Students of economics are in revolt again．This year，65 groups of students from 30 countries established an International Student

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问题 Students of economics are in revolt again．This year，65 groups of students from 30 countries established an International Student Initiative for Pluralism in Economics．In no other subject do students express such organized dissatisfaction with their teaching．It seems，however，to little lasting effect．Impermanence is inherent in student life：they don suits，collect their first salary and leave their complaints behind until the same gripes are rediscovered by a new group of 19-year-olds with similar naive hopes of changing the world．Still，recurrent dissatisfaction among both students and employers suggests they have a point．
One cause of the problem is not specific to economics．Modern universities prize research above teaching，to a degree that would astonish people outside the system．who imagine its primary purpose is to educate the young．In reality，teaching ability plays a negligible role in university hiring．Tenure and promotion decisions．Many academic staff regard teaching as a nuisance that gets in the way of their“own”work．If most students were not having such a good time outside the classroom．They would be angrier than they are．They should be．
Students demand for more pluralism in the economics curriculum IS well made．Yet much oflhe“heterodox economics”the Manchester students suggest including is flaky，the creation of people with their own political agenda，whether Marxist or neoliberal；or of those who cannot do the mathematics the dominant rational choice paradigm requires．Their professors reject the introduction of these alternative schemes for the same good reasons their science colleagues would reject phlogiston theory or creationism．
Yet teachers are mistaken in their conformity，to a single methodological approach—encapsulated in the claim that has taken hold in the past four decades that approaches not based on rational choice foundations are unscientific or“not economics”．The need is not SO much to teach alternative paradigms of economics as to teach that pragmatism，not paradigm，is the key to economic understanding．
This eclecticism is reflected in the curriculum proposals．The subject of economics is not a method of analysis but a set of problems—the problems that drew students to the subject in the first place．The proper scope of economics is any and all ideas that bear usefully on these topics just as the proper scope of medicine is any and all therapies that help the patient．
请回答下列问题。
Which of the following is NOT true according to Paragraph 2?

选项 A、Teaching ability is the most impoflant factor in teachers’promotion．
B、Other subjects have the same problems with economics．
C、Modern universities pay more attention to research than teaching．
D、Many teachers regard teaching as an obstacle in their work．

答案A

解析细节题。根据题干关键词定位到第二段。A项“教学能力是教师升职的最主要因素”与“In reality，teaching ability plays a negligible role in university hiring，tenure and promotion decisions”不符。B项“其他学科同经济学有相同的问题”与“One cause of the problem is not specific to economics”相符合；C项“与教学相比，现代大学更加注重科研”与“。Modern universities prize research above teaching”相符。D项“许多教师把教学看作是其工作的绊脚石”与“Many academic staff regard teaching as a nuisance that gets in the way of their‘own’work”相符。故本题选A。

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Students of economics are in revolt again．This year，65 groups of students from 30 countries established an International Student

银保监财会类

国家公务员