2017雅思英語閲讀臨考衝刺試題附答案

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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about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals.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 her 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 關於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 舉例説明，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，應進一步思考什麼樣的技術才更加適用於歷史課堂。

G 説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並讓他們從課堂討論吸收變得越來越難，當今時代特別給教育者帶來了獨特的挑戰。因為青少年很容易沉溺於高清晰度電視， 電腦，音樂播放器，視頻遊戲和手機，卻對過時的教枓書和在枯燥的教室裏聽課不怎麼感興趣。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並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”過分誇大了數字技術如何改變了一切這個事實，而垂死的專家打着這個旗號妨礙一切科技在歷史教學中的使用。至少，這是一個關於其的模擬(也許不是太大的一個)辯論。支持者和反對者對於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，大多數學生無法標註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。這説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。你猜怎麼着?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於“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，在關於中世紀，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願書，或“魁北克法案這類問題”——這些題目都是來自一本典型的教枓書。據測試人員反映，從近期的國家歷史評估中可以看出， 早期的測試結果顯示，年輕人對自己國家的歷史是完全得無知。更悲劇的是去年9月， 歷史學家Diane Ravitch非常擔心國家的未來，因為國家的實力正在因為學生在歷史測試中糟糕的表現而遭到削弱。但是，如果她是正確的，我們國家早在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”之間有巨大的區別，歷史知識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家)，我們不得不承認，今天的學生正是在追隨我們的腳步。太長時間我們都是在幻想通過重寫教科書來改變歷史知識的學習。但問題不是課本的內容而是他們的想法。在1917年沒有誰的大腦可以記住所有塞進去的信息，現在情況也並沒有好轉。如果要我們學到任何東西可以應用到每一個時間段的歷史，那麼唯一不變的就是變化。歷史的教學或是其它任何的學科也不例外。現在的問題不再是是否將新的技術應用到日常教育而是怎樣的技術應用到國中和高中歷史課堂的主題是最適合的。幸運的是，科技已經為我們提供了機會，以各種新的方式來介紹我們關於內戰或美國革命的教案。

老師們現在可以很容易地將歷史學習與^浙的多媒體相結合來教授這一代的學生。特別是PowerPoint和演講將傳統課堂討論的範圍擴大到幫助教師在解釋抽象的概念的同時可以保留學生獨特的學習風格。為歷史課堂提前準備好的PowerPoint中的學習單元包括各種形式的照片，版畫，地圖，音頻剪輯，視頻剪輯和基礎資源對學習起到互動和刺激的作用。以這樣吸引人的方式授課，有助於技術驅動型的學生同時記住標準考試中所需要的信息。

無論你是準備要覆蓋國內革命戰爭時期的教案或二戰教案，PowerPoint中的學習單元都包括了你教室的所有的需求。多媒體教學工具，如PowerPoint軟件在世界各地都獲得了積極的反響，將傳統的課堂加上，書面的，聽覺和視覺內容來幫助學生記得姓名，日期 以及在一個歷史背景下的因果關係。

歷史繼續向我們展示新時代會帶來新的現實，教育也不例外。問題不在於是否把技術納入教育的環境。相反，問題是哪些技術適用於美國和世界歷史科目，從內戰教案到二戰教案。無論你是覆蓋美國革命教案或冷戰教案，PowerPoint演示文稿中提供預打包的格式，都足以滿足教室的需求。

同時，一些歷史學家在歷史教學中使用的技術有不同的看法。其中一個原因是他們認為並非所有的事實都可以以電影或視頻的形式被記錄下來，在這種情況下，文學是比較可行的，他們必須面對的另一個挑戰是痛苦的過程，學習新的技術，如製作PowerPoint編輯音頻和視頻剪輯，這個理由也是合理的，特別是對一些年老的歷史學家。