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2025年全国硕士研究生招生考试英语（一）试题

Section I Use of English

Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)

As many people hit middle age, they often start to notice that their memory and mental clarity are not what they used to be. We 1 wonder if we are “losing it” or if it is just a normal part of 2 . While there are 3 risk factors for memory loss, researchers have discovered that some things we do in our daily life can have a 4 impact on our ability to remember.

4 , a team of researchers studied lab animals that were allowed to run on wheels. The control group 5 any exercise. The animals that ran scored twice as high on memory tests as they 6 the first time they were tested. This finding suggested that exercise can 7 memory.

In fact, the more one exercises, the more one may think 8 . The researchers also 9 a group of people to a six-month program of aerobic exercise. After six months, this group showed better performance on memory tests 10 the control group. The researchers used a brain scanning technique to measure the volume of the hippocampus—a part of the brain that is critical for memory and learning. They found that the participants who exercised had an 11 in the volume of the hippocampus, while the participants in the control group did not. This finding suggests that exercise can 12 the brain physically.

Other research has 13 that mental stimulation, social engagement, and positive thinking can also help to maintain memory. The researchers 14 that these activities may help build up a “cognitive reserve” that helps the brain 15 the challenges of aging. In other words, staying mentally and socially active may help to 16 the effects of memory loss.

17 , the researchers concluded that some of the changes that we think are just normal aging are in fact not inevitable, and that our life choices can 18 a significant role in determining whether we maintain our mental clarity as we age. The findings have 19 important implications for the prevention of Alzheimer’s disease and other age-related 20 conditions.

1. [A] occasionally [B] rarely [C] probably [D] frequently
2. [A] aging [B] working [C] living [D] playing
3. [A] unavoidable [B] common [C] independent [D] constant
4. [A] negative [B] positive [C] similar [D] opposite
5. [A] undertook [B] performed [C] avoided [D] received
6. [A] had [B] did [C] could [D] would
7. [A] improve [B] preserve [C] protect [D] restore
8. [A] clearly [B] carefully [C] flexibly [D] quickly
9. [A] assigned [B] introduced [C] subjected [D] exposed
10. [A] for [B] with [C] on [D] than
11. [A] increase [B] reduction [C] advantage [D] decline
12. [A] shape [B] heal [C] strengthen [D] support
13. [A] indicated [B] estimated [B] determined [D] supposed
14. [A] argued [B] doubted [C] overlooked [D] admitted
15. [A] cope with [B] get over [C] look into [D] take on
16. [A] show off [B] cancel out [C] make up for [D] turn out
17. [A] Therefore [B] Besides [C] Otherwise [D] Moreover
18. [A] play [B] make [C] build [D] take
19. [A] taken [B] held [C] brought [D] given
20. [A] physical [B] mental [C] environmental [D] chemical

Section II Reading Comprehension

Part A

Directions: Read the following four texts. Answer the questions each one by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)

Text 1

In order to “change lives for the better” and improve their prospects in the ever-competitive labor market, many people are returning to school to get a master’s degree. More than ever before, people are assuming that without such a degree, they will be left behind.

The reasons for this boom are obvious. In an economy that increasingly rewards knowledge work, the master’s degree has become the new bachelor’s degree: the minimum credential required for an increasing number of professions. The proliferation of master’s programs has made them more accessible than ever before. In addition, the master’s degree is seen as a good investment. The return on investment for a master’s degree is generally higher than that for a bachelor’s degree, and in some fields, the pay gap between those with a master’s and those with only a bachelor’s can be substantial.

But the master’s degree boom is not without its critics. Some educators and policy makers worry that the rush to get a master’s degree is devaluing the degree. They argue that as more and more people get one, the degree becomes less special and its distinguishing power in the labor market diminishes. Others are concerned about the growing mountain of student debt that accompanies this trend. The average student loan debt for those with a master’s degree is significantly higher than for those with a bachelor’s degree, and this debt can be a heavy burden for graduates.

Furthermore, the quality of master’s programs varies widely. While some programs are rigorous and provide valuable skills, others are seen as “diploma mills,” offering little more than a piece of paper for a hefty fee. This variation in quality makes it difficult for employers to assess the true value of a candidate’s degree, and it can also lead to a mismatch between the skills graduates possess and the skills employers need.

Despite these concerns, the trend shows no signs of abating. For many, the master’s degree has become a necessity rather than a choice. As the labor market continues to evolve, the pressure to obtain a higher credential will likely only increase. The challenge for individuals and institutions alike will be to ensure that the pursuit of a master’s degree remains a worthwhile investment in the future.

21. According to paragraph 1, people return to school for a master’s degree mainly because they want to __. [A] compete more successfully in the job market [B] change their careers for the better [C] satisfy their desire for learning [D] earn a higher salary
22. The phrase “the new bachelor’s degree” (Line 3, Paragraph 2) suggests that a master’s degree __. [A] is becoming a basic requirement for many jobs [B] is as important as a bachelor’s degree [C] has replaced the bachelor’s degree [D] is more valuable than a bachelor’s degree
23. What are the concerns of some educators and policy makers? [A] The quality of master’s programs is declining. [B] The master’s degree is losing its value in the job market. [C] Student debt is becoming a national crisis. [D] More and more people are pursuing higher education.
24. What is the problem with some master’s programs? [A] They are too expensive for most students. [B] They fail to provide students with practical skills. [C] They are not as rigorous as they should be. [D] They produce graduates who are overqualified.
25. What is the author’s attitude towards the master's degree boom? [A] Cautious. [B] Supportive. [C] Critical. [D] Indifferent.

Text 2

It’s no secret that the American middle class has been shrinking. Over the past four decades, the share of national income going to the middle class has fallen from 62% to 43%, while the share going to the top 1% has risen from 7% to 20%. This trend is not just an American phenomenon; it is playing out in other developed economies as well. The causes are complex, but a key factor is the changing nature of work. The decline of manufacturing and the rise of the knowledge economy have disproportionately benefited those with higher education and skills, widening the income gap.

One consequence of this growing inequality is the erosion of social mobility. Children from wealthy families have a much greater chance of remaining wealthy, while children from poor families are more likely to stay poor. This is not because the poor are less talented or less hardworking, but because they lack the opportunities and resources that the wealthy take for granted. The American Dream, the idea that anyone can get ahead through hard work, is increasingly becoming a myth.

The shrinking middle class also threatens social