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【单选题】
For about three centuries we have been doing science, trying science out, using science for the construction of what we call modem civilization. Every dispensable item of contemporary technology, from canal locks to dial telephones to penicillin, was pieced together from the analysis of data provided by one or another series of scientific experiments. Three hundred years seems a long time for testing a new approach to human interliving, long enough to settle back for critical appraisal of the scientific method, maybe even long enough to vote on whether to go on with it or not. There is an argument. Voices have been raised in protest since the beginning, rising in pitch and violence in the nineteenth century during the early stages of the industrial revolution, summoning urgent crowds into the streets any day these days on the issue of nuclear energy. Give it back, say some of the voices, it doesn't really work, we've tried it and it doesn't work, go back three hundred years and start again on something else less chancy for the race of man. The principle discoveries in this century, taking all in all, are the glimpses of the depth of our ignorance about nature. Things that used to seem clear and rational, matters of absolute certainty-Newtonian mechanics, for example—have slipped through our fingers, and we are left with a new set of gigantic puzzles, cosmic uncertainties, ambiguities; some of the laws of physics are amended every few years, some are canceled outright, some undergo revised versions of legislative intent as if they were acts of Congress. Just thirty years age we call it a biological revolution when the fantastic geometry of the DNA molecule was exposed to public view and the linear language of genetics was decoded. For a while, things seemed simple and clear, the cell was a neat little machine, a mechanical device ready for taking to pieces and reassembling, like a tiny watch. But just in the last few years it has become almost unbelievably complex, filled with strange parts whose functions are beyond today's imagining. It is not just that there is more to do, there is everything to do. What lies ahead, or what can lie ahead if the efforts in research are continued, is much more than the conquest of human disease or the improvement of agricultural technology or the cultivation of nutrients in the sea. As we learn more about fundamental processes of living things in general we will learn more about ourselves. What can't be inferred from the 1st paragraph?
A.
Scientific experiments in the past three hundred years have produced many valuable items.
B.
For three hundred years there have been people holding hostile attitude toward science.
C.
Modern civilization depends on science so man supports scientific progress unanimously.
D.
Three hundred years is not long enough to settle back critical appraisal of scientific method.
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举一反三
【单选题】地貌总体上是“两山夹一川”凹字轮廓造型的地区是
A.
北京
B.
天津
C.
河北
D.
山西
【单选题】下列不属于幼儿社会教育内容指导要点的是 ( )
A.
幼儿园社会教育目标必须通过系统上课的方式实现
B.
幼儿社会态度和社会情感的培养应渗透在多种活动和一日生活的各个环节中
C.
应为幼儿提供人际交往和共同活动的机会和条件,并加以指导
D.
幼儿园、家庭和社会密切合作,协调一致,共同促进幼儿良好社会品质的形成
【判断题】一日活动必须统一在共同的教育目标下,形成合力,才能发挥整体教育功能。 C. 教育判断
A.
正确
B.
错误
【多选题】中国共产党对资本主义工商业采取和平赎买政策的特点有( )
A.
有偿的而不是无偿的,逐步的而不是突然的改变资产阶级的所有制
B.
在改造资产阶级的同时,给予他们必要的工作安排
C.
剥夺资产阶级的选举权
D.
对于资产阶级中间积极拥护社会主义改造而在这个改造事业中有所贡献的代表人物给予恰当的政治安排
【判断题】一日活动必须统在共同的教育目标下,形成合力,才能发挥整体教育功能。
A.
正确
B.
错误
【判断题】一日活动必须统一在共同的教育目标下,形成合力,才能发挥整体教育功能。 ( )
A.
正确
B.
错误
【单选题】下列不属于幼儿社会教育内容指导要点的是( )。
A.
幼儿社会教育目标必须通过系统上课的方式实现
B.
幼儿社会态度和社会情感的培养尤应渗透在多种活动和一日生活的各个环节之中
C.
应为幼儿提供人际间相互交往和共同活动的机会和条件,并加以指导
D.
幼儿园、家庭和社会密切合作,协调一致,共同促进幼儿良好社会性品质的形成
【单选题】建国前后,中国共产党对资本主义工商业的政策是()
A.
和平赎买
B.
团结—批评—团结
C.
利用、限制
D.
团结、教育、改造
【判断题】幼儿园一日活动必须统一在共同的教育目标下,形成合力,才能发挥整体教育功能。
A.
正确
B.
错误
【多选题】中国共产党的对资本主义工商业和平赎买政策的成功,( )。
A.
实现了马克思、恩格斯对资产阶级和平赎买的设想
B.
丰富和发展了马克思列宁主义关于国家资本主义的学说
C.
是毛泽东思想在社会主义时期的一个主要发展
D.
标志着我国已经基本上消灭了资本主义剥削制度和资产阶级
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