雅思英語閱讀臨考沖刺試題附答案NewWaysofTeachingHistoryInatechnologyandmedia-drivenworld,it'sbecomingincreasinglydifficulttogetourstudents’attentionsandkeepthemabsorbedinclassroomdiscussions.Thisgeneration,inparticular,hasbroughtauniquesetofchallengestotheeducationaltable.Whereasyouthareeasilyenrapturedbyhigh-definitiontelevision,computers,iPods,videogamesandcellphones,theyarelessthanenthralledbywhattothemareobsoletetextbooksandboringclassroomlectures.Thequestionofhowtoteachhistoryinadigitalageisoftencontentious.Ontheoneside,theoldguardthinkstheprofessionalstandardshistoryisinmortaldangerfromflash-in-the-panchallengesbythedistalthatareallshowandnosubstance.OntheotherSide,theself-styled“disruptors”offerover-blownrhetoricabouthowdigitaltechnologyhaschangedeverythingwhilethemoribundprofessionobstructsallprogressinthenameofoutdatedideals.Atleast,that'saparody(maybenotmuchofone)ofhowthedebateproceeds.Bothsupportersandopponentsofthedigitalsharemoredisciplinarycommongroundthaneitheradmits.Whenprovidedwithmerelyatextbookasasupplementallearningtool,testresultshaverevealedthatmoststudentsfailtopinpointthesignificanceofhistoricaleventsandindividuals.Fewerstillareabletociteandsubstantiateprimaryhistoricalsources.Whatdoesthissayaboutthewayoureducatorsarepresentinginformation?Thequotationcomesfromareportofa1917testof668Texasstudents.Lessthan10percentofschool-agechildrenattendedhighschoolin1917;today,enrollmentsarenearlyuniversal.Thewholeworldhasturnedonitsheadduringthelastcenturybutonethinghasstayedthesame:Youngpeopleremainwoefullyignorantabouthistoryreflectedfromtheirhistorytests.Guesswhat?Historiansareignoranttoo,especiallywhenweequatehistoricalknowledgewiththe"Jeopardy"DailyDouble.Inatest,thosespecializinginAmericanhistorydidjustfine.Butthosewithspecialtiesinmedieval,EuropeanandAfricanhistoryfailedmiserablywhenconfrontedbyitemsaboutFortTiconderoga,theOliveBranchPetition,ortheQuebecAct―alltakenfromatypicaltextbook.Accordingtothetesters,theresultsfromtherecentNationalAssessmentinHistory,likescoresfromearliertests,showthatyoungpeopleare"abysmallyignorant"oftheirownhistory.InvokingthetragedyoflastSeptember,historianDianeRavitchhitchedherworriesaboutourfuturetotheideathatournation'sstrengthisendangeredbyyouthwhodopoorlyonsuchtests.Butifshewerecorrect,wecouldhavegonedownthetubesin1917!Thereisahugedifferencebetweensaying"Kidsdon’tknowthehistorywewantthentoknow"andsaying"Kidsdon'tknowhistoryatall."Historicalknowledgeburrowsitselfintoourculturalporesevenifyoungpeoplecan'tmarshalitwhenfacedbyamultiplechoicetest.Ifweweren’tsuchhypocrites(ormaybeifwewerebetterhistorians)we'dhavetoadmitthattoday'sstudentsfollowinourownfootsteps.Fortoolongwe'vefantasizedthatbyrewritingtextbookswecouldchangehowhistoryislearned.Theproblem,however,isnotthecontentoftextbooksbuttheveryideaofthem.Nohumanmindcouldretaintheinformationcrammedintothesebooksin1917,anditcandonobetternow.Ifwehavelearnedanythingfromhistorythatcanbeappliedtoeverytimeperiod,itisthattheonlyconstantischange.Theteachingofhistory,oranysubjectforthatmatter,isnoexception.Thequestionisnolongerwhethertobringnewtechnologiesintoeverydayeducation;now,thequestioniswhichThereisahugedifferencebetweensaying"Kidsdon’tknowthehistorywewantthentoknow"andsaying"Kidsdon'tknowhistoryatall."Historicalknowledgeburrowsitselfintoourculturalporesevenifyoungpeoplecan'tmarshalitwhenfacedbyamultiplechoicetest.Ifweweren’tsuchhypocrites(ormaybeifwewerebetterhistorians)we'dhavetoadmitthattoday'sstudentsfollowinourownfootsteps.Fortoolongwe'vefantasizedthatbyrewritingtextbookswecouldchangehowhistoryislearned.Theproblem,however,isnotthecontentoftextbooksbuttheveryideaofthem.Nohumanmindcouldretaintheinformationcrammedintothesebooksin1917,anditcandonobetternow.Ifwehavelearnedanythingfromhistorythatcanbeappliedtoeverytimeperiod,itisthattheonlyconstantischange.Theteachingofhistory,oranysubjectforthatmatter,isnoexception.Thequestionisnolongerwhethertobringnewtechnologiesintoeverydayeducation;now,thequestioniswhichtechnologiesaremostsuitablefortherangeoftopicscoveredinjuniorhighandhighschoolhistoryclassrooms.Fortunately,technologyhasprovideduswithopportunitiestopresentourCivilWarlessonplansorourAmericanRevolutionlessonplansinavarietyofnewways.Teacherscaneasilytargetandengagethelearnersofthisgenerationbyeffectivelycombiningthestudyofhistorywithinnovativemultimedia-PowerPointandpresentationsinparticularcanexpandthescopeoftraditionalclassroomdiscussionbyhelpingteacherstoexplainabstractconceptswhileaccommodatingstudents*uniquelearningstyles.PowerPointstudyunitsthathavebeenpre-madeforhistoryclassroomsincludeallmannerofphotos,prints,maps,audioclips,videoclipsandprimarysourceswhichhelptomakelearninginteractiveandstimulating.Presentinglessonsintheseenticingformatshelpstechnology-drivenstudentsretainthehistoricalinformationthey'llneedtoknowforstandardexams.WhetheryouarecoveringRevolutionaryWarlessonplansorWorldWarIIlessonplans,PowerPointstudyunitsareavailableinformatstosuittheneedsofyourclassroom.MultimediateachinginstrumentslikePowerPointsoftwarearegettingpositiveresultstheworldover,framingconventionallectureswithcaptivatingwritten,auditoryandvisualcontentthathelpsstudentsrecallnames,datesandcausalrelationshipswithinahistoricalcontext.Historycontinuestoshowusthatnewtimesbringnewrealities.Educationisnoexceptiontotherule.Thequestionisnotwhethertobringtechnologyintotheeducationalenvironment.Rather,thequestioniswhichtechnologiesaresuitableforU.S.andworldhistorysubjects,fromCivilWarlessonplanstoWorldWarIIlessonplans.Whetheryou’recoveringyourAmericanRevolutionlessonplansoryourColdWarlessonplans,PowerPointpresentationsareavailableinpre-packagedformatstosuityourclassroom'sneeds.Meanwhile,someacademichistoriansholdadifferentviewontheuseoftechnologyinteachinghistory.Onereasontheyholdisthatnotallfactscanberecordedbyfilmorvideosandliteratureisrelativelyfeasibleinthiscase.AnotherchallengetheyhavetobefacedwithisthepainfulprocesstolearnnewtechnologylikethemakingofPowerPointandtheeditingofaudioandvideoclipswhichisalsoreasonableespeciallytosomeelderlyhistorians.QuestionsReadingthispassagehaseightparagraphs,A-GChoosingthecorrectheadingforparagraphsA-GfromthelistofheadingbelowWritetheappropriatenumber,i-x,inboxes28-34onyouranswersheetListofHeadingsiunavoidablechangingfactstobeconsideredwhenpickinguptechnologymeansiiAdebatableplacewherethenewtechnologiesstandinforhistoryteachingiiiHardtoattractstudentsintraditionalwaysofteachinghistoryivDisplayoftheuseofemergingmultimediaasleachingtoolsvBothstudentsandprofessionalsascandidatesdidnotproducedecentresultsviAgoodconcreteexampleillustratedtoshowhowmultimediaanimatesthehistoryclassviiThecomparisonsofthenewtechnologiesappliedinhistoryclassviiiEnormousbreakthroughsinnewtechnologiesixResistanceofusingnewtechnologiesfromcertainhistorianxDecisionsneededonwhichtechniquetobeusedforhistoryteachinginsteadofimprovementinthetextbooks28ParagraphA29ParagraphB30ParagraphC31ParagraphD32ParagraphE33ParagraphF34ParagraphGQuestion35-37DothefollowingstatementsagreewiththeinformationgiveninReadingPassage?Inboxes35-37onyouranswersheet,writeYESifthestatementistrueNOifthestatementisfalseNOTGIVENiftheinformationisnotgiveninthepassage35Modempeoplearebelteratmemorizinghistoricalinformationcomparedwiththeirancestors.36Newtechnologiesappliedinhistory-teachingaremorevividforstudentstomemorizethedetailsofhistoricalevents.37Conventionalwayslikeliteraturearcgraduallyoutoffashionastimegoesby.Question38-40CompletethefollowingsummaryoftheparagraphsofReadingPassage,usingmorethanthreewordsfromtheReadingPassageforeachanswer.Writeyouranswersinboxes38-40onyouranswersheet.Contemporarystudentscanbeaimedatwithoutmanydifficultiesbyintegratingstudyinghistorywithnovel...38....Conventionalclassroomdiscussionisspeciallyextendedbytwowaystoassisttheteacherstointerpret...39...andatthesametimeretainstudents'distinctlearningmodes.PowerPointstudyunitspreparedbeforehandcomprisingawidevarietyofelementsmake...40....learningfeasible.Combinedclasseslikethiscanalsobehelpfulintakingrequiredtests.文章題目：歷史教學的科技篇章結構：體裁：論述文題目：歷史教學的科技結構：(一句話概括每段大意)A關于科技在歷史教學中的使用引起爭議。B有數據顯示，年輕人及歷史學家對歷史方面越來越表現的無知。C比起如何改進歷史教科書，怎樣的科技應該運用到歷史課堂才是亟待解決的問題。D老師們現在很容易將歷史教學與多媒體技術相結合。E舉例說明，PowerPoint作為多媒體工具是如何在歷史課堂發揮作用的。F新技術可以運用在歷史教學中已經成為不爭的事實，應進一步思考什么樣的技術才更加適用于歷史課堂。G說明部分歷史學家拒絕使用新科技的原因。參考譯文：新科技對歷史教學的影響在技術和媒體主導的世界中，要得到學生的注意力并讓他們從課堂討論吸收變得越來越難，當今時代特?e給教育者帶來了獨特的挑戰。因為青少年很容易沉溺于高清晰度電視，電腦，音樂播放器，視頻游戲和手機，卻對過時的教??書和在枯燥的教室里聽課不怎么感興趣。在數字時代如何教授歷史的問題，經常引起爭議，一方面，老一代的人認為專業標準的歷史教學正在面臨數字化帶來的曇花一現的只有表演并沒有實質內容這樣的致命的危險。另一方面，這個自封的“干擾因素”過分夸大了數字技術如何改變了一切這個事實，而垂死的專家打著這個旗號妨礙一切科技在歷史教學中的使用。至少，這是一個關于其的模擬(也許不是太大的一個)辯論。支持者和反對者對于數字化比起他們所承認的更多的是共享相同的學科背景。當作為補充的學習工具，僅僅是一本教科書時，測試結果顯示，大多數學生無法標注出具有重大意義的歷史事件和個人。較少的仍然是能夠引用和證實基礎的`史科。這說明我們的教育工作者是怎樣傳遞信息的?從1917年的測試報告可以看出，1917年668德州學生中不到10%的適齡兒童就讀高中，而在入學率幾乎普遍的今天，整個世界在上個世紀都發生了巨大的變化，但有一件事是保持不變：年輕的人仍然從他們的歷史測試反映出令人悲傷的對歷史的物質。你猜怎么著?歷史學家也是在歷史方面很無知，尤其是當我們將歷史知識等同于“危險”這樣的每日雙報時。在測試中，這些專家在美國史方面的表現還好。但是，在關于中世紀，歐洲和非洲方面的歷史知識方面的表現就相當糟糕了，當遇到有關提康德羅加堡的橄欖枝請愿書，或“魁北克法案這類問題”――這些