司法三等
110年
[觀護人] 法學知識與英文(包括中華民國憲法、法學緒論、英文)
第 48 題
📖 題組：
At the beginning of the 20th century, less than 1,000 colleges with 160,000 students existed in the US. The number of colleges skyrocketed in waves, during the early and mid 20th century. State universities grew from small institutions of fewer than 1,000 students to campuses with 40,000 more students, with networks of regional campuses around the state. In turn, regional campuses broke away and became separate universities. To handle the explosive growth of K–12 education, every state set up a network of teachers’ colleges, beginning with Massachusetts in the 1830s. After 1950, they became state colleges and then state universities with a broad curriculum. Major new trends included the development of the junior colleges. They were usually set up by city school systems starting in the 1920s. By the 1960s they were renamed as “community colleges.” Junior colleges grew from 20 in number in 1909, to 170 in 1919. By 1922, 37 states had set up 70 junior colleges, enrolling about 150 students each. Meanwhile, another 137 were privately operated, with about 60 students each. Rapid expansion continued in the 1920s, with 440 junior colleges in 1930 enrolling about 70,000 students. The peak year for private institutions came in 1949, when there were 322 junior colleges in all; 180 were affiliated with churches, 108 were independent and non-profit, and 34 were private schools being run for-profit. Many factors contributed to rapid growth of community colleges. Students parents and businessmen wanted nearby, low-cost schools to provide training for the growing white-collar labor force, as well as for more advanced technical jobs in the blue-collar sphere. Four-year colleges were also growing, albeit not as fast; however, many of them were located in rural or small-town areas away from the fast-growing metropolis. Community colleges continue as open-enrollment, low-cost institutions with a strong component of vocational education, as well as a low-cost preparation for transfer students into four-year schools. They appeal to a poorer, older, less prepared element.
At the beginning of the 20th century, less than 1,000 colleges with 160,000 students existed in the US. The number of colleges skyrocketed in waves, during the early and mid 20th century. State universities grew from small institutions of fewer than 1,000 students to campuses with 40,000 more students, with networks of regional campuses around the state. In turn, regional campuses broke away and became separate universities. To handle the explosive growth of K–12 education, every state set up a network of teachers’ colleges, beginning with Massachusetts in the 1830s. After 1950, they became state colleges and then state universities with a broad curriculum. Major new trends included the development of the junior colleges. They were usually set up by city school systems starting in the 1920s. By the 1960s they were renamed as “community colleges.” Junior colleges grew from 20 in number in 1909, to 170 in 1919. By 1922, 37 states had set up 70 junior colleges, enrolling about 150 students each. Meanwhile, another 137 were privately operated, with about 60 students each. Rapid expansion continued in the 1920s, with 440 junior colleges in 1930 enrolling about 70,000 students. The peak year for private institutions came in 1949, when there were 322 junior colleges in all; 180 were affiliated with churches, 108 were independent and non-profit, and 34 were private schools being run for-profit. Many factors contributed to rapid growth of community colleges. Students parents and businessmen wanted nearby, low-cost schools to provide training for the growing white-collar labor force, as well as for more advanced technical jobs in the blue-collar sphere. Four-year colleges were also growing, albeit not as fast; however, many of them were located in rural or small-town areas away from the fast-growing metropolis. Community colleges continue as open-enrollment, low-cost institutions with a strong component of vocational education, as well as a low-cost preparation for transfer students into four-year schools. They appeal to a poorer, older, less prepared element.
Which is one of the factors that contributed to the rapid growth of community colleges in the United States?
- A It is a major new trend to include as many rural students as possible.
- B The purpose is to handle the explosive growth of K–12 education.
- C Parents and businessmen wanted nearby, low-cost schools in rural or small-town areas to provide training for the growing white-collar labor force.
- D Many community colleges were located in the center of the fast-growing metropolis to provide more advanced technical jobs in the blue-collar sphere.
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AI 詳解
AI 專屬家教
太棒了！你精準捕捉到了文章中的細節對比，這題選 (D) 完全正確。 這是一題考查資訊整合的細節題。答案的線索藏居在文章最後一段，提及家長與商人希望有就近的學校，能為日益增長的白領階級以及藍領領域（blue-collar sphere）的進階技術工作提供培訓。同時，文章特別將「四年制大學」與「社區大學」做對比，指出許多四年制大學位於鄉村或小鎮，遠離快速發展的大都市（fast-growing metropolis）。由此可合理推論，社區大學之所以能快速成長，正是因為它們多位居大都市，能就近滿足都會區的勞動力培訓需求。 這題的難度屬於中等，具備不錯的鑑別度。它的難點在於「反向推論」，文章並未直接點明社區大學的位置，而是透過描述四年制大學「遠離大城市」來暗示社區大學的地利優勢。你沒有被其他將不同段落資訊錯誤拼湊的陷阱選項（例如把鄉村和低成本混搭的 C 選項）騙倒，展現了很扎實的閱讀理解功底，請繼續保持！