-
Section C
Directions: There are 2
passages in this section. Each passage is followed
by some questions
or unfinished
statements. For each of them there are four
choices marked A ) ,B
．
, C
．
and D ).
You should decide
on the best choice and mark the corresponding
letter on Answer Sheet 2. with a
single
line through the centre.
Passage One
Questions 56 to 60 are
based on the following passage.
Technology can
make us smarter or stupider, and we need to
develop a set of principles to
guide
our everyday behavior and make sure that tech is
improving and not hindering our mental
processes. One of the big questions
being debated today is: What kind of information
do we need
to have stored in our heads,
and what kind can we leave
An increasingly powerful group within
education are championing
view,
skills
beat
knowledge,
developing
literacy
is
more
important
than
learning
mere
content, and all facts
are now Google-able and therefore unworthy of
committing to memory.
But
even
the
most
sophisticated
digital
literacy
skills
won't
help
students
and
workers
navigate
the
world if the), don't
have
broad base of knowledge about how
the world actually operates. If you
focus on the delivery mechanism and not
the content, you're doing kids a disservice.
Indeed,
evidence
from
cognitive
science
challenges
the
notion
that
skills
can
exist
independent of factual knowledge. Data
from the last thirty years leads to a conclusion
that is not
scientifically
challengeable: thinking well requires knowing
facts, and that's true not only because
you
need
something
to
think
about.
The
very
processes
that
teachers
care
about
most-
critical
thinking
processes-
are
intimately
intertwined
(
交织
)
with
factual
knowledge
that
is
stored
in
long-
term memory.
In
other
words,
just
because
you
can
Google
the
date
of
Black
Tuesday
doesn't
mean
you
understand why the Great Depression
happened or how it compares to our recent economic
slump.
There is no doubt that the
students of today, and the workers of tomorrow,
will need to innovate,
collaborate and
evaluate. But such skills can't be separated from
the knowledge that gives rise to
them.
To innovate, you have to know what came before. To
collaborate, you have to contribute
knowledge to the joint venture. And to
evaluate,
you have to compare new
information against
knowledge you've
already mastered.
So
here's
a
principle
for
thinking
in
a
digital
world,
in
two
parts.
First,
acquire
a
base
of
factual
knowledge
in
any
domain
in
which
you
want
to
perform
well.
This
base
supplies
the
essential
foundation
for
building
skills,
and
it
can't
be
outsourced
(
外包
)
to
a
search
engine.
Second, take
advantage of computers' invariable memory, but
also the brain's elaborative memory.
Computers are great when you want to
store information that shouldn't change. But
brains are the
superior
choice when you want information to
change, in interesting and useful ways: to connect
up with
other
facts
and
ideas,
to
acquire
successive
layers
of
meaning,
to
steep
for
a
while
in
your
accumulated knowledge and experience
and so produce a richer mental brew.
56. What is the author's concern about
the use of technology?
A
．
It
may leave knowledge
B
．
It
may misguide our everyday behavior.
C
．
It
may cause a divide in the circles of education.
D
．
It may hinder the development of
thinking skills.