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2017雅思英語(yǔ)閱讀臨考沖刺試題附答案
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New Ways of Teaching History
In a technology and media-driven world, it's becoming increasingly difficult to get our students’ attentions and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, iPods, video games and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the distal that are all show and no substance. On the other Side, the self-styled “disruptors” offer over-blown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that's a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.
When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this say about the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the "Jeopardy" Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act — all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are "abysmally ignorant" of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation's strength is endangered by youth who do poorly on such tests. But if she were correct, we could have gone down the tubes in 1917!
There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.
Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia- PowerPoint and presentations in particular can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students* unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they'll need to know for standard exams.
Whether you are covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments like PowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.
History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom's needs.
Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case .Another challenge they have to be faced with is the painful process to learn new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.
Questions
Reading this passage has eight paragraphs, A- G
Choosing the correct heading for paragraphs A- G from the list of heading below
Write the appropriate number, i- x, in boxes 28-34 on your answer sheet
List of Headings
i unavoidable changing facts to be considered when picking up technology means
ii A debatable place where the new technologies stand in for history teaching
iii Hard to attract students in traditional ways of teaching history
iv Display of the use of emerging multimedia as leaching tools
v Both students and professionals as candidates did not produce decent results
vi A good concrete example illustrated to show how multimedia animates the history class
vii The comparisons of the new technologies applied in history class
viii Enormous breakthroughs in new technologies
ix Resistance of using new technologies from certain historian
x Decisions needed on which technique to be used for history teaching instead of improvement in the textbooks
28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph D
32 Paragraph E
33 Paragraph F
34 Paragraph G
Question 35-37
Do the following statements agree with the information given in Reading Passage?
In boxes 35-37 on your answer sheet, write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
35 Modem people are belter at memorizing historical information compared with their ancestors.
36 New technologies applied in history- teaching are more vivid for students to memorize the details of historical events.
37 Conventional ways like literature arc gradually out of fashion as time goes by.
Question 38-40
Complete the following summary of the paragraphs of Reading Passage, using more than three words from the Reading Passage for each answer.
Write your answers in boxes 38-40 on your answer sheet.
Contemporary students can be aimed at without many difficulties by integrating studying history with novel. ..38.... Conventional classroom discussion is specially extended by two ways to assist the teachers to interpret ...39... and at the same time retain students' distinct learning modes. PowerPoint study units prepared beforehand comprising a wide variety of elements make ...40.... learning feasible. Combined classes like this can also be helpful in taking required tests.
文章題目：歷史教學(xué)的科技
篇章結(jié)構(gòu)：
體裁：論述文
題目：歷史教學(xué)的科技
結(jié)構(gòu)：
(一句話概括每段大意)
A 關(guān)于科技在歷史教學(xué)中的使用引起爭(zhēng)議。
B 有數(shù)據(jù)顯示，年輕人及歷史學(xué)家對(duì)歷史方面越來(lái)越表現(xiàn)的無(wú)知。
C 比起如何改進(jìn)歷史教科書(shū)，怎樣的科技應(yīng)該運(yùn)用到歷史課堂才是亟待解決的問(wèn)題。
D 老師們現(xiàn)在很容易將歷史教學(xué)與多媒體技術(shù)相結(jié)合。
E 舉例說(shuō)明，PowerPoint作為多媒體工具是如何在歷史課堂發(fā)揮作用的。
F 新技術(shù)可以運(yùn)用在歷史教學(xué)中已經(jīng)成為不爭(zhēng)的事實(shí)，應(yīng)進(jìn)一步思考什么樣的技術(shù)才更加適用于歷史課堂。
G 說(shuō)明部分歷史學(xué)家拒絕使用新科技的原因。
參考譯文：
新科技對(duì)歷史教學(xué)的影響
在技術(shù)和媒體主導(dǎo)的世界中，要得到學(xué)生的注意力并讓他們從課堂討論吸收變得越來(lái)越難，當(dāng)今時(shí)代特別給教育者帶來(lái)了獨(dú)特的挑戰(zhàn)。因?yàn)榍嗌倌旰苋菀壮聊缬诟咔逦入娨暎?電腦，音樂(lè)播放器，視頻游戲和手機(jī)，卻對(duì)過(guò)時(shí)的教?hào)挄?shū)和在枯燥的教室里聽(tīng)課不怎么感興趣。在數(shù)字時(shí)代如何教授歷史的問(wèn)題，經(jīng)常引起爭(zhēng)議，一方面，老一代的人認(rèn)為專業(yè)標(biāo)準(zhǔn)的歷史教學(xué)正在面臨數(shù)字化帶來(lái)的曇花一現(xiàn)的只有表演并沒(méi)有實(shí)質(zhì)內(nèi)容這樣的致命的危險(xiǎn)。另一方面，這個(gè)自封的“干擾因素”過(guò)分夸大了數(shù)字技術(shù)如何改變了一切這個(gè)事實(shí)，而垂死的專家打著這個(gè)旗號(hào)妨礙一切科技在歷史教學(xué)中的使用。至少，這是一個(gè)關(guān)于其的模擬(也許不是太大的一個(gè))辯論。支持者和反對(duì)者對(duì)于數(shù)字化比起他們所承認(rèn)的更多的是共享相同的學(xué)科背景。
當(dāng)作為補(bǔ)充的學(xué)習(xí)工具，僅僅是一本教科書(shū)時(shí)，測(cè)試結(jié)果顯示，大多數(shù)學(xué)生無(wú)法標(biāo)注出具有重大意義的歷史事件和個(gè)人。較少的仍然是能夠引用和證實(shí)基礎(chǔ)的史科。這說(shuō)明我們的教育工作者是怎樣傳遞信息的?從1917年的測(cè)試報(bào)告可以看出，1917年668德州學(xué)生中不到10%的適齡兒童就讀高中，而在入學(xué)率幾乎普遍的今天，整個(gè)世界在上個(gè)世紀(jì)都發(fā)生了巨大的變化，但有一件事是保持不變：年輕的人仍然從他們的歷史測(cè)試反映出令人悲傷的對(duì)歷史的物質(zhì)。你猜怎么著?歷史學(xué)家也是在歷史方面很無(wú)知，尤其是當(dāng)我們將歷史知識(shí)等同于“危險(xiǎn)”這樣的每日雙報(bào)時(shí)。在測(cè)試中，這些專家在美國(guó)史方面的表現(xiàn)還好。但是，在關(guān)于中世紀(jì)，歐洲和非洲方面的歷史知識(shí)方面的表現(xiàn)就相當(dāng)糟糕了，當(dāng)遇到有關(guān)提康德羅加堡的橄欖枝請(qǐng)?jiān)笗?shū)，或“魁北克法案這類問(wèn)題”——這些題目都是來(lái)自一本典型的教?hào)挄?shū)。據(jù)測(cè)試人員反映，從近期的國(guó)家歷史評(píng)估中可以看出， 早期的測(cè)試結(jié)果顯示，年輕人對(duì)自己國(guó)家的歷史是完全得無(wú)知。更悲劇的是去年9月， 歷史學(xué)家Diane Ravitch非常擔(dān)心國(guó)家的未來(lái)，因?yàn)閲?guó)家的實(shí)力正在因?yàn)閷W(xué)生在歷史測(cè)試中糟糕的表現(xiàn)而遭到削弱。但是，如果她是正確的，我們國(guó)家早在1917年就完了!
“孩子們不知道我們想讓他們知道的歷史”和“孩子們完全不知道任何歷史”之間有巨大的區(qū)別，歷史知識(shí)自己成為我們的文化的毛孔，即使青少年不能解決所面臨的選擇題測(cè)試。如果我們不是這樣的偽君子(或者如果我們是更好的歷史學(xué)家)，我們不得不承認(rèn)，今天的學(xué)生正是在追隨我們的腳步。太長(zhǎng)時(shí)間我們都是在幻想通過(guò)重寫(xiě)教科書(shū)來(lái)改變歷史知識(shí)的學(xué)習(xí)。但問(wèn)題不是課本的內(nèi)容而是他們的想法。在1917年沒(méi)有誰(shuí)的大腦可以記住所有塞進(jìn)去的信息，現(xiàn)在情況也并沒(méi)有好轉(zhuǎn)。如果要我們學(xué)到任何東西可以應(yīng)用到每一個(gè)時(shí)間段的歷史，那么唯一不變的就是變化。歷史的教學(xué)或是其它任何的學(xué)科也不例外�，F(xiàn)在的問(wèn)題不再是是否將新的技術(shù)應(yīng)用到日常教育而是怎樣的技術(shù)應(yīng)用到初中和高中歷史課堂的主題是最適合的。幸運(yùn)的是，科技已經(jīng)為我們提供了機(jī)會(huì)，以各種新的方式來(lái)介紹我們關(guān)于內(nèi)戰(zhàn)或美國(guó)革命的教案。
老師們現(xiàn)在可以很容易地將歷史學(xué)習(xí)與^浙的多媒體相結(jié)合來(lái)教授這一代的學(xué)生。特別是PowerPoint和演講將傳統(tǒng)課堂討論的范圍擴(kuò)大到幫助教師在解釋抽象的概念的同時(shí)可以保留學(xué)生獨(dú)特的學(xué)習(xí)風(fēng)格。為歷史課堂提前準(zhǔn)備好的PowerPoint中的學(xué)習(xí)單元包括各種形式的照片，版畫(huà)，地圖，音頻剪輯，視頻剪輯和基礎(chǔ)資源對(duì)學(xué)習(xí)起到互動(dòng)和刺激的作用。以這樣吸引人的方式授課，有助于技術(shù)驅(qū)動(dòng)型的學(xué)生同時(shí)記住標(biāo)準(zhǔn)考試中所需要的信息。
無(wú)論你是準(zhǔn)備要覆蓋國(guó)內(nèi)革命戰(zhàn)爭(zhēng)時(shí)期的教案或二戰(zhàn)教案，PowerPoint中的學(xué)習(xí)單元都包括了你教室的所有的需求。多媒體教學(xué)工具，如PowerPoint軟件在世界各地都獲得了積極的反響，將傳統(tǒng)的課堂加上，書(shū)面的，聽(tīng)覺(jué)和視覺(jué)內(nèi)容來(lái)幫助學(xué)生記得姓名，日期 以及在一個(gè)歷史背景下的因果關(guān)系。
歷史繼續(xù)向我們展示新時(shí)代會(huì)帶來(lái)新的現(xiàn)實(shí)，教育也不例外。問(wèn)題不在于是否把技術(shù)納入教育的環(huán)境。相反，問(wèn)題是哪些技術(shù)適用于美國(guó)和世界歷史科目，從內(nèi)戰(zhàn)教案到二戰(zhàn)教案。無(wú)論你是覆蓋美國(guó)革命教案或冷戰(zhàn)教案，PowerPoint演示文稿中提供預(yù)打包的格式，都足以滿足教室的需求。
同時(shí)，一些歷史學(xué)家在歷史教學(xué)中使用的技術(shù)有不同的看法。其中一個(gè)原因是他們認(rèn)為并非所有的事實(shí)都可以以電影或視頻的形式被記錄下來(lái)，在這種情況下，文學(xué)是比較可行的，他們必須面對(duì)的另一個(gè)挑戰(zhàn)是痛苦的過(guò)程，學(xué)習(xí)新的技術(shù)，如制作PowerPoint編輯音頻和視頻剪輯，這個(gè)理由也是合理的，特別是對(duì)一些年老的歷史學(xué)家。
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