2011年中共中央黨?？疾┯⒄Z(yǔ)真題(問(wèn)答)

希賽網(wǎng)為考生們整理了2011年中共中央黨?？疾┯⒄Z(yǔ)問(wèn)答題真題，供考生們備考復(fù)習(xí)。

The second, or problem-oriented, approach is the exact opposite. A specific historical question is formulated, usually prompted by a reading of the secondary authorities, and the relevant primary sources are then studied; the bearing that these sources may have on other issues is ignored, the researcher proceeding as directly as possible to the point where he or she can present some conclusions. Each method encounters snags. The source-oriented approach, although appropriate for a newly discovered source, may yield only an incoherent jumble of dates. The problem-oriented approach, sounds like common sense and probably corresponds to most people's idea of research. But it is often difficult to tell in advance what sources are relevant. As will be shown later, the most improbable sources are sometimes found to be illuminating, while the obvious ones may lead the historian into too close an identification with the concerns of the organization that produced them. Moreover, for any topic in Western nineteenth-or twentieth-century history, however circumscribed by time or place, the sources are so unwieldy that further selection can hardly be avoided, and with it the risk of leaving vital evidence untouched.

In practice neither of these approaches is usually pursued to the complete exclusion of the other, but the balance struck between them varies a good deal. Some historians begin their careers with a narrowly defined project based on a limited range of sources; others are let loose on a major archive with only the vaguest of briefs. The former is on the whole the more common, because of the pressure to produce quick results that is imposed by the Ph.D degree - the formal apprenticeship served by most academic historians. A great deal of research consists not in ferreting out new sources but in turning to well-known materials with new questions in mind. Yet too single-minded a preoccupation with a narrow set of issues may lead to evidence being taken out of context and misinterpreted - 'source-mining' as one critic has called it. It is vital, therefore, that the relationship between the historian and his or her sources is one of give and take. Many historians have had the experience of setting out with one set of questions, only to find that the sources which they had supposed would furnish the answers instead directed their research on to quite a different path. Emmanuel Le Roy Ladurie first turned to the land-tax registers of rural Languedoc with a view to documenting the birth of capitalism in that region; he found himself instead investigating its social structure in the broadest sense, and in particular the impact of demographic change.

Mine was the classic misadventure; I had wanted to master a source in order to confirm my youthful convictions, but it was finally the source that mastered me by imposing its own rhythms, its own chronology, and its own particular troth.

問(wèn)題內(nèi)容：

1.What does the passage mainly discuss?

2.What is the first approach to historical studies?

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