2011最新版江苏省公务员录用考试教材 申论 在线下载 pdf mobi 2025 epub 电子版

深入研究历年命题趋势、紧密结合考试大纲推陈出新．准确前瞻公考走向

集合百位专家研究成果、百万考生反馈意见实事求是，全方位服务于公考

全面剖析历年考试真题、科学合理编排体系考点全面，学练结合步步为“赢”

部分 解读江苏省申论考试

章 2010年江苏省公务员录用考试申论真题

一、注意事项

二、给定资料

三、作答要求

四、参考答案

第二章 江苏省公务员考试申论历年情况分析及备考指南

一、江苏省公务员考试申论历年情况分析

二、江苏省公务员考试申论主题选取特点

三、江苏省公务员考试申论备考指南

第三章 十三省联考情况分析

第四章 申论考试全方位解读

节 申论考试的性质

第二节 申论考试的目的

一、准确甄选出适合机关需要的公职人才

二、使公务员写作考试更加贴近政府机关工作实际

第三节 申论考试的特征

一、测试目的针对性强

二、测试内容具有广泛性

三、测试形式灵活多变

四、测试答案的开放性

第五章 申论考试命题、阅卷及评分标准

一、申论考试的命题

二、申论考试的阅卷方式

三、申论考试的评分标准

第六章 申论命题题型总结

一、概括类题型

二、提出对策类题型

三、论证写作类题型

……

第二部分 全面提高江苏省申论考试能力

第三部分 江苏省申论常考文体

第四部分 2011年江苏省申论热点与范文评析

第五部分 江苏省重要文件选读

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部分 解读江苏省申论考试

章 2010年江苏省公务员录用考试申论真题

一、注意事项

1．申论考试是对考生阅读理解能力、综合分析能力、提出和解决问题能力、文字表达能力的测试。请仔细阅读给定资料，按要求作答。

2．本试题由给定资料与作答要求两部分构成。考试时限为150分钟，其中阅读给定资料参考时限为40分钟，作答参考时限为ll0分钟。满分100分。

3．答题前，考生应用黑色签字笔或钢笔将自己的姓名、准考证号填写清楚，用28铅笔将准考证号所选项涂黑。用黑色签字笔或钢笔在答题卡规定答题区域内作答，超出答题区域的作答无效。

4．监考人员宣布考试结束时，考生应立即停止作答，将试题本、答题卡和草稿纸都留在桌上，待监考人员允许后，方可离开。

二、给定资料

1．某市居民对几年前的一场暴雨记忆犹新。那天是周六，市民们如往常的周末一样逛街、聚会、休闲。张艺谋大片《十面埋伏》的首映式正在这天举行，大批倒票的“黄牛”憋足了劲要大赚一笔。然而，突如其来的一场暴雨让所有在外面的人狼狈不堪。那天下午16时左右，天空突然电闪雷鸣，顷刻之间降下瓢泼大雨，不到两个小时的降雨让全市交通陷入瘫痪，立交桥下积水深达2米，公交车、小汽车变成了船。类似的事件，在全国很多城市都曾出现过。市政建设与城市改造不同步的现象至今仍然是个不小的问题。有专家表示，以应有功能来衡量，我国大多数城市的市政公用事业连“健康”都算不上。

……

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• 作者：小口饭观察员 发布时间：2020-02-04 23:39:26

  黑白肖像 经典。

• 作者：啸谷 发布时间：2021-06-30 21:00:27

  本书是一本极为有趣的科学读物。它是学校的科学课老师一起撰写的，因为是老师，所以更理解少儿，更能用孩子们喜欢的方式来讲述。用漫画的方式，通过三位小学生小智、大熊、索儿的探险之旅追寻科学，趣味和知识一举两得。

• 作者：Waldeinsamkeit 发布时间：2020-11-12 19:28:01

  没有人能直接翻越高山，是那些路上小石头绊倒了你，当你越过了路上所有的拦路石的时候，你就会发现你已经翻越了高山。

  完满的生活：良好的个人健康、健康的人际关系、满意的工作、娱乐和放松、精神上的满足和专注的生活方式。

• 作者：挠挠 发布时间：2019-10-15 14:36:11

  2019394 人生智慧溢出！感谢德云社！

• 作者：Sarah 发布时间：2022-11-16 18:28:29

  一个人为了获得更多的土地，为了在日落前丈量出更多的土地，最终累死在了土地上。联想到现世，一个人究竟需要多少名利。故事是经典叙述，图像很赏心悦目

• 作者：山鬼2.0 发布时间：2012-05-03 12:08:42

  马一浮先生是一宗教家。

• NOTES

  作者：扔铁饼的罗丹 发布时间：2016-06-10 18:36:07

  should schooling be based on social experiences ?

  Experience and education (John Dewey)

  Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.

  Learning here means acquisition of what already is incorporated in books and in the heads of the elders. Moreover, that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future. It is to a large entent the cultural product of the societies that assumed the future would be much like the past, and yet it is used as educational food in a society where change is the rule, not the exception.

  should the curriculum be standardized for all ?

  the Paideia proposal: rediscovering the essence of education(Mortimer J.Adler)

  Basic schooling must prepare them for earning a living, but not by training them for this or that specific job while they are still in school.

  three levels of curriculum

  Here is where teachers comes in — as aids in the process of learning by discovery not as knowers who attempt to put the knowledge they have into the minds of their students. The quality of teaching, in short, depends crucially upon how the teacher conceives his role in the process of learning, and that must be as an aid to the student’s process of discovery.

  the worst cultural disease that is rampant in our society — the barbarism of specialization.

  and if they are not, our free institutions are doomed to decay and wither away.

  escape from childhood (John Holt)

  the sickness of the modern world is in many ways a school-induced sickness.

  are truly democratic classrooms possible ?

  is it possible to produce democratic citizens if the schooling the young are subjected to is clearly undemocratic ?

  the education’s highest aim is to create moral and civic habits of the heart.

  Democratic classrooms: promises and challenges of student voice and choice( Kristan A.Morrison)

  Schools and society are reflections of one another.

  an individual’s autonomy is delimited by others’ rights to dignity, respect, safety, and the search for truth and meaning to everyone’s lives

  they are viewed, and may view themselves, as safe-deposit boxes waiting for deposits of knowledge to fill them

  Spontaneous initiative, curiosity, and trust in themselves, by and large, may have been drummed out of them; they may have learned to view education as purely instrumental— a means to an end rather than an end in itself.

  to attempt to institute democratic practices in their classrooms represents a sizable leap into the unknown.

  the idea that knowledge can be stuffed into the individual, as opposed to being constructed and mediated through the individual has led to the …

  Educators must learn to trust students’ innate curiosity, and if this curiosity has been crushed in the past, they must work to bring it back to life.

  struggle for seemingly far-off ideals

  Second thoughts about democratic classrooms(Gary K.Clabaugh)

  model school on factories and emphasize mass production and cost-effectiveness, rather than democracy and individuality

  Knowledge is fragmented and atomized. Children are compared to one another. Social and emotional development is neglected for more measurable outcomes. Economies of scale are sought at the expense of individuality.

  advocate moving from A to B, from A to Z

  has the time arrived for universal preschool ?

  the kids-first agenda(David L. Kirp)

  kids are the best social investment the government can make

  the promised increase in education funding never materialized.

  someone with the know-how to help a youngster navigate the twisting and sometimes treacherous pathway from early childhood to adulthood.

  … is woven into the fabric of government

  the government is looking through kids-first lenses

  is privatization the hope of the future ?

  dramatic growth is possible (Chris Whittle)

  full-eclipse of the American economywe’ve had a national failure of imagination when it comes to what our schools can and should be. We don’t believe there is anything particularly new to discover in schooling, so, as a society, we don’t set out to find it. Columbus believed. NASA believed. When it comes to schooling, we don’t. For sure, there are pioneers here and there, but our national mindset does not embrace the possibility that our schools could be and should be radically different.

  Indeed, because “the way school is” was imprinted on all of us with Intel-lke precision by our own 12 years of schooling.

  We are still operating in an 18th-century mindset, believing that these young, half-civilized things called children must be literally whipped into shape, if not with a stick then with a never-ending schedule.

  are we surprised when our K-12 schools are far from the envy of the world?

  is the inclusive classroom model workable ?

  Learning in a inclusive community ( Mara Sapon-Shevin)

  What if we put community building and the emotional climate of the classroom back at the center of our organizing values?

  it is high time that we understand that inclusive, diverse classrooms are here to stay.

  When we are surrounded by people who are different from us, we are forced to ask questions that go beyond the individual and adress the community.

  develop the language and skill to negotiate diversity

  ~familiarize yourself with the appropriate terminology

  ~provide multiple opportunities to talk about

  ~don’t respond punitively but don’t let it go

  Inclusion is a gift we give ourselves: the gift of understanding, the gift of knowing that we are all members of human race and the joy comes in building genuine relationships with a wide range of other people

  ~end activities with appreciation circles

  ~Don’t set students up to compete with one another. Create an atmosphere in which each student knows that he or she is valued for something.

  ~Keep in mind that your students will remember only some of what your taught them but everything about how they felt in your classroom

  Inclusive classrooms put a premium on how people treat one another.

  Can merit pay accelerate school improvement ?

  blocked, diluted and co-opted ( Stuart Buck and P.Greene)

  Merit pay plans are more likely to be symbolic than substantive and more likely to be promised than delivered.

  Are single-sex schools and classes effective ?

  Learning separately: the case for single-sex schools (Peter Meyer)

  the potential for excellence that dwells in the heart of every human being

  Can zero tolerance violate students rights ?

  Does computers negatively affect student growth ?

  The human touch (Lowell Monke)

  The goal is twofold.

  There is a huge qualitative difference between learning about something, which requires only information, and learning from something, which requires that the learner enter into a rich and complex relationship with the subject at hand.

  If there is little personal, concrete experience with which to connect, those abstractions become inert bits of data.

  Making meaning of new experiences— and ideas that grow out of them—requires quiet contemplation. By pumping information at children at phenomenal speed, the computer short-circuits that process.

  “An excess of information may actually crowd out ideas, leaving the mind distracted by sterile, disconnected facts, lost among the shapeless heaps of data.”(social critic Theodore Roszak)

  (social critic Marshall Mcluhan) schools would have to become “recognized as civil defense against media fallout”

  Young people sacrificing internal growth for external power.

  Television and computers generally require nothing more than the passive acceptance of prefabricated images.

  Outcomes have replaced insights as the yardstick of learning, while standardized tests are replacing human judgments as the means of assessment.

  Their world is saturated with the artificial, the abstract and the mechanical.

  So it seems that we are face with a remarkable irony: that in an age of increasing artificiality, children first need to sink their hands deeply into what is real; that in an age of light-speed communication, it is crucial that children take the time to develop their own inner voice; that in an age of incredibly powerful machines www must first teach our children how to use the incredible powers that lie deep within themselves.

  writing structure

  a broad spectrum of ideas on … may be found in …

  the reality has to be taken into account in ant prescription written for the public school

  oceans of ink have been spilled addressing the issue of …

  simply put, …

  we’ve had a national failure of imagination when it comes to what our schools can and should be. We don’t believe there is anything particularly new to discover in schooling, so, as a society, we don’t set out to find it. Columbus believed. NASA believed. When it comes to schooling, we don’t. For sure, there are pioneers here and there, but our national mindset does not embrace the possibility that our schools could be and should be radically different.

  Indeed, because “the way school is” was imprinted on all of us with Intel-lke precision by our own 12 years of schooling.

  My vision of … overlaps with …

  If I had my druthers, I would also add that …

  The pendulum has swung from… to…

  The matter of … remains a major stumbling block in…

  Nowhere is xx debate raging more fiercely than in New York City.

  examples abound of …

  back to the primitive way of contemplation

• 两个灵魂互相缠绕。

  作者：阿佳 发布时间：2018-06-15 11:02:18

  花了几天断断续续读完的书，读罢还是不舍得放下，回味着结局里莉莉感到的迫切的孤独感，和她意识到前路要自己面对和承受的决心。翻着后记和作者手记，才了解了作品的背景，原来是莉莉易贝是真实存在的，历史上第一位变性人，瞬时间故事就像被注入了新鲜血液一般，在我心中的地位变得更加重要，我更加为莉莉所做出的决定，Gerda的理解与奉献，和可以作为局外人的汉斯和卡莱尔的陪伴感到敬畏，真是一本让人回味无穷的作品，每个独立的人格都是迷人的。

  读过书之后去微博里面搜了《丹麦女孩》这个关键词，首先pop出来的是大V们对于电影的评价，我不知道电影的突出重点是否和原著一致，但是比较一致的言论是“不是很喜欢莉莉，反而很心疼老婆Greta”，我读书时的想法和这些评论大相径庭......首先Greta是一个善解人意的女性，一个从加州出生的“野孩子”，从小就追求着独立与自由，梦想着搬到丹麦沉溺在创作中的她被困在加州，经历了痛苦的丧夫。终于来到丹麦和她吻过的男人相聚了。她爱埃纳尔，支持他做出选择，从一开始发现苗头之后让他试穿小裙子。

  而莉莉（埃纳尔）所经历的一切都是煎熬挣扎的。他一直都觉得自己是一个分裂的人格，生理上的流血与疼痛，更多的是心理上的迷失与模糊，永远不知道下一秒自己会是以哪个人格出现，不敢与他人有亲密的接触，怕自己陷得太深，他甚至有过如果不能把烂摊子解决掉就要自杀的念头。那是20世纪30年代啊，哪怕是现在变性人都是绝对的少数，在社会上收到各种偏见与歧视，更何况那时候，我都能想象得到她的孤立感，因为当你处在少数的时候，哪怕有一个和你有相同经历的人都会带给你宽慰，就像发出特殊频率的鲸鱼。可莉莉是她所知道的唯一一个，她遇到困境的时候都无人经历过这些，她无可是从不知道如何处理。她有时些许偏执，有时沉默，那都是那个脆弱孤独的她在向世界抗争呀。书的后记里面有提到，我们从现在来看她是lgbtqia+群体的先锋者，是极度勇敢的人，可是如果时光倒转，回到那个时候，她只是一个每日挣扎的灵魂，面临着一生中最大的选择，迫切地想知道自己到底发生了什么，想要逃离痛苦。所以不喜欢她的人让我感到困惑，因为似乎我们对莉莉的态度不该是喜欢或者不喜欢，最基本的同理心都会让我们去努力理解她8。

  莉莉和Gerda的爱情炽烈，美好又不寻常。他们的故事像我前两日刚刚读完的《只是孩子》里面Patti和Richard的故事，从爱情开始，一方的性别认同发生了改变之后变成最亲密无间的友情。这两个可敬的人的结合是美好而更加可敬的，灵魂互相缠绕，好像交叉的树枝，越来越紧，情绪和感情微妙得变化着，从好奇，到无助，再到理解与扶持，莉莉去做手术的时候，因为害怕不敢叫格雷塔一起，可是她还是好希望她也在那里啊，这真的太感动了w。还有最后莉莉要结婚时Gerda的再次无助，可哪怕嘴上说着“我做不到.....”，她的心里还是会想着他，他也会希望她在。

  她终于变成她自己了，接下来的一切就要独自面对了，结局真的好伤感，说不出什么，就很想叹气。