, establishing itself solidly and rightfully as the Third Revolution in modern human history. What’s more, We need not fear it any more or any less than people feared the other revolutions, because it carries similar promises and pitfalls. What we need to do, instead, is to understand it, feel it, and embrace it so as to harness it to steer our future human course.。
武汉大学博士培养方案
企业管理专业攻读博士学位研究生培养方案一、培养目标1．要求博士生较好地掌握马列主义、毛泽东思想和邓小平理论，拥护党的基本路线，树立正确的世界观、人生观和价值观、遵纪守法，具有较强的事业心和责任感，具有良好的道德品质和学术修养、愿为人类、民族、国家和人民服务。
2．要求博士生掌握坚实宽广的基础理论和系统高深的专业知识。
具体要求具有深厚的经济学、管理学、市场营销理论、企业财务理论及熟练掌握现代管理手段和方法，了解本学科专业的前沿动态，具有独立从事科学研究工作的能力，能够从事本领域中的研究、教学和管理工作的高级专门人才。
3．要求掌握一门外语，能够熟练地运用外语阅读本专业的文献资料，并具有一定写作能力和进行国际学术交流的能力。
4．要求博士生身心健康、德、智、体全面发展。
二、研究方向本专业暂设五个方向。
1．市场营销管理研究微观营销与宏观营销理论、应用及其发展，以及探讨现代营销手段与方法。
2．企业经营管理研究企业战略管理理论和国际企业经营管理理论及其发展，以及探讨企业现代管理手段和方法。
3．企业财务管理研究企业财务管理理论及其发展，尤其研究现代企业制度下的财务理论和实践，以及探究现代财务管理手段和方法。
4．金融管理研究金融理论与金融管理理论及其发展，以及探讨现代金融管理手段和方法。
5．企业发展环境研究研究企业外部环境变化对企业发展的影响，以及企业管理决策与外部环境的适应性理论与方法。
230三、学习年限本专业全日制博士研究生的学习年限一般为三年。
非全日制博士研究生的学习年限最长不超过六年。
四、课程设置及学分分配五、综合考试一般在第四学期举行综合考试。
考试目的是检验博士生知识面是否博与精深。
考试前应组织考试委员会，该委员会由包括导师在内的五名专家组成，并报院系和学校学位评定委员会批准。
综合考试一般考二至三门课程，主要采用口试方法。
综合考试不合格不能进入论文写作阶段。
六、学位论文第三学期末以前，在导师指导下提出博士学位论文题目和撰写计划，并向博士生指导小组作开题报告，经讨论认可后方能进入专题研究和论文写作工作。
武汉大学法学院博士培养方案
法理学专业攻读博士学位研究生培养方案一、培养目标为适应依法治国、建设社会主义法治国家的需要，培养德、智、体全面发展的从事法学理论和实务工作的高层次专门人才，根据国家对博士研究生培养方面的要求，结合本学科的特点，确定培养目标如下：1．坚持四项基本原则，坚持改革开放，具有良好的政治素质和职业道德；2．具有坚实宽广的马克思主义法学理论和哲学理论基础；3．系统、全面、深入地掌握法学理论各分支、交叉学科的专业知识；4．具有严谨的治学态度，富于开拓精神，胜任高层次的教学科研任务和有关实际部门的高级职务，能在理论与实际工作中做出创造性的成绩和贡献；5．熟练掌握一门外语；6．身心健康。
二、研究方向本专业设三个研究方向：1．马克思主义法学基础理论研究马克思主义法学的最一般、最基本的理论问题，包括概念、范畴、原理、原则与发展规律等方面。
研究马克思主义法学中国化的一般规律和历史经验。
2．人权法学对人权的理论与实践进行专门研究，并通过对人权的分析，深化对人权和人权现象及其发展规律的认识。
3．西方法理学研究西方法理学的基本问题，包括西方法学名著研究、法学研究方法的研究和名著研究，为中国的法学理论研究提供借鉴。
三、学习年限全日制博士研究生学习年限为3至4年。
非全日制博士研究生学习年限为4至6年。
以一年至一年半的时间修完博士研究生学位课程，以一年半至三年的时间从事调查研究，完成博士学位论文并通过答辩。
成绩优异且完成高质量博士学位论文者，可以提前答辩和毕业。
四、课程设置及学分分配（见下表）1．课程设置见下表。
2．学分：总学分为15学分。
其中公共必修课4学分（政治理论课2学分，第一外国语2学分），专业必修课、研究方向必修课、选修课共11学分。
本专业实行学科综合考试制度， 3学分。
3．授课方式：根据需要采用课堂讲授、专题研讨、读书报告、课题研究等方式。
考试采取笔试、面试或学期论文等方式。
4．同等学力或跨学科专业攻读博士学位的，至少补修2门本专业的硕士生学位课程。
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博士研究生英语教学一．教学目的及目标以感受语言，认识语言，应用语言为主导，以提高学生的实际应用能力为目标。
在反思语言习得的过程中，探索一种全新的教学模式（源于且高于单一语言层面的教学，即基于语篇层面的文本结构，在语篇层面上对文本进行三位一体的诠释，了解英美族人的思维方式），增强论文和学术研究中的批判性思维的意识，培养批判性思维的习惯（通过洞察力达到更深层次的知识和理解），强化创造性技能（区别于侧重于以听力和阅读为主导的接受性技能），即提高学生交际和写作的能力，使之符合清晰性、准确性、精确性、相关性、深度、广度、逻辑和意义的评价标准（限于课时，故侧重于理念教学，本源教学，形态教学，方法论教学，从认识论的角度培养学生的解构能力）。
二．教学理念从传统的侧重于语言层面的教学观念转移到以思维层面为主导，兼顾语言层面的全新的教学观念，即了解英美族人怎么想、怎么组织思想、怎么表达的思维层面，从而实现正确的交际目的（怎么用），完善学习的对象（学以致用），而不只停留在单一的体现语法与词汇的语句即语言层面。
语言是表达思想的物质载体, 是逻辑思维的工具, 是思维过程的再现；而思维对世界的反映是借助于语言来实现的。
三．教学定位以思维模式为切入点（显著区别于本科生，即通过纯粹的联想或死记硬背以及练习来完成的低阶段的学习；硕士生，即大量的知识积累却缺乏知识自身的相关逻辑；以及其他兄弟院校的英语教学，具有武汉大学特色的博士研究生英语教学），提高学生的综合分析能力，倡导英语学习的方法论，以期突破英语学习的瓶颈问题。
知其然更力求知其所以然，强化实践过程中的批判性思维能力（分析性、逻辑性、系统化）。
四．教学手段/方法以三位一体（角度的界定，文献的摘录，功能的区分）的训练方法完成对文本的解构，运用批判性思维的分析能力，以期了解英美族人的思维方式即what to write，组织布局即how to write和结构功能即why to write。
如下所示：五．教学内容及计划在一学期的课堂教学实践中，重点比较，解析不同文章（分别为不同风格的书籍、评论及演讲的体裁，以及兼顾文理学科的有关计算机、经济与哲学的不同题材），通过异同点的比较，了解英美族人的共性的思维模式，透视写作和口头交际的实质。
同时辅以涉及文化背景的口语表达训练及写作能力练习，帮助学生重新审视并总结自己的英语学习进程。
六．教学测试，评估及成绩管理课堂教学强调应用能力的提高，因此，在测试评估环节秉承这一要求，体现为强调主观能动性的写作项和口语实践项（缺一不可），而非客观性的选项。
口语实践项为学生自选，或为教学中期的演讲，或为教学后期的小组讨论/辩论。
写作项即笔试为课程测试（内容及方法为课堂所授），而非入学式的水平测试，以适应不同层次不同年龄不同水平的博士研究生学习。
见下表：博士研究生英语笔试模式特点：及格容易，高分体现高水平，即保障与选拔原则：尊重试卷，尊重考生，公平，公正，经得起检查。
说明：突出“解构—产出”功能，彰显应用（思维-布局-表达）能力。
成绩构成：总成绩= 考试成绩（70%）包括口语Oral（10%）和笔试Written（60% ）+ 随堂及课外实践活动Assignments & Activity （30％），其中Assignments & Activity 选择性包括千字文章一篇，论文摘要一篇, 若干篇批判性思维写作比较及课上讨论）。
成绩记载为十级制即A+（96-100）A（90-95）A-（85-89）B+（80-84）B（75-79）B-（70-74）C+（67-69）C（63-66）C-（60-62）D（0-59）成绩为Ｄ者需重修课程。
七．教学要求在博士研究生英语的教学实践中，需要教师和学生更新传统的教学观念，倡导教与学两方面的互动。
教师方面：认真负责，不断创新，具有前沿意识，善于启发学生，培养并强化学生的综合分析能力，提高学生的交际运用能力。
学生方面：勤于思考，勇于挑战，大胆实践，避免传统而机械地死记硬背，更非被动地一味接受。
充分运用批判性思维的分析能力，在更高层次上完善自我，即说出英美族人能听懂的话，写出英美报刊能接受的文章。
八．教学辅助与相关部门配合，提供课外第二课堂的辅助学习，如：在研究生院网站（）下载中心上提供可供下载的相关学习资料（教学计划，部分课外练习，参考译文等）。
博士研究生英语教研室2013年9月附：武汉大学Part I Documental Analysis 20%Attention: Analyze the following paragraph according to the requirements of perspective, method and skill, and questions.But as the Grand Narrative of Progress came to dominate other values and views, it cast a malignant shadow. The invention of the automobile was the quintessence of progress, but it left overcrowded highways, air pollution, and deforestation in its wake. Fertilizers increased crop production but also increased the growth of algae in lakes and canals. The discovery of powerful insecticides--first greeted with enthusiasm and a Nobel Prize--was followed by the unintentional poisoning of fish, birds, and animals. Nuclear power plants increased available energy but led to storage problems, life-threatening contamination, and at least one accident with worldwide repercussions. The waste products of technological living began to choke great cities and foul once-pristine lands. Although Western housing, clothing, and religion were brought to aboriginal people, and the rate of infectious disease went down, the rate of alcoholism, drug addiction, suicide, and spouse and child abuse went up.Part II Article Analysis 15%Attention:Fill the chart according to the requirements based on your understanding of the following article.1. We live in times that are harsh but exciting, where everyone agrees that we are moving to a new level of civilization. Principles, values, ways of life, will no longer be the same; but as yet we are not really ready for these changes; we are faced with inventing the future and also bringing it into operation, progressively; we make experiments and we frequently make mistakes; but we are beginning to know what we want when we talk of justice, freedom and democracy. The scientific and technological community is directly involved in the questions that arise. Following those of our generation, the demands of your generation will continue until these aims have been at least partially achieved.2. The closeness of scientific problems to political problems is such that scientific workers arenot, far from it, protected from socio-economic vicissitudes. So much so that they sometimes express the same needs as all other workers and join them in this context; but they also call for specific measures. Like everyone else we need freedom but we especially need freedom of expression for our scientific and technological ideas; we need this even if it is only to put them forward for criticism. We don't ask for any particular privilege but we would like the efforts made to be evaluated at their actual worth, in the interests of society.3. If our federation is so active in working for a statement of the rights and responsibilities of scientific workers, it is because we wish to resolve this problem in a way appropriate to most countries.4. So you will certainly play an important part in society, even if this is not always readily recognized by society, because scientific and technological knowledge and expertise are the context in which future economic, social and political changes will take place. Whatever you do, you cannot ignore them and, whatever is said, society will not be able to ignore you. You will also have a decisive part to play, and perhaps an even more difficult one, in the scientific and technological community itself. The whole extension of this community and its interaction with society as a whole leads scientific workers to get involved in all political debates, crises and decisions. You will have to note the essential demands of science as such; it is not simply a matter of protecting society from unacceptable consequences; one must also protect scientific activity from political and financial meddling.5. It is vital to safeguard the basic honesty of science, the honesty that is basic to its method. Whenever, in the history of science, this honesty has been set aside, the consequences have been serious. I am not speaking merely of the suicide or disgrace of an individual but of the social and economic damage arising from such lapses. There are worse possibilities: at a time when problems are increasingly complex, with ever widening political implications, we need science to be technically dependable and socially credible. In a world of turbulence, science's saving grace is not simply material but lies in its rationality.Part III Writing 25%Attention:Write an essay on the following topic with substantial evidence and good reasoning (e.g. in a linear way) in more than 300 words.How to Write English Well as a PhD Candidate---- On My Class ExperienceAchievement Test For PhD. Candidates Answer Sheet Part I. Documental Analysis 20% Topic: ______________________________ ______________________________ Perspective(s): __________________________ __________________________ Method(s): ___________________________ ___________________________ Skill(s): _______________________________ _______________________________ Questions: ____________________________ ____________________________院系： 学号： 姓名： 任课教师： 座位号：------------------------------------------------- 密 ---------------------------------- 封 ----------------------------- 线 ----------------------------------------------- Score:________Part II. Article Analysis 15%Part III. 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