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中国革命道德和中华传统美德是一脉相承的，因此，弘扬中华传统美德，就应该包括弘扬革命道德。
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决定并体现着道德建设的根本性质和发展方向，规定并制约着道德领域中的所有道德现象为道德的核心问题。当前我国道德建设的核心问题是“为什么人的问题”。
根据我国现阶段经济社会生活和人们思想道德的实际，可将集体主义分为不同层次的道德要求。顾全大局、遵纪守法、热爱祖国、诚实劳动,这是对公民最基本的道德要求。
Directions:In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.【同学们只需要在作答时填写词汇前的英文字母，大写即可】Team spiritA）Teams have become the basic building blocks of organisations. Recruitment advertisements routinely call for "team players". Business schools grade their students in part on their performance in group projects. Office managers knock down walls to encourage team building. Teams are as old as civilisation, of course: even Jesus had 12 co-workers. But a new report by Deloitte, "Global Human Capital Trends"，based on a survey of more than 7,000 executives in over 130 countries, suggests that the fashion for teamwork has reached a new high. Almost half of those surveyed said their companies were either in the middle of restructuring or about to embark on （开始）it; and for the most part, restructuring meant putting more emphasis on teams.B）Companies are abandoning conventional functional departments and organising employees into cross- disciplinary teams that focus on particular products, problems or customers. These teams are gaining more power to run their own affairs. They are also spending more time working with each other rather than reporting upwards. Deloitte argues that a new organisational form is on the rise: a network of teams is replacing the conventional hierarchy （等级体制）.C）The fashion for teams is driven by a sense that the old way of organising people is too rigid for both the modern marketplace and the expectations of employees. Technological innovation places greater value on agility（灵活性）. John Chambers, chairman of Cisco Systems Inc., a worldwide leader in electronics products, says that "we compete against market transitions（过渡）, not competitors. Product transitions used to take five or seven years; now they take one or two. " Digital technology also makes it easier for people to co-ordinate their activities without resorting to hierarchy. The " millennials" （千禧一代）who will soon make up half the workforce in rich countries were raised from nursery school onwards to work in groups.D）The fashion for teams is also spreading from the usual corporate suspects (such as GE and IBM) to some more unusual ones. The Cleveland Clinic, a hospital operator, has reorganised its medical staff into teams to focus on particular treatment areas; consultants, nurses and others collaborate closely instead of being separated by speciality （专业）and rank. The US Army has gone the same way. In his book, Team of Teams, General Stanley McChrystal describes how the army's hierarchical structure hindered its operations during the early stages of the Iraq war. His solution was to learn something from the rebels it was fighting: decentralising authority to self-organising teams.E）A good rule of thumb is that as soon as generals and hospital administrators jump on a management bandwagon （追随一种管理潮流）, it is time to ask questions. Leigh Thompson of Kellogg School of Management in Illinois warns that, "Teams are not always the answer—teams may provide insight, creativity and knowledge in a way that a person working independently cannot; but teamwork may also lead to confusion, delay and poor decision-making. " The late Richard Hackman of Harvard University once argued, "I have no question that when you have a team, the possibility exists that it will generate magic, producing something extraordinary ... But don't count on it. "F）Hackman （who died in 2013） noted that teams are hindered by problems of co-ordination and motivation that chip away at the benefits of collaboration. High-flyers （能干的人）who are forced to work in teams may be undervalued and free-riders empowered. Group-think may be unavoidable. In a study of 120 teams of senior executives, he discovered that less than 10% of their supposed members agreed on who exactly was on the team. If it is hard enough to define a team's membership, agreeing on its purpose is harder still.G）Profound changes in the workforce are making teams trickier to manage. Teams work best if their members have a strong common culture. This is hard to achieve when, as is now the case in many big firms, a large proportion of staff are temporary contractors. Teamwork improves with time: America's National Transportation Safety Board found that 73% of the incidents in its civil-aviation database occurred on a crew's first day of flying together. However, as Amy Edmondson of Harvard points out, organisations increasingly use "team" as a verb rather than a noun: they form teams for specific purposes and then quickly disband them.H）The least that can be concluded from this research is that companies need to think harder about managing teams. They need to rid their minds of sentimentalism（感情用事）:the most successful teams have leaders who are able to set an overall direction and take immediate action. They need to keep teams small and focused: giving in to pressure to be more "inclusive" is a guarantee of dysfunction. Jeff Bezos, Amazon's boss, says that "If I see more than two pizzas for lunch, the team is too big." They need to immunise teams against group-think: Hackman argued that the best ones contain "deviant" （离经叛道者）who are willing to do something that may be upsetting to others.I）A new study of 12,000 workers in 17 countries by Steelcase, a furniture-maker which also does consulting, finds that the best way to ensure employees are "engaged" is to give them more control over where and how they do their work—which may mean liberating them from having to do everything in collaboration with others.J）However, organisations need to learn something bigger than how to manage teams better: they need to be in the habit of asking themselves whether teams are the best tools for the job. Team-building skills are in short supply: Deloitte reports that only 12% of the executives they contacted feel they understand the way people work together in networks and only 21% feel confident in their ability to build cross-functional teams. Loosely managed teams can become hotbeds of distraction—employees routinely complain that they can't get their work done because they are forced to spend too much time in meetings or compelled to work in noisy offices. Even in the age of open-plan offices and social networks some work is best left to the individual.36.Successful team leaders know exactly where the team should go and are able to take prompt action.37.Decentralisation of authority was also found to be more effective in military operations.38.In many companies, the conventional form of organisation is giving way to a network of teams.39.Members of poorly managed teams are easily distracted from their work.40.Teamwork is most effective when team members share the same culture.41.According to a report by Deloitte, teamwork is becoming increasingly popular among companies.42.Some team members find it hard to agree on questions like membership and the team's purpose.43.Some scholars think teamwork may not always be reliable, despite its potential to work wonders.44.To ensure employees' commitment, it is advisable to give them more flexibility as to where and how they work.45.Product transitions take much less time now than in the past.
【同学们只需要在作答时填写词汇前的英文字母，大写即可】The Secret to Raising Smart Kids[A] I first began to investigate the basis of human motivation-and how people persevere after setbacks-as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change-a state they called learned helplessness.[B] People can learn to be helpless,too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people's beliefs about why they had failed.[C] In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve harm math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.[D] Later, I developed a broader theory of what separates the two general classes of learners-helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that's that. I call this a "fixed mind-set(思维模式)."Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-orient children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏);[E] We validated these expectations in a study in which two other psychologists and I monitored 373 student for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students' mind-sets by asking them to agree or disagree with statements such as "Your intelligence is something very basic about you that you can't really change." We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.[F]As predicted, the students with a growth mind-set felt that learning was more important goal than getting good grades. In addition, they held hard work in high regard, They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that would study less in the future, try never to take that subject again and consider cheating on future tests.[G] Such different outlook had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester-and the gap between the two groups continued to widen during the two years we followed them.[H] A fixed mind-set can also hiner communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared withonly 9% of students in the control group.[K] Research is converging (汇聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and delication and not something that flows naturally from a gift.36.The author's experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.37.Focusing on effort is effective in helping children overcome frustration and achieve success.38.We can cultivate a growth mind-set in children by telling success stories that emphasize hard work love of learning.39.Students’ belief about the cause of their failure explains their attitude toward setbacks.40.In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.41.The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.42.After failing again and again, most animals give up hope.43.Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.44.People with a fixed mind-set believe that one’s intelligence is unchangeable.45.In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
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