密码:
注册找密码我的浏览
设首页加收藏加书签 ______

首页每天学英语背单词语法词汇口语阅读写作翻译寓言四级六级名著绕口令笑话外语动态诗歌散文雅思商务

您所在的位置: 大耳朵首页 > 文章资料 > 英语考试 >...> 考研英语 > 考研阅读 > 正文

站内搜索:

小提示:学单词背单词请到大耳朵免费在线背单词系统
cognizance/['kɔɡnizəns]/ n. 认识, 察知, 审理...

考研英语阅读理解文章01-Pass the chalk(1)

本文属阅读资料

Pass the chalk
Not helpful

BACK in 1922, Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and...in a few years it will supplant largely, if not entirely, the use of textbooks." Well, we all make mistakes. But at least Edison did not squander vast quantities of public money on installing cinema screens in schools around the country.

With computers, the story has been different. Many governments have packed them into schools, convinced that their presence would improve the pace and efficiency of learning. Large numbers of studies, some more academically respectable than others, have purported to show that computers help children to learn. Now, however, a study that compares classes with computers against similar classes without them casts doubt on that view.

In the current Economic Journal, Joshua Angrist of the Massachusetts Institute of Technology and Victor Lavy of the Hebrew University of Jerusalem look at a scheme which put computers into many of Israel's primary and middle schools in the mid-1990s. Dr Angrist and Dr Lavy compare the test scores for maths and Hebrew achieved by children in the fourth and eighth grades (ie, aged about nine and 13) in schools with and without computers. They also asked the classes' teachers how they used various teaching materials, such as Xeroxed worksheets and, of course, computer programs. The researchers found that the Israeli scheme had much less effect on teaching methods in middle schools than in elementary schools. It also found no evidence that the use of computers improved children's test scores. In fact, it found the reverse. In the case of the maths scores of fourth-graders, there was a consistently negative relationship between computer use and test scores.

The authors offer three possible explanations of why this might be. First, the introduction of computers into classrooms might have gobbled up cash that would otherwise have paid for other aspects of education. But that is unlikely in this case since the money for the programme came from the national lottery, and the study found no significant change in teaching resources, methods or training in schools that acquired computers through the scheme.

A second possibility is that the transition to using computers in instruction takes time to have an effect. Maybe, say the authors, but the schools surveyed had been using the scheme's computers for a full school year. That was enough for the new computers to have had a large (and apparently malign) influence on fourth-grade maths scores. The third explanation is the simplest: that the use of computers in teaching is no better (and perhaps worse) than other teaching methods.

The bottom line, says Dr Angrist, is that "the costs are clear-cut and the benefits are murky." The burden of proof now lies with the promoters of classroom computers. And the only reliable way to make their case is, surely, to conduct a proper study, with children randomly allocated to teachers who use computers and teachers who use other methods, including the cheapest of all: chalk and talk.

1.We can learn from the first paragraph that __________________.
[A] motion picture has revolutionized education system
[B] Edison's prediction has been proved wrong
[C] Edison encouraged schools to install cinema screens
[D] schools are cautious about Edison's idea

2.Dr. Angrist and Dr. Lavy have done the following except _______________.
[A] comparing the test scores of students in different age groups
[B] interviewing teachers about their teaching methods
[C] launching the computer program in many Israeli schools
[D] explaining students' school performance

3.According to Dr. Angrist and Dr. Lavy, in the Israeli scheme, students didn't make improvement in their test scores because______________.
[A] other aspects of education were affected due to cash shortage
[B] it was not long enough for the program to take effect
[C] there was a negative relationship between computer use and test scores
[D] the use of computer was no better than other teaching methods

4.It can be inferred from the last paragraph that ________________.
[A] there hasn't been a proper study on this issue yet
[B] school authorities should provide proof to support the computer program
[C] installing computers in schools costs too much, but has little or no effect
[D] chalk and talk work better than computer in teaching

5.The author's attitude towards governments' packing computers in schools seems to be ___________________.
[A] biased
[B] indifferent
[C] disapproving
[D] puzzling

篇章剖析:
本文为说明文,采用新闻报道体,在第一段以爱迪生所作的错误预测开始,将其与第二段中学校期望通过将电脑引入课堂来改进教学的想法进行对照,引入话题,指出学校的上述想法未必正确。第三段叙述了两位研究人员对以色列在1990年代中期将电脑引入中小学课堂所带来的教学效果的研究,以此说明电脑未必如人们所期望的那样促进课堂学习。第四段,第五段,第六段分别引述了研究人员的解释,并逐一进行分析,最后得出结论:要证明电脑有助于教学,必须进行正确的研究。

词汇注释:
supplant v. 取代,代替(另一个)
squander v. 挥霍或浪费;放荡地花掉
purport v. 声称
Hebrew n. 以色列语;希伯来人
Xerox v. 复印
reverse n. 相反,颠倒:相反的事物或相反的方面
gobble v. 吞并;贪婪地攫取
transition n. 转变, 转换
malign adj. 有害的:具不良影响的;有害的
the bottom line 要点或关键之处;结果,结局:最后结果或声明
randomly adv. 任意地, 随便地,
allocate v. 分派, 分配


(1)    (2)    
您是否对这篇资料想说点什么?欢迎评论或者纠错,或者提交填空题答案! 您也可以立即
考研阅读
高瞻远瞩
放眼全球
推荐资源
最新社区精华帖子更多>>
  • 走遍美国教学版
    走遍美国教学版
  • 哈利学前班[英语儿歌]
    哈利学前班[英语儿歌]
  • 海绵宝宝 英文版
    海绵宝宝 英文版
  • 风中的女王第1季
    风中的女王第1季
经典学习方法更多>>
文章资料目录导航
经典名著 四六级考试 IELTS雅思 听说读写能力 在线语法词典 行业英语一 行业英语二 生活英语 轻松英语 专题英语
双城记 宝岛
战争与和平
悲惨的世界
傲慢与偏见
读圣经学英语
八十天环游地球
考试动态
学习资料
历年真题
模拟试题
心得技巧
学习方法经验
考试动态
考试介绍
考试辅导
历年真题
模拟试题
心得技巧
英语听力
英语口语
英语阅读
英语写作
英语翻译
英语词汇
名词 冠词数词
动词 动名词
代词 形容词
情态 独立主格
倒装 主谓一致
连词 虚拟语气
职场英语
外贸英语
商务英语
银行英语
文化英语
体育英语
房地产英语
会计英语
金融证券
医疗英语
计算机英语
公务员英语
实用英语
电话英语
旅游英语
购物英语
市民英语
宾馆英语
好文共赏
英语文库
名人演说
小说寓言
谚语名言绕口令
笑话幽默 诗歌
笨霖笔记
CNN英语魏
实用九句
双语阅读
发音讲解
分类词汇

免责声明:本站只提供资源播放平台,如果站内部分资源侵犯您的权益,请您告知,我们会立即处理。
Copyright © 2010-2017 大耳朵英语  京ICP备10010568号 | 京公网安备 11010802020324号

微信扫一扫手机学英语 关闭
微博扫一扫手机学英语 关闭
QQ扫一扫手机学英语 关闭
0.403504s