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【阅读理解】高科技教育  

2012-02-22 09:05:56|  分类: 阅读理解 |  标签: |举报 |字号 订阅

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【阅读理解】高科技教育 - 佳中 - 嘉华相恋

   【阅读理解】         

                                   高科技教育

                                                                         

                                【阅读理解】高科技教育 - 佳中 - 嘉华相恋

 

 

  

 

       Nowadays, high technology, such as multimedia, e-mail, CO-ROM and the Internet, has been

widely applied in universities and colleges. Computer connections are not just installed in labs and

classrooms but in dorm rooms and snack bars. A number of schools are encouraging students and

professors to create their own web sites. However, there are also some problems involved in the

application of high technology in high education.

     The main question about high-tech education is whether computers actually enhance learning.

Anecdotal evidence from both professors and students suggests that classroom technology may

help students engage with the course material. Says 22-year-old Elizabeth Beede, one of the

students in the Mount Holyoke Frankenstein class: “Producing a CD-ROM keeps you excited. We

found ourselves working late into the night.” But few systematic studies have been carried out, and

those that exist are too limited to be conclusive.

      The lack of hard data doesn’t keep technological enthusiasts from talking about notions such as

“hypertext thinking style” — a more fluid cognitive style that is said to come from following the

intellectual linkages of the Web rather than traditional research methods. But it is not clear that

computers lead to different, let alone deeper, thinking styles, argues Stephen Kerr, a sociologist at

the University of Washington and author of Technology in the future of Schooling.

      Critics also argue that there are risks associated with higher ed’s over-dependency of computer

technology. Some say that while there is nothing wrong with multimedia, professors who often assign

 students technological projects may be side-stepping the difficult job of teaching students to write

clearly and argue rigorously. Kerr is much concerned about the trend of substituting materials on the

Internet for textbooks: “Textbooks represent consensus on limited, exemplary materials, the

fundamentals of a discipline.”

       At the extreme, students can become addicted to computers, much as some become dependent

on drugs. It is reported that about 8 to 14 percent of college students become addicted to Internet use.

Some spend up to 40 hours a week in chat rooms and “mudding” — playing a kind of Internet fantasy

game, with a predictable effect on their academic performance. Two years ago, officials at Alfred

University in New York became alarmed when they found that nearly double the normal number of

students were failing academically. They discovered that 42 percent of those failing were often

staying up late at night on the Internet. The university now offers counseling and a seminar warning of

the dangers of Internet addiction.

       Officials at Alfred University and elsewhere are increasingly aware that the new technologies, if

not properly handled, may severely undermine the learning they were harnessed to enhance. That is

a bleak vision of technology’s potential.                          

                                                                                                                         (448 words)

 

1. The primary purpose of the passage is to __________.   

     [A] discuss the applicability of high technology in higher education

     [B] criticize the higher ed’s over-dependency of computer technology

     [C] point out possible problems associated with high-tech education

     [D] doubt whether computers actually enhance learning

2. It is suggested in the third paragraph that __________.

     [A] there is no doubt that computers will inevitably promote to develop thinking styles

     [B] it is hard to say that whether computer technology helps to develop a better thinking style

     [C] hypertext thinking style is no better than traditional research methods

     [D] computers will by no means lead to different, let alone deeper, thinking styles

3. It is evident that Stephen Kerr __________.

     [A] criticizes the neglect of developing students’ writing and reasoning abilities

     [B] opposes the use of multimedia in teaching in classroom

     [C] worries much about the dangers of Internet addiction to students

     [D] prefers textbooks to course materials on the Web

4. Officials at Alfred Universities were surprised to find that ________.

     [A] addiction to Internet use is closely related to addiction to drugs

     [B] those who fail academically are readily got addicted to Internet use

     [C] the number of the students who failed academically had significantly increase

     [D] students took no notice of seminar warning of the dangers of Internet addiction

5. At present, some universities have come to realize that ________.

     [A] high-tech education may not be suitable to all universities and colleges

     [B] improper handling of computer technology may do harm rather than good to learning

     [C] the potential of computer technology has not been put into full play in learning

     [D] more efforts should be made to harness computer technology so as to enforce learning

 

 答案解析

 

1.  【答案】 C

     【考点】 作者意图。     针对第一段命题。

     【解析】   作者在第一段提出主题:高科技应用于高等教育可能会产生一些问题,在第二至第五

       段分别谈论人们所担心的四个问题:高科技教学是否能提高学生的学习?高科技教学是否能提

       高思维能力?过分依赖电脑技术是否存在风险?学生沉溺于电脑是否影响学习?最后一段是结

       论: 高科技如果应用不当,可能会产生风险。

              全文的主题句是:However, there are also some problems involved in the application of high

       technology in high education. 从文章的篇章结构分析,全文围绕高科技应用于高等教育可能产

       生的四个问题展开评论,不难看出作者写此文的主要目的是point out possible problems

       associated with high-tech education,C项是本题的正确答案。

             本题易错选B项和D项,作者在文中只是列举他人的观点,并没有对高等教育过分依赖计算

       机技术提出批评。 电脑是否会提高学生的学习,仅是作者在文中提出诸多问题中的一个,并非

      全文议论的中心。

 

2. 【答案】 B

    【考点】 段落中心。   针对第三段命题。

    【解析】   作者在前一段中指出,关于计算机是否真能提高学生学习的问题现在尚难定论,那么

     学习计算机技术(如超文本思维模式)是否能提高人的思维能力呢?作者引用Stephen Kerr的观

     点对此问题作了回答。 Stephen Kerr说:“But it is not clear that computers lead to different, let

     alone deeper, thinking styles.” 可见作者写第三段的目的是想说明关于计算机技术能否提高人的

     思维能力的问题目前也尚难以定论, B项本题的正确答案。

             A项肯定计算机技术能提高人的思维能力,D项否定计算机技术能提高人的思维能力,这两

    个说法都太绝对。

 

3. 【答案】 D  

    【考点】 论证观点。   针对第四段命题。

    【解析】   第四段中提到Kerr非常关注目前有用因特网上的材料代替教材的趋向。他说:

    “Textbooks represent consensus on limited, exemplary materials, the fundamentals of a discipline

     (教科书代表的是有限的典型材料的统一,是学科的基础)”。由此可以推断Kerr赞同用教科书

      而不是用网上材料作教材,D项是本题的正确答案。

             从 Kerr 的话中无法得出他反对在课堂教学中应用多媒体,不能选B项。A项的意思是“批评

      忽视培养学生的写作和思维能力”,这是有些人的观点(some say),不是Kerr的看法。

 

4. 【答案】 C                                            

    【考点】 具体细节。   针对第五段命题。

    【解析】   据题中的surprised to find可定位本题测第五段第4句:Two years ago, officials at

     Alfred University in New York became alarmed when they found that nearly double the normal

     number of students were failing academically. 从这句话可知,由于有些学生沉溺于网上,学习不

     及格的人数有明显的增加(翻一番),因此C项是本题的正确答案。

            本题易错选B项,文中说学业不及格的学生中有42%是经常在网上熬夜者,并不是说不及格

      的学生都是容易沉溺于因特网的人。

 

5. 【答案】 B

    【考点】 具体细节。   针对最后一段命题。

    【解析】    对于应用高科技教学存在的问题,现在许多大学已有了越来越清醒的认识。作者在最

      后一段指出:Officials at Alfred University and elsewhere are increasingly aware that the new

      technologies, if not properly handled, may severely undermine the learning they were harnessed

      to enhance(阿尔佛雷德大学以及其它地方大学越来越意识到,如果新技术使用不当,可能会严

      重破坏学校使用高科技来促进学习的这一初衷)。显然B项的说法与作者的意思相符,为本题的

      正确答案。

               A项的意思是“应用高科技教学可能并不适合所有的大学”,C项的意思是“计算机技术在

     学习中的潜力还没有被充分发挥”,D项的意思是“要作更多的努力利用计算机技术加强学生的

     学习”,从文中不到明确的信息支持。

 

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