passage3

注解：標(biāo)題為紅色，翻譯為藍(lán)色，分析為綠色。

? ? ? ?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. Veryfew 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, computered 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 anycomputer 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.

一、文章結(jié)構(gòu)分析

? ? ? ? 這是一篇關(guān)于推行計(jì)算機(jī)課堂教學(xué)的文章，主要討論了關(guān)于將計(jì)算機(jī)引入課堂，人們所持有的兩種截然不同的觀點(diǎn)。

? ? ? ?第一段：指出關(guān)于計(jì)算機(jī)教育目的的不同觀點(diǎn)。

? ? ? ?第二段：通過(guò)對(duì)職業(yè)教育和普及教育的比較，批評(píng)計(jì)算機(jī)教育倡導(dǎo)者忽視了學(xué)生的教育成就。

? ? ? ?第三段至第四段：指出職業(yè)教育雖然有可取之處，但不適合美國(guó)國(guó)情。而且混淆教育目的對(duì)任何學(xué)校都無(wú)益處。

19. 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

19.作者認(rèn)為，目前存在的匆忙將計(jì)算機(jī)引入課堂的現(xiàn)象是。

[A]意義深遠(yuǎn)的

[B]目標(biāo)不明確

[C]自相矛盾的

[D]具有徹底革命性的

20. 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

20.“教育對(duì)于所有孩子是必不可少的”這種觀點(diǎn)。

[A]表明了偽裝下的悲觀主義態(tài)度

[B]隨著計(jì)算機(jī)的到來(lái)而產(chǎn)生

[C]深深地根植于計(jì)算機(jī)教育倡導(dǎo)者的思想中

[D]起源于工業(yè)化國(guó)家的樂(lè)觀態(tài)度

21. It could be inferred from the passage that in the author's country the European model of professional training is.

[A] dependent upon the starting age of candidates

[B] worth trying in various social sections

[C] of little practical value

[D] attractive to every kind of professional

21.從文中可以推出，在作者所在的國(guó)家，歐洲職業(yè)培訓(xùn)模式。

[A]取決于學(xué)員開(kāi)始接受培訓(xùn)的年齡

[B]值得在社會(huì)各界進(jìn)行嘗試

[C]幾乎不具有實(shí)際價(jià)值

[D]對(duì)各種專業(yè)人員來(lái)說(shuō)都具有吸引力

22. 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

22.按照作者觀點(diǎn)，基本的計(jì)算機(jī)技能應(yīng)該。

[A]作為學(xué)校的輔助課程

[B]在獲得專業(yè)素質(zhì)的過(guò)程中加以強(qiáng)調(diào)

[C]要花畢生的時(shí)間去掌握

[D]無(wú)論是職業(yè)學(xué)校還是其他學(xué)校都強(qiáng)調(diào)的

二、核心詞匯與超綱詞匯

核心詞匯：

①.acquaintance

n.

1（often slighty knowledge of sth對(duì)某事物（常為略微的）了解（后跟介詞）

例：litle acquaintance with the Japanese language 稍微會(huì)一點(diǎn)兒日語(yǔ)

2.[C]person whom one knows but who is not a close friend 相識(shí)而非密友者，泛泛之交例：He has a wide circle of acquaintances.他交友甚廣。

*3.[U]the fact or process of being acquainted 認(rèn)識(shí)的過(guò)程，相識(shí)，了解例：Our acquaintance lasted a year.我們的相識(shí)持續(xù)了一年。acquaint v.使認(rèn)識(shí)，使了解（acquaint sb.with）

②betray?

vt.

to stop supporting your old beliefs and principles（尤指為得到權(quán)勢(shì)或免除麻煩而）背棄（信仰、原則等

例：betray your beliefs/ideals 背棄自己的信仰/理想

2.hand over or show sb/sth disloyally（to an enemy）（向敵人）出賣某人或泄漏某事（用~sb/sth to）

例：betraying state secrets 泄漏國(guó)家機(jī)密

3.to hurt sb who trusts you by not being loyal or faithful to them辜負(fù)，對(duì)……不忠

例：betray his trust 辜負(fù)他的信任

*4.show（sth）unintentionally；be a sign of 無(wú)意中顯示出，顯露出，表現(xiàn)出

例：His accent betrayed the fact that he was foreign.他的口音顯露出他是外國(guó)人。

③campaign

n.

*1.[C]a series of actions intended to achieve a particular result（尤指政治性或商業(yè)性的）運(yùn)動(dòng)；宣傳活動(dòng)

例：a campaign against nuclear weapons反對(duì)核武器運(yùn)動(dòng)

2.戰(zhàn)役

例：He fought in the North African campaign during the last war.在上次戰(zhàn)爭(zhēng)中他參加了北非戰(zhàn)役。

vi.發(fā)起或參加（旨在獲得某一結(jié)果的）運(yùn)動(dòng)

例：She spent her life campaigning for womens‘ rights.

她畢生致力于女權(quán)運(yùn)動(dòng)。

④characteristic of sth/sb[做后置定語(yǔ)或表語(yǔ)]……所特有的，典型的

例：Windy days are characteristic of March.有風(fēng)天氣是三月的特點(diǎn)。

⑤.contradiction

n.

*1.a difference between two statements，beliefs，or ideas about sth that means they cannot both be true 對(duì)立，矛盾（的說(shuō)法、信念、觀點(diǎn)等）

例：in contradiction to 與……相矛盾

2.[U]the act of saying that someone else&s opinion，statement etc is wrong or not true反駁，否認(rèn)，駁斥

例：You can say what you like without fear of contradiction.可以說(shuō)你想說(shuō)的，不用怕反駁。contradictv.反駁，抗辯，否認(rèn)；與……相反或相矛盾

⑥host of sb/sth 許多，大量

例：A host of musicians will perform at the festival.音樂(lè)節(jié)上將有多位音樂(lè)家表演。

⑦livelihood?

n.賺錢謀生的手段，生計(jì)例：Communities on the island depended on whaling for their livelihood.島上的居民靠捕鯨為生。

hood用以構(gòu)成名詞的后綴，表示

1.…的狀態(tài)或性質(zhì)”，如：childhood兒童時(shí)期，falsehood 虛假；

2.“（某類人的）集體”，如：the priesthood司祭團(tuán)

⑧.outlook n.

*1.your general attitude to life and the world（對(duì)生活、世界的）看法，觀點(diǎn)，態(tài)度（后跟介詞on）

例：a very positive outlook on life 一種非常積極的人生觀

2.what is expected to happen in the future將來(lái)預(yù)期發(fā)生的事，前景，遠(yuǎn)景（后跟介詞for）例：The outlook for sufferers from this disease is not good.

這種疾病的患者希望渺茫。

3.（從某處望見(jiàn)的）景色，風(fēng)光

例：a very pleasing outlook from the bedroom window從臥室窗戶看到的非常宜人的景色

⑨.presumptuous

a.專橫的，自負(fù)的，放肆的

例：Would it be presumptuous of me to ask to borrow your car？我想借用你的車，這會(huì)不會(huì)太冒味？

presume v.推測(cè)，假定，假設(shè)；妄行，越權(quán)行事；

構(gòu)成形容詞的后綴，表示“有……性質(zhì)的”，如：mountainous多山的

⑩.pursue

vt.

*1.to continue doing an activity or trying to achieve sth over a long period of time追求，繼續(xù)進(jìn)行

例：pursue an acting career 追求表演事業(yè)

2.to continue trying to ask about，find out about a particular subject追究，追查，追蹤

例：pursue the matter/argument 追究某件事/繼續(xù)爭(zhēng)論

3.（尤指為抓捕、襲擊等而）緊隨……之后，追擊

超綱詞匯：

forsake（forsook，forsaken）v.拋棄，遺棄，摒棄，離開(kāi)

（forsake sb/sth for sb/sth）

三、閱讀答案：D A C B

四、全文翻譯：

? ? ? ? ?有人以學(xué)生的就業(yè)前景為理由主張將計(jì)算機(jī)引入課堂，有人則因徹底的教育改革這樣更寬泛的原因主張將計(jì)算機(jī)引入課堂。（長(zhǎng)難句①）在這兩類人中存在著一條無(wú)形的界限。很少有人就這一差別一實(shí)際上是矛盾一撰文進(jìn)行探討，但它卻是將計(jì)算機(jī)引入課堂這一活動(dòng)的關(guān)鍵所在。

? ? ? ? ?旨在使學(xué)生勝任某種工作的教育是職業(yè)教育，它存在的理由與法律所規(guī)定的普及教育之間有很大差別。根據(jù)法律要求，所有兒童都必須上學(xué)至十幾歲，其目的并非單純地為了擴(kuò)大其就業(yè)前景。而是，我們對(duì)美國(guó)公民有這樣一種概念：如果他不能準(zhǔn)確地判斷自身的生活及幸福如何受外界影響，他就是一個(gè)不完善的公民。（長(zhǎng)難句②）但是情況并不總是如此；在法律要求所有兒童必須上學(xué)至一定年齡之前，人們普遍認(rèn)為有些兒童天生就不適合接受這種教育。工業(yè)化國(guó)家特有的樂(lè)觀精神使我們開(kāi)始接受這樣一種觀念：人人都適合受教育。倡導(dǎo)計(jì)算機(jī)教育的人拋棄了這一樂(lè)觀理念，代之的是與他們樂(lè)觀外表相悖的悲觀論調(diào)。（佳句①）基于將計(jì)算機(jī)引入學(xué)校的“教育理由”和“謀職理由”的混淆，計(jì)算機(jī)教育倡導(dǎo)者常常只強(qiáng)調(diào)畢業(yè)生的就業(yè)前景，而忽略了他們的教育成就。（長(zhǎng)難句③）

? ? ? ? ? 對(duì)適當(dāng)?shù)膶W(xué)生實(shí)施職業(yè)教育也是合理的。歐洲的許多學(xué)校很早就引進(jìn)職業(yè)培訓(xùn)的概念，以確保兒童具備欲從事的職業(yè)所需的技能。然而，去臆斷會(huì)有這么多的工作給予這么多的科學(xué)家、商人、會(huì)計(jì)是武斷的。此外，在我們這么大的一個(gè)國(guó)家里，經(jīng)濟(jì)拓展到這么多的州，涉及到這么多的國(guó)際公司，這種做法（歐洲式的職業(yè)教育）不大可能按照數(shù)量培養(yǎng)出所需要的各類專業(yè)人員。

? ? ? ? ? ?但是對(duì)少數(shù)學(xué)生而言，職業(yè)培訓(xùn)也許是可取之路，因?yàn)樵谄渌蛩叵嗤那闆r下，熟練的技能是能否得到工作的關(guān)鍵。當(dāng)然，目前使用計(jì)算機(jī)的基本操作非常簡(jiǎn)單。不需要花畢生的時(shí)間去熟悉各種不同的軟件程序的使用。當(dāng)然如果想成為一名計(jì)算機(jī)工程師，那就是另外一回事了?；镜挠?jì)算機(jī)技能最長(zhǎng)也只需一兩個(gè)月即能學(xué)會(huì)。不管怎樣，基本的計(jì)算機(jī)技能只是對(duì)成為專業(yè)技術(shù)人員所需的各種實(shí)際技能的補(bǔ)充。當(dāng)然應(yīng)該看到的是，職業(yè)學(xué)校也好，普通學(xué)校也罷，混淆計(jì)算機(jī)教學(xué)的目的，都不會(huì)有何益處。（佳句②）