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2020年四川大学考博招生简章

根据教育部《四川大学关于选拔普通高校优秀考生进入博士阶段学习的通知》文件精神，结合学校实际，对普通高校毕业生进入博士阶段学习提出如下要求。

一、报考事项通知

1.每年报考我校的考生很多，要早复习，早准备。按照考试范围复习。

2.我校考生，到学校考试中心，办理内部试卷。

3.每年有很多考生，不知道考试重点范围，不知道考试大纲要求，盲目复习，浪费时间和精力，复习效果很差，影响考试。

4.每年有很多考生，选择错误的复习资料，解题思路及讲解答案都是错误的，具有误导性，不利于复习。

5.学校为考生正确复习，印刷内部试卷。

6.内部试卷：包含考试范围、历年真题、考试题库、内部复习资料。

7.专业课，学校出题。一定要按照内部试卷复习，每年都有原题出现。

8.内部试卷联系QQ363.916.816张老师。学校安排邮寄，具体事项联系张老师。

二、选拔对象条件

1.普通高校硕士毕业生，主干课程成绩合格，在校学习期间未受到任何纪律处分。

2.身体健康状况符合国家和学校规定的体检要求。

三、招生专业计划

1.招生要求和专业，详见《教育部选拔普通高等学校毕业生进入博士阶段学习招生及专业总表》。

2.学校计划招收全日制博士研究生和非全日制博士研究生，《博士学位研究生招生专业目录》公布的拟招生人数（含推免生），实际招生人数将根据国家下达我校招生计划、各专业生源情况进行适当调整。我校部分专业将再行计划用于接收调剂生，具体专业及拟招生人数将在初试成绩公布后另行通知。

四、报名资格审核

1.报考考生按照《教育部选拔普通高等学校优秀毕业生进入博士阶段学习专业对照及考试课程一览表》以下简称《专业对照及考试课程一览表》选择报考专业，并填写《教育部普通高等学校毕业生进入博士阶段学习

报名表》,符合条件的直接到学校递交报名所需材料。

2.考生所在院系要按照规定和条件，由班主任（辅导员）、依据对每一名参加研究生报名学生的基本信息、学籍信息、所学专业与报考专业对照情况、在校表现等情况进行认真审核。须提交个人身份证、毕业证书，由学校招生部门进行材料的系统审核。凡核查出存在问题的考生，一律取消其考试资格。

3.研究生考试实施网上报名。资格审核通过后的学生方可按规定的时间和程序进行网上报名（具体时间另行通知）。凡报名信息与学籍信息不一致的一律取消报考资格。

五、复试要求

1.学校在教育部确定的初试成绩基本要求基础上，结合生源和招生计划等情况，确定各专业进入复试的考核成绩要求及其他科研学术要求。

2.复试采取差额形式，差额比例按照专业进行，生源充足的专业，将适度扩大差额复试比例。各院系将于复试前在其公布录取办法和各院系实施细则。

3.学校在复试前对考生的居民身份证、学历证书、学历学籍认证报告、学生证等报名材料原件及考生资格进行严格审查，对不符合规定者，不予复试。

六、考试录取事项

1.取得考试资格的考生需参加统一组织的选拔考试。各专业综合考试以计划学科的专业课或专业基础课分类，按照《专业对照及考试课程一览表》进行命题。考务工作由学校组织实施，具体事项及办理由学校通知。

2.按照国家考试招生规定的程序要求。划定专业最低控制分数线，按照考生志愿在最低控制线上进行投档，高校择优录取并发送《录取通知书》。对未取得硕士毕业资格和毕业证书的考生，其研究生的报考资格无效，相关部门要按照规定的时间及时将当年未取得毕业资格的考生名单报送教育部。

七、入学管理要求

1.被录取考生持身份证、准考证和《录取通知书》按规定的时间到录取高校报到，学籍及档案材料请考生入学前到学校领取，并自行转交高校相关部门。

2.研究生其学费、住宿费等执行国家标准。按照国家有关资助家庭经济困难考生的政策规定，帮助家庭经济困难学生完成研究生阶段学业。

3.学生修完或提前修完教学计划要求规定的全部科目，成绩或修满学分者，准予毕业或提前毕业，并颁发毕业证书。符合学位授予规定的，颁发博士学位证书。

4.各院系接到通知后，要及时将我校研究生的政策和要求向所属全部考生进行传达，深入做好宣传教育工作。要坚持信息公开、程序透明、公平公正的原则，严格按照规定的条件和要求做好资格审核。

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2015年四川大学考博英语真题及详解 I.Reading Comprehension(30%;one mark each) Directions:Read the following six passages.Answer the questions below each passage by Choosing A,B,C,or D.Write your answers on the Answer Sheet. Passage One Speech is so familiar a feature of daily life that we rarely pause to define it.It seems as natural to man as walking,and only less so than breathing.Yet it needs but a moment’s reflection to convince us that this naturalness of speech is but an illusory feeling.The process of acquiring speech is,in sober fact,an utterly different sort of thing from the process of learning to walk.In the case of the latter function,culture,in other words,the traditional body of social usage,is not seriously brought into play.The child is individually equipped,by the complex set of factors that we term biological heredity,to make all the needed muscular and nervous adjustments that result in walking.Indeed,the very conformation of these muscles and of the appropriate parts of the nervous system may be said to be primarily adapted to the movements made in walking and in similar activities.In a very real sense,the normal human being is predestined to walk,not because his elders will assist him to learn the art,but because his organism is prepared from birth to take on all those muscular adaptations that result in walking.To put it concisely,walking is an inherent,biological function of man. Not so language.It is of course true that in a certain sense the individual is predestined to talk,but that is due entirely to the circumstance that he is born in the lap of a society that is certain to lead him to its traditions.Eliminate society and there is every reason to believe that he will learn to walk,if,indeed,he survives at all.But it is just as certain that he will never learn to talk,that is,to communicate ideas according to the traditional system of a particular society.Or, again,remove the new-born individual from the social environment into which he has come and transplant him to an utterly foreign one.He will develop the art of walking in his new environment very much as he would have developed it in the old.But his speech will be completely at variance with the speech of his native environment.Walking then is a general human activity that varies only within a restricted limit as we pass from individual to individual. Its variability is purposeless.Speech is a human activity that varies without assignable limit as we pass from social group to social group,the product of long-continued social usage.It varies as all creative effort varies...not as consciously,perhaps,but none the less as truly as do the religions,the beliefs,the customs,and the arts of different peoples.Walking is an organic,an instinctive,function;speech is a non-instinctive,acquired,“cultural”function. 1.The first sentence of Paragraph Two,“Not so language”,is the closest in meaning to_____. A.This is not the case with language B.So is language and net anything else C.No such a thing exists in language D.Not so much with language 2.The real difference between the ability to walk and the ability to talk is that_____. A.the former is like breathing while the latter is not B.the former does not require social interaction while the latter does

2009年四川大学考博英语真题及详解【圣才出品】

2009年四川大学考博英语真题及详解 I.Reading Comprehension(30%;one mark each) Passage One The longitudinal study demonstrates that students who receive ESL(English as a second language)instruction are far better than those taught primarily in their native language.A comparison of the three-year exit rates for students in ESL and bilingual programs shows that those who receive ESL instruction test out faster and in higher percentages than those who receive instruction in their native language,regardless of the grade in which they entered school. For example,79.3percent of the children who entered ESL programs in kindergarten tested out, while only51.5percent of those who received their education in their native languages did. Likewise,72.9percent of the LEP(limited English proficiency)students who entered programs in the first grade tested out,while only38.5of those in bilingual programs did.For students who entered LEP programs in the ninth grade,91.6percent of those in native-language instruction classes still hadn’t tested out after three years,as compared with78.1percent of those in ESL classes. Furthermore,children who had been in ESL classes tested4higher in English and math once they exited LEP programs than those who had received native-language instruction.Of the LEP students who entered in kindergarten or the first grade,49percent of those who had been in ESL classes eventually read at grade level,while only32percent of those who had been in bilingual classes performed that well.In math,the statistics are even more impressive.Of the children who entered in kindergarten or the first grade,more than69percent of those who had been in ESL classes eventually performed at grade level or above,as opposed to54percent of those who had been in bilingual classes. Naturally,the study provoked a barrage of criticism from the highly political and vocal bilingual lobby,which prompted the New York City Board of Education to issue a paper in November1994mitigating the findings of the study and ignoring the distinction between students in ESL and bilingual education programs.Rather than exit rates,this paper focuses on the achievement of LEP students during the period in which they are in bilingual or ESL classes. The authors show that although the scores of LEP students were below average on the English-language test,their scores in all areas showed improvement;they point out that in math, there were insufficient data on the progress of LEP students to draw valid conclusions. However,a report on citywide mathematics test results in New York in the spring of1995 deals more fully with the math scores of the26,248students who were examined the previous school year in Chinese,Spanish,or Haitian Creole.According to this document,only16.6percent of these children were performing at or above grade level in mathematics.Although this figure represents an improvement of1.1percent over the scores of the previous,year,it discredits the argument that native-language instruction keeps performing at grade level in subject areas. Although LEP students are improving faster than the national norm,they continue to perform far below the norm. 1.This text is mainly______. A.a review of ESL,bilingual and LEP instructions B.a survey of new approaches to subject instructions