醫(yī)學(xué)博士英語統(tǒng)一考試閱讀指導(dǎo)

前言

　　醫(yī)學(xué)博士外語統(tǒng)考已進(jìn)行了七八年，試題的構(gòu)成也經(jīng)過了先后兩次的修改。至今英語考試共分五個(gè)部分：聽力、詞匯、完形填空、閱讀理解、寫作。其中閱讀理解包括6篇短文，每篇文章后各設(shè)5個(gè)問題，共有30題，每題1分共30分。單從分值來看，考博試題閱讀理解所占比例小于“六級(jí)”考試或碩士生入學(xué)英語統(tǒng)考（二者閱讀均是40分）。但就該考試本身而言，閱讀所表現(xiàn)的作用遠(yuǎn)遠(yuǎn)大于30分?！　∈紫龋ㄟ^適當(dāng)?shù)拈喿x，能夠有效地恢復(fù)原有的語言知識(shí)，也能起到迅速擴(kuò)大詞匯量的作用。其次，通過適當(dāng)閱讀會(huì)提高完形填空的解題能力，因?yàn)橥晷翁羁帐紫仁橇⒆阌陂喿x理解而進(jìn)行的一種語言綜合測試。再者，閱讀理解對寫作有真正的幫助，因?yàn)獒t(yī)學(xué)博士考試的寫作是要求考生將一篇醫(yī)學(xué)科普的漢語文章用英文摘要的形式寫出來，這樣不可避免就會(huì)涉及到相關(guān)專業(yè)醫(yī)學(xué)術(shù)語或特定的表達(dá)方式，然而，通過適當(dāng)?shù)拈喿x，大家自然會(huì)了解和掌握類似的詞語及相關(guān)的表達(dá)，進(jìn)而提高寫作的效果?！　〉珡膫鹘y(tǒng)或習(xí)慣思維來看，大多數(shù)考生甚至教師，認(rèn)為考什么就練什么，即所謂的“見山是山”，而忽略了閱讀理解的真實(shí)作用。本書所要介紹的閱讀是一個(gè)大閱讀的概念，而不是狹隘的閱讀理解測試。在編寫這本閱讀教材時(shí)，我們既注重了閱讀理解的“體”的作用，又注重了閱讀理解“用”的作用；既為學(xué)生提供了相當(dāng)數(shù)量具有參考性文章，并在文章后對必要的詞進(jìn)了分析和擴(kuò)充，又很實(shí)用地講到了該考試閱讀測試的命題規(guī)律及相應(yīng)的解題思路，并在每一專項(xiàng)講解后，配有成套的專項(xiàng)練習(xí)題。同時(shí)，我們又提供給大家精心選編的模擬題10個(gè)單元，并配有注釋。這樣就形成閱讀理解基礎(chǔ)篇一應(yīng)試篇一實(shí)踐篇三位一體的編寫原則。此外，我們還在最后一章為大家提供了一定數(shù)量精選的小短文，供大家寫作練習(xí)時(shí)參閱?！　〈藭菓?yīng)人民軍醫(yī)出版社的邀請編寫的，時(shí)間緊，任務(wù)重，未能把我們多年從事輔導(dǎo)的經(jīng)驗(yàn)充分地介紹給大家，略感遺憾。但愿此書的出版能為大家的復(fù)習(xí)，送去一縷陽光，掃去那縈繞心頭的烏云；又像一座燈塔，照亮遠(yuǎn)方，通向成功的驛站。此書在編寫選材過程中得到了南方醫(yī)科大學(xué)許瑾老師、河北醫(yī)科大學(xué)叢斌教授的大力支持，并在排版過程中得到了河北醫(yī)科大學(xué)段和平老師的熱心指導(dǎo)，在此一并表示感謝。由書中如有錯(cuò)誤或失誤，衷心希望讀者不吝指出前盼。

內(nèi)容概要

本書由國內(nèi)著名英語輔導(dǎo)專家——河北醫(yī)科大學(xué)外語部趙貴旺教授根據(jù)多年的外語輔導(dǎo)經(jīng)驗(yàn)總結(jié)而成。全書共分6章，從閱讀理解概說開始，漸進(jìn)地介紹閱讀理解的命題特點(diǎn)及應(yīng)試要點(diǎn)，進(jìn)而介紹醫(yī)學(xué)博士外語統(tǒng)考閱讀理解命題特點(diǎn)及應(yīng)試要點(diǎn)，同時(shí)附上大量的練習(xí)，讓考生能夠全面地掌握閱讀理解的解題技巧。    該書適用于參加醫(yī)學(xué)博士外語統(tǒng)一考試的考生，也適合于參加碩士研究生、職稱考試以及出國考試的在校學(xué)生和臨床醫(yī)生。

書籍目錄

第一章 閱讀概說第二章 閱讀理解基礎(chǔ)篇  Unit One  Unit Two  Unit Three  Unit Four   Unit Five  Unit Six  Unit Sevent  Unit Eight  Unit Nine  Unit Ten第三章 閱讀理解的命題特點(diǎn)及解題技巧  第一節(jié) 往年考博真題預(yù)讀  第二節(jié) 閱讀理解的命題特點(diǎn)及解題思路  第三節(jié) 主旨類型題的解題技巧  第四節(jié) 細(xì)節(jié)類型題的解題技巧  第五節(jié) 推斷類型題的解題技巧第四章 閱讀理解實(shí)踐篇  Unit Orle    Unit Two  Unit Three    Unit Four  Unit Five  Unit Six  Unit Seven   Unit Eight  Unit Nine  Unit Ten第五章 答案與解析第六章 閱讀與寫作后記

章節(jié)摘錄

　　Moral outrage over the "poaching" behavior on the part of rich countries has reached a crescen- do. Yet simply blocking migration is neither effective nor ethical, since freedom of movement is a basic human right. The challenge is to advance human health while protecting health workers rights to seek gainful employment. The first responsibility for action belongs with each country to "train, retain, and sustain" its workforces through national plans that improve salaries and working condl- tions, revitalize education, and mobilize paraprofessional and community workers whose services are demonstrably more cost-effective and who are less likely to emigrate. Since such urgent actions must be pursued in the worlds poorest nations, much will depend on the global communitys provision of appropriate financial and technical aid.　　The U. S. government and philanthropic institutions, arguably the most influential actors in global health, should demonstrate stronger leadership by broadening their current strategies. The Presidentts Emergency Plan for AIDS Relief is well financed, at $15 billion over five years, but its strategy is preoccupied with short-term numerical targets for patient treatment in 15 priority coun- tries. The Bill and Melinda Gates Foundation, the worlds largest philanthropic organization, focuses its support on the development of breakthrough health technologies. To enhance their impact, out- reach, and sustainability, both of these organizations must invest more in human resources and health care systems —— the delivery vehicle for ensuring that persons have access to available technol- ogy. Dispatching U.S. health professionals abroad through laudable programs such as the one pro- posed by the Institute of Medicine should not be misconstrued as a substitute for the essential task of building local capacity.　　The United States must become more informed about global health in order to navigate domestic policies in the midst of rapidly changing international developments. The case for U.S. leadership is based not simply on humanitarianism but also enlightened self-interest. As demonstrated by interna- tional medical graduates, the United States is inextricably linked to global health. It has a vital stake in controlling the spread of infectious diseases such as the severe acute respiratory syndrome （SARS） and looming avian influenza pandemics. Protecting Americans requires viral detection and interdic- tion at points of origin, which are undermined by the depletion abroad of qualified professionals.　　The United States can better harmonize its domestic and global health policies by moving toward self-sufficiency in preservice training. In the 1990s, fears of a physician surplus drove federal work- force policies. Now, dire predictions of massive shortages of 200,000 physicians and 800,000 nurses by 2020 —— driven by the escalating demands of an aging society, new technologies, management of chronic diseases, changing family structures, and consumer and provider preferences —— are prompt- ing major American organizations to endorse targeted increases in the size of U.S. medical schools and the number of residency training slots. A serious engagement of key stakeholders in the United States is needed to develop effective policies for the health care workforce that prepare for the future without raiding the limited human resources of poorer societies.

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