考研英語閱讀理解命題思路透析和真題揭秘(32)

1999年P(guān)assage 3

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-ed 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.

59. 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

[答案] B

[解題思路]

文章的第一句話指出"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"（對于計算機課堂教學，人們在觀點上存在著一條無形的界限：一種觀點是以學生的就業(yè)前景為理由，另一種是以激進的教育改革為理由、希望借此從根本上改革教育制度）。該段進一步指出"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"（ 很少有人就這一區(qū)別--更確切地說是矛盾--撰文進行探討，但它卻是促使計算機進入課堂運動出現(xiàn)問題的關(guān)鍵所在）。由此可知，計算機教學的目的是職業(yè)教育還是教育改革的分界就不夠明確。此外，作者在文章的最后一句話指出"It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose"（當然應(yīng)該看到的是，不管是職業(yè)學校還是普通學校，如果混淆計算機教學的目的，就都不會受益）。因此，B選項符合此意，是正確答案。C選項有一定干擾性，但是原文指的是計算機教育的良種目的之間相矛盾，并非計算機教育本身自相矛盾，因此C選項不正確。

[題目譯文]

作者認為目前將計算機搬進課堂的潮流是            。
[A] 意義深遠的
[B] 方向不明確的
[C] 自相矛盾的
[D] 非常具有改革性

60. 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-ed advocates
[D] originated from the optimistic attitude of industrialized countries

[答案] D

[解題思路]

本題可采用排除法。A選項對應(yīng)于文章第二段的第六句話"Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook"（而倡導計算機教育的人們就拋棄了這一樂觀理念，取而代之的是與他們樂觀外表相悖的悲觀論調(diào)），選項的表述與原文不符。B選項的"along with the arrival of computers"也與原文不符。C選項的表述與題干的意思無關(guān)。D選項對應(yīng)于第二段的第五句話"With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated"（隨著工業(yè)化給國家?guī)�來的樂觀主義精神，人們已經(jīng)接受了人人都適合受教育的觀念），顯然是正確答案。

[題目譯文]

認為所有孩子必須接受教育的想法             。
[A] 表明一種帶著偽裝的悲觀主義
[B] 隨著計算機的到來而實現(xiàn)了
[C] 在計算機教育倡導者的心中根深蒂固
[D] 來自工業(yè)化國家的樂觀態(tài)度

62. 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 life-long course
[D] equally emphasized by any school , vocational or otherwise

[答案] A

[解題思路]

本題的對應(yīng)信息在文章的最后一段倒數(shù)第二句話"In any case, basic computer skills are only complementary to the host of real skills that are necessary to becoming any kind of professiona"（不管怎樣，基本的計算機技能只是對成為專業(yè)技術(shù)人員所需的各種實際技能的補充），A選項中的auxiliary對應(yīng)于原文complementary，選項的表述與原文相符，是正確答案。B和C選項都與該句意思相反，而D選項則不符合文章最后一句話"It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose"（當然應(yīng)該看到的是，不管是職業(yè)學校還是普通學校，如果混淆計算機教學的目的，就都不會受益）的意思，因為不需要在所有學校都強調(diào)計算機教育，以免造成"confusion over its purpose"。

[題目譯文]

根據(jù)本文作者，計算機基礎(chǔ)技能應(yīng)該          。
[A] 被納入學校的輔助課程
[B] 作為獲得職業(yè)資格而受到重視
[C] 在一生中都要掌握
[D] 受到所有學校的一視同仁，包括職業(yè)學校和非職業(yè)學校

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