英語(yǔ)四級(jí)難度提升閱讀訓(xùn)練 Text 29

Text 29

An invisible border divides those arguing for computers in the classroom on the behalf of students' career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction — indeed, contradiction — which goes to the heart of what is wrong with the campaign to put computers in the classroom.

An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone's job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain age. It was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often emphasize the job prospects of graduates over their educational achievement.

There are some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.

But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not of course, the basics of using any computer these days are very simple. It does not take a lifelong acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an entirely different story. Basic computer skills take — at the very longest — a couple of months to learn. In any case, basic computer skills are only complementary to the host of real skills that are necessary to becoming any kind of professional. It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.

1.The author thinks the present rush to put computers in the classroom is_______.

A.far-reaching　　　B.dubiously oriented

C.self-contradictory　D.radically reformatory

2.The belief that education is indispensable to all children_______.

A.is indicative of a pessimism in disguise

B.came into being along with the arrival of computers

C.is deeply rooted in the minds of computer-education advocates

D.originated from the optimistic attitude of industrialized countries

3.It could be inferred from the passage that in the author's country the European model of professional training is_______.

A.dependent upon the starting age of candidates

B.worth trying in various social sections

C.of little practical value

D.attractive to every kind of professional

4.According to the author, basic computer skills should be_______.

A.included as an auxiliary course in school

B.highlighted in acquisition of professional qualifications

C.mastered through a lifelong course

D.equally emphasized by any school, vocational or otherwise

5.Which kind of occupation is excluded by basic education?

A.Scientists.　B.Businessman.　C.Accountant.　D.Engineer.

長(zhǎng)難例句分析

［長(zhǎng)難例句］Very few writers on the subject have explored this distinction — indeed, contradiction— which goes to the heart of what is wrong with the campaign to put computers in the classroom.

［結(jié)構(gòu)分析］本句中，主干是very few writers have explored this distinction。which引導(dǎo)了一個(gè)定語(yǔ)從句。在這個(gè)定語(yǔ)從句中，what引導(dǎo)的名詞性從句作介詞of的賓語(yǔ)。

［參考譯文］但很少有人撰稿指明這一區(qū)別——或者更準(zhǔn)確地說(shuō)是矛盾，但是這一問(wèn)題剛好是主張計(jì)算機(jī)課堂教學(xué)這一運(yùn)動(dòng)的癥結(jié)所在。

全文參考譯文

對(duì)于計(jì)算機(jī)課堂教學(xué)的看法存在著一條無(wú)形的界限：一部分人說(shuō)此舉能增加學(xué)生的就業(yè)前景，另一部分則希望此舉達(dá)到從本質(zhì)上改革教育的目的。但很少有人撰稿指明這一區(qū)別——或者更準(zhǔn)確地說(shuō)是矛盾，但是這一問(wèn)題剛好是主張計(jì)算機(jī)課堂教學(xué)這一運(yùn)動(dòng)的癥結(jié)所在。

以使學(xué)生獲得某種工作為目的的教育，是職業(yè)教育。設(shè)立這種教育的目的和法律規(guī)定的人人都要受教育的目的相比截然不同。法律要求所有孩子在二十幾歲前接受教育的目的并不只是簡(jiǎn)單地為了增加他們的就業(yè)希望。但是，我們對(duì)一個(gè)美國(guó)公民的素質(zhì)有一種固定的理解，認(rèn)為如果他不能充分地評(píng)價(jià)外在因素對(duì)其生活和幸福的作用，那他的性格是有缺陷的。但是，情況并不總是這樣，在法律規(guī)定所有孩子必須在校學(xué)習(xí)到某個(gè)年齡之前，人們普遍認(rèn)為有些孩子本性上是不適合接受這種教育的。伴著樂(lè)觀主義的觀念深入到所有工業(yè)化國(guó)家，人們開(kāi)始接受每個(gè)人都適合受教育的觀念。但主張計(jì)算機(jī)教育的人放棄了這種樂(lè)觀主義認(rèn)識(shí)，取而代之的是一種悲觀的態(tài)度，這種態(tài)度偏離了他們本來(lái)應(yīng)含有的樂(lè)觀的觀念。一方面是主張為普通教育而設(shè)立計(jì)算機(jī)課堂教學(xué)，另一方面則是主張以職業(yè)為目的，因?yàn)閷?duì)以上兩種目的的含混不清，計(jì)算機(jī)教育倡導(dǎo)者往往只側(cè)重計(jì)算機(jī)對(duì)就業(yè)前景的影響而忽視其教育成就。

對(duì)適合的學(xué)生進(jìn)行職業(yè)教育也有一些不錯(cuò)的論據(jù)。為了確保孩子們具備欲從事的職業(yè)所需要的技能，許多歐洲學(xué)校很早就引進(jìn)了職業(yè)教育這一理念。情況是如此，但如果因而就堅(jiān)持認(rèn)為只有這么多的工作在等著同樣多的科學(xué)家、商人和會(huì)計(jì)師來(lái)做，就未免太自以為是了。況且，職業(yè)教育也不可能培養(yǎng)出像我們這樣一個(gè)經(jīng)濟(jì)發(fā)展遍及許多地區(qū)，與此同時(shí)亦有很多跨國(guó)公司的大國(guó)中的每一種行業(yè)所需要的足夠多的專業(yè)人才。

但是，相對(duì)于為數(shù)不多的學(xué)生來(lái)說(shuō)，職業(yè)培訓(xùn)可能是最好的方法，因?yàn)槿绻渌蛩匾粯?，熟練的技能而不是課程是他們最終是否能找到工作的關(guān)鍵性因素。當(dāng)然，現(xiàn)階段我們所使用的任何計(jì)算機(jī)的基本技能都很簡(jiǎn)單，學(xué)會(huì)使用各種軟件不用花費(fèi)畢生的時(shí)間。當(dāng)然，如果你想成為計(jì)算機(jī)工程師。那又完全是另一回事。掌握計(jì)算基本技能最多只需要一兩個(gè)月。無(wú)論如何，計(jì)算機(jī)基本技能只能是要成為任何一種專業(yè)人才所必需的各種職業(yè)技能的填充。當(dāng)然，必須清楚，無(wú)論是普通學(xué)校還是職業(yè)學(xué)校，認(rèn)清其目的，都會(huì)從中獲益。

題目答案與解析

1.作者認(rèn)為，現(xiàn)在急著將計(jì)算機(jī)引入課堂的做法________。

A.意義深遠(yuǎn)　B.目的可疑　C.自相矛盾　D.具有徹底的革命性

【答案】B

【解析】從文章第一段的內(nèi)容可知，有關(guān)計(jì)算機(jī)在課堂上的應(yīng)用存在一條無(wú)形的界線——有人爭(zhēng)論說(shuō)，在課堂上應(yīng)用計(jì)算機(jī)是出于對(duì)學(xué)生就業(yè)前途的考慮；另一些人則爭(zhēng)論說(shuō)，在課堂上應(yīng)用計(jì)算機(jī)更為明顯的原因是出于實(shí)行徹底的教育改革的考慮；從第二段的內(nèi)容可知，工業(yè)化國(guó)家的樂(lè)觀主義特性使我們開(kāi)始接受這樣的觀念——每個(gè)人都適合接受教育；計(jì)算機(jī)教育的倡導(dǎo)者為了悲觀主義觀念而放棄了這種樂(lè)觀的觀念；由于對(duì)計(jì)算機(jī)被引進(jìn)學(xué)校是出于教育目的還是職業(yè)目的的含混不清，計(jì)算機(jī)教育倡導(dǎo)者常常強(qiáng)調(diào)畢業(yè)生的工作前景而不是他們?cè)诮逃矫娴某删?；從文章第三段的?nèi)容可知，對(duì)適合的學(xué)生進(jìn)行技術(shù)教育有一些恰當(dāng)?shù)睦碛?；不過(guò)，堅(jiān)持認(rèn)為只有那么多的工作給予那么多的科學(xué)家、商人和會(huì)計(jì)就太自以為是了；從文章最后一段的內(nèi)容可知，對(duì)于少部分學(xué)生來(lái)說(shuō)，專業(yè)培訓(xùn)可能是可行的方法；目前使用任何計(jì)算機(jī)的基本要素都非常簡(jiǎn)單，不用花一生的時(shí)間去學(xué)會(huì)各種各樣的軟件程序；無(wú)論如何，計(jì)算機(jī)基本技能只不過(guò)是對(duì)許多真正技能的一種補(bǔ)充；我們應(yīng)當(dāng)看到，如果混淆了學(xué)校的目的，任何學(xué)校，無(wú)論是不是職業(yè)學(xué)校，都不會(huì)有好結(jié)果。據(jù)此可知，作者認(rèn)為將計(jì)算機(jī)引入課堂到底出于什么目的還不得而知，這種做法令人迷惑不解。B項(xiàng)與文章的意思相符，因此為正確答案。

2.這種“對(duì)所有孩子來(lái)說(shuō)，教育是不可缺少的”的觀點(diǎn)________。

A.表明了偽裝下的悲觀主義　　　　　　　B.隨著計(jì)算機(jī)的到來(lái)而產(chǎn)生

C.深深扎根于計(jì)算機(jī)教育倡導(dǎo)者的思想中　D.起源于工業(yè)化國(guó)家的樂(lè)觀態(tài)度

【答案】D

【解析】本題可參照文章的第二段。從中可知，旨在幫助學(xué)生找到某種工作的教育是技術(shù)教育，這種教育被證明是正確的，其原因與法律為什么要求普及教育的原因完全不同；法律要求，所有的孩子必須上學(xué)到十幾歲，這并不只是為了增加每個(gè)人的就業(yè)希望；相反，我們對(duì)美國(guó)國(guó)民的認(rèn)識(shí)是：如果他們不能適當(dāng)?shù)卦u(píng)估他們的生計(jì)與幸福如何受超出其能力范圍的事物的影響，那么他們就不完美；但是，情況并非總是這樣；在法律規(guī)定所有的孩子必須上學(xué)到一定的年齡之前，人們普遍認(rèn)為——有些孩子生來(lái)就不適合追求這種教育；工業(yè)化國(guó)家的樂(lè)觀主義特性使我們開(kāi)始接受這樣的觀念——每個(gè)人都適合接受教育；計(jì)算機(jī)教育的倡導(dǎo)者為了悲觀主義觀念而放棄了這種樂(lè)觀的觀念——這種悲觀主義的觀念背離了他們其他方面的樂(lè)觀觀念。據(jù)此可知，“對(duì)所有孩子來(lái)說(shuō)，教育是不可缺少的”這種觀點(diǎn)是受工業(yè)化國(guó)家樂(lè)觀主義特性的影響。D項(xiàng)與文意相符，因此為正確答案。

3.從本篇文章可以推知，在作者所在的國(guó)家，專業(yè)培訓(xùn)的歐洲模式________。

A.取決于投考者開(kāi)始接受培訓(xùn)的年齡　B.值得在社會(huì)各階層嘗試

C.幾乎沒(méi)有實(shí)用價(jià)值　　　　　　　　D.對(duì)各種專業(yè)人員來(lái)說(shuō)都有吸引力

【答案】C

【解析】本題可參照文章的第三段。從中可知，為了保證學(xué)生真正為從事他們希望的職業(yè)做好準(zhǔn)備，許多歐洲學(xué)校很早以前就提出了專業(yè)培訓(xùn)的觀念；不過(guò)，堅(jiān)持認(rèn)為只有那么多的工作給予那么多的科學(xué)家、商人和會(huì)計(jì)就太自以為是了；況且，在一個(gè)像我們這樣地域廣闊、經(jīng)濟(jì)發(fā)展遍及如此多的國(guó)家、涉及如此多的跨國(guó)公司的國(guó)家里，不可能培養(yǎng)出所需的各種專業(yè)人才。據(jù)此可知，作者認(rèn)為，歐洲的專業(yè)培訓(xùn)模式在美國(guó)沒(méi)有實(shí)用價(jià)值。C項(xiàng)與文中的意思相符，因此為正確答案。

4.依照作者的觀點(diǎn)，基本的計(jì)算機(jī)技能應(yīng)________。

A.被看成是學(xué)校的一門(mén)輔助課程

B.在獲得專業(yè)素質(zhì)的過(guò)程中得到強(qiáng)化

C.花畢生的時(shí)間掌握

D.受到任何學(xué)校的同等強(qiáng)調(diào)，無(wú)論是職業(yè)學(xué)校還是其他學(xué)校

【答案】A

【解析】本題可參照文章的第四段。從中可知，無(wú)論如何，計(jì)算機(jī)基本技能只不過(guò)是對(duì)許多真正技能的一種補(bǔ)充，而那些真正技能是成為任何一類專業(yè)人員所必需的；當(dāng)然，我們應(yīng)當(dāng)看到，如果混淆了學(xué)校的目的，任何學(xué)校，無(wú)論是不是職業(yè)學(xué)校，都不會(huì)有好結(jié)果。據(jù)此可知，作者認(rèn)為基本的計(jì)算機(jī)技能只能是人們所需真正技能的一種補(bǔ)充。A項(xiàng)與文中的意思相符，因此為正確答案。

5.下面的什么職業(yè)不屬于基礎(chǔ)教育？

A.科學(xué)家?！.商人?！.會(huì)計(jì)師?！.工程師。

【答案】D

【解析】第三段的后半部分講述了人們的誤解，但是也暗示了基礎(chǔ)教育和職業(yè)教育在職業(yè)方面的分類。