Is this happening in your neighborhood? Children，notebook computers stuck under their arms，await the yellow bus for the trip to middle schoo1.On the surface，the question of computers in schools is a no-brainer.It would be strange to insist that today‘s technology shouldn’t be used to make the classroom experience more individualized，more effective，more immediate，more exciting.Computers have been in schools more than 20 years—and probably even done some good.

　　But the idea of a personal computer as a necessary daily tool for every American grammar school pupil is altogether a different thing.Beware the superficially attractive vision of 10-year-olds doing most of their work—and homework—on a computer.It‘s another illusory silver bullet that promises to solve a11 of society’s ills through technology.Regardless of whether parents or taxpayers buy the machinery，it‘s a bad policy.

　　Determining the proper role of computers in schools is too important to be left to computer suppliers and educators.An educated public with clear and realistic expectations needs to help determine the right track for technology.

　　Educators forever seem to seek the ultimate in curricular or teaching tools.They are always preoccupied with innovation—junior high school，new math，whole language，open classrooms and mastery learning，to name a few.Some ideas turned out well and over time have earned permanent positions in our education systems.Others reflected change for change‘s sake and wound up in the trash bin，Where they belong.

　　Exactly what is to be solved with computers in schools? Are we looking to improve instructional capacity and flexibility? Are we trying to make teachers and aides more productive by letting students take advantage of programmed learning tools? This all sounds good，and much has been accomplished with computer assisted instruction.

　　But that‘s not the same as making the computer a symbol of well-tempered educational policy.There’s danger in the message that a child is not fully educated if he or she can‘t surf the World Wide Web skillfully，move around in Windows or the Finder，use a word processing program，or program in Logo or Basic.

　　These skills can be learned outside the classroom.Worse，the time it takes students to acquire them is time stolen from the legitimate teaching schedule—and that‘s a bad trade.

　　And what kind of computers should be purchased? We‘re not talking brand names.Most school systems don’t have the money to replace PCs or Macs on the two-to three-year cycle that shifting technologies demand.On the other hand，$ 2，500一the cost of just one computer—invested in books for the school library produces an asset that has，shall we say，a longer shelf life.

　　And who changes the factory culture of schoolrooms to allow computers to be more effective? And who teaches the teachers? These are the really tough issues—the ones that more hardware won‘t solve.

　　Children are best served when schools contribute to shaping the solid foundations on which their future will be built.The student who can read with curiosity and understanding，who has mastered basic mathematical concepts，who can evaluate ideas critically，is the one schools should aim to produce.

　　1. According to the author，teaching computer in the school classroom is bad practice because____.

　　[A]the computer is too expensive a luxury for school pupils

　　[B]the pupils are not intelligently mature enough to master the skills

　　[C]it takes too much time which might has been spent on regular courses

　　[D]the pupils can learn nothing from computer assisted instruction

　　2. A“no-brainer”in the third sentence of the first paragraph probably means____.

　　[A]something that is taken for granted

　　[B]an idea that is brainless and foolish

　　[C]a proposal that is not worthy of serious consideration

　　[D]a machine that can never take the place of human brain

　　3. Who can determine the proper role of computers in schools?

　　[A]Computer suppliers. [B]Computer educators

　　[C]The educated public. [D]All of the above.

　　4. In the last paragraph the author implies that____.

　　[A]computer skills contribute nothing to proper education

　　[B]computer teaching is an indispensable part of education

　　[C]the fundamental purpose of education is being ignored

　　[D]teachers should be taught how to teach computer skills

　　5. The author‘s attitude towards the present way of teaching computer in schools is____.

　　[A]critical [B]objective

　　[C]positive [D]optimistic

　　參考答案：

　　1. [C]意為：它占用了太多的時間，而這些時間本來可以用于正常課程。 參閱第七段和最后一段。

　　2. [A] 根據(jù)下一句的意思，該詞應(yīng)理解為“無須思考的問題”。

　　3. [D] 第三段指出，決定計算機(jī)在學(xué)校中應(yīng)該起什么作用是一件重要的事，不能僅交由計算機(jī)供應(yīng)商和教育工作者來定，公眾也應(yīng)該有發(fā)言權(quán)。

　　4. [C] 最后一段指出，學(xué)校的根本任務(wù)是為學(xué)生的未來打下堅實的基礎(chǔ)，學(xué)校旨在培養(yǎng)的學(xué)生應(yīng)是具有好奇心和理解力，能掌握數(shù)學(xué)基本概念。并能對現(xiàn)存的一些觀念進(jìn)行獨(dú)立評價。言外之意，由于盲目地進(jìn)行計算機(jī)教育，這些基礎(chǔ)容易被忽視。

　　5. [A]意為：批評的。 文章從第二段起就開始對目前的計算機(jī)教學(xué)提出了批評，并在最后一段強(qiáng)調(diào)指出它對培養(yǎng)學(xué)生基本能力的不良影響。

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