王菲好听的歌2020年雅思阅读模拟试题及答案(卷七)

2021年1月7日发(作者：蒋氏)

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2020年雅思阅读模拟试题及答案（卷七）
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name of outdated ideals.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
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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
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
ignorantof 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 ’t know the
history we want then to know
ical knowledge burrows itself into our cultural pores even if
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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 ’t
know the history we want then to know
history at all.
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
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