雅思阅读模拟题New Ways of Teaching HistoryWord文件下载.docx

雅思阅读模拟题New Ways of Teaching HistoryWord文件下载.docx

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saparody（maybenotmuchofone）ofhowthe

debateproceeds.Bothsupportersandopponentsofthedigitalsharemore

disciplinarycommongroundthaneitheradmits.

　　Whenprovidedwithmerelyatextbookasasupplementallearningtool,test

resultshaverevealedthatmoststudentsfailtopinpointthesignificanceof

historicaleventsandindividuals.Fewerstillareabletociteandsubstantiate

primaryhistoricalsources.Whatdoesthissayaboutthewayoureducatorsare

presentinginformation?

Thequotationcomesfromareportofa1917testof668

Texasstudents.Lessthan10percentofschool-agechildrenattendedhighschool

in1917;

today,enrollmentsarenearlyuniversal.Thewholeworldhasturnedon

itsheadduringthelastcenturybutonethinghasstayedthesame：

Youngpeople

remainwoefullyignorantabouthistoryreflectedfromtheirhistorytests.Guess

what?

Historiansareignoranttoo,especiallywhenweequatehistorical

knowledgewiththe"

Jeopardy"

DailyDouble.Inatest,thosespecializingin

Americanhistorydidjustfine.Butthosewithspecialtiesinmedieval,European

andAfricanhistoryfailedmiserablywhenconfrontedbyitemsaboutFort

Ticonderoga,theOliveBranchPetition,ortheQuebecAct—alltakenfroma

typicaltextbook.Accordingtothetesters,theresultsfromtherecentNational

AssessmentinHistory,likescoresfromearliertests,showthatyoungpeople

are"

abysmallyignorant"

oftheirownhistory.Invokingthetragedyoflast

September,historianDianeRavitchhitchedherworriesaboutourfuturetothe

ideathatournation'

sstrengthisendangeredbyyouthwhodopoorlyonsuch

tests.Butifshewerecorrect,wecouldhavegonedownthetubesin1917!

　　Thereisahugedifferencebetweensaying"

Kidsdon’tknowthehistorywe

wantthentoknow"

andsaying"

Kidsdon'

tknowhistoryatall."

Historical

knowledgeburrowsitselfintoourculturalporesevenifyoungpeoplecan'

t

marshalitwhenfacedbyamultiplechoicetest.Ifweweren’tsuchhypocrites

（ormaybeifwewerebetterhistorians）we'

dhavetoadmitthattoday'

sstudents

followinourownfootsteps.Fortoolongwe'

vefantasizedthatbyrewriting

textbookswecouldchangehowhistoryislearned.Theproblem,however,isnot

thecontentoftextbooksbuttheveryideaofthem.Nohumanmindcouldretain

theinformationcrammedintothesebooksin1917,anditcandonobetternow.

Ifwehavelearnedanythingfromhistorythatcanbeappliedtoeverytime

period,itisthattheonlyconstantischange.Theteachingofhistory,orany

subjectforthatmatter,isnoexception.Thequestionisnolongerwhetherto

bringnewtechnologiesintoeverydayeducation;

now,thequestioniswhichThere

isahugedifferencebetweensaying"

Kidsdon’tknowthehistorywewantthento

know"

Historicalknowledgeburrows

itselfintoourculturalporesevenifyoungpeoplecan'

tmarshalitwhenfaced

byamultiplechoicetest.Ifweweren’tsuchhypocrites（ormaybeifwewere

betterhistorians）we'

sstudentsfollowinourown

footsteps.Fortoolongwe'

vefantasizedthatbyrewritingtextbookswecould

changehowhistoryislearned.Theproblem,however,isnotthecontentof

textbooksbuttheveryideaofthem.Nohumanmindcouldretaintheinformation

crammedintothesebooksin1917,anditcandonobetternow.Ifwehave

learnedanythingfromhistorythatcanbeappliedtoeverytimeperiod,itis

thattheonlyconstantischange.Theteachingofhistory,oranysubjectfor

thatmatter,isnoexception.Thequestionisnolongerwhethertobringnew

technologiesintoeverydayeducation;

now,thequestioniswhichtechnologies

aremostsuitablefortherangeoftopicscoveredinjuniorhighandhighschool

historyclassrooms.Fortunately,technologyhasprovideduswithopportunities

topresentourCivilWarlessonplansorourAmericanRevolutionlessonplansin

avarietyofnewways.

　　Teacherscaneasilytargetandengagethelearnersofthisgenerationby

effectivelycombiningthestudyofhistorywithinnovativemultimedia-

PowerPointandpresentationsinparticularcanexpandthescopeoftraditional

classroomdiscussionbyhelpingteacherstoexplainabstractconceptswhile

accommodatingstudents*uniquelearningstyles.PowerPointstudyunitsthathave

beenpre-madeforhistoryclassroomsincludeallmannerofphotos,prints,maps,

audioclips,videoclipsandprimarysourceswhichhelptomakelearning

interactiveandstimulating.Presentinglessonsintheseenticingformatshelps

technology-drivenstudentsretainthehistoricalinformationthey'

llneedto

knowforstandardexams.

　　WhetheryouarecoveringRevolutionaryWarlessonplansorWorldWarII

lessonplans,PowerPointstudyunitsareavailableinformatstosuittheneeds

ofyourclassroom.MultimediateachinginstrumentslikePowerPointsoftwareare

gettingpositiveresultstheworldover,framingconventionallectureswith

captivatingwritten,auditoryandvisualcontentthathelpsstudentsrecall

names,datesandcausalrelationshipswithinahistoricalcontext.

　　Historycontinuestoshowusthatnewtimesbringnewrealities.Education

isnoexceptiontotherule.Thequestionisnotwhethertobringtechnology

intotheeducationalenvironment.Rather,thequestioniswhichtechnologiesare

suitableforU.S.andworldhistorysubjects,fromCivilWarlessonplansto

WorldWarIIlessonplans.Whetheryou’recoveringyourAmericanRevolution

lessonplansoryourColdWarlessonplans,PowerPointpresentationsare

availableinpre-packagedformatstosuityourclassroom'

sneeds.

　　Meanwhile,someacademichistoriansholdadifferentviewontheuseof

technologyinteachinghistory.Onereasontheyholdisthatnotallfactscan

berecordedbyfilmorvideosandliteratureisrelativelyfeasibleinthiscase

.Anotherchallengetheyhavetobefacedwithisthepainfulprocesstolearn

newtechnologylikethemakingofPowerPointandtheeditingofaudioandvideo

clipswhichisalsoreasonableespeciallytosomeelderlyhistorians.

　　Questions

　　Readingthispassagehaseightparagraphs,A-G

　　ChoosingthecorrectheadingforparagraphsA-Gfromthelistofheading

below

　　Writetheappropriatenumber,i-x,inboxes28-34onyouranswersheet

　　ListofHeadings

　　iunavoidablechangingfactstobeconsideredwhenpickinguptechnology

means

　　iiAdebatableplacewherethenewtechnologiesstandinforhistory

teaching

　　iiiHardtoattractstudentsintraditionalwaysofteachinghistory

　　ivDisplayoftheuseofemergingmultimediaasleachingtools

　　vBothstudentsandprofessionalsascandidatesdidnotproducedecent

results

　　viAgoodconcreteexampleillustratedtoshowhowmultimediaanimatesthe

historyclass

　　viiThecomparisonsofthenewtechnologiesappliedinhistoryclass

　　viiiEnormousbreakthroughsinnewtechnologies

　　ixResistanceofusingnewtechnologiesfromcertainhistorian

　　xDecisionsneededonwhichtechniquetobeusedforhistoryteaching

insteadofimprovementinthetextbooks

　　28ParagraphA

　　29ParagraphB

　　30ParagraphC

　　31ParagraphD

　　32ParagraphE

　　33ParagraphF

　　34ParagraphG

　　Question35-37

　　DothefollowingstatementsagreewiththeinformationgiveninReading

Passage?

　　Inboxes35-37onyouranswersheet,write

　　YESifthestatementistrue

　　NOifthestatementisfalse

　　NOTGIVENiftheinformationisnotgiveninthepassage

　　35Modempeoplearebelteratmemorizinghistoricalinformationcompared

withtheirancestors.

　　36Newtechnologiesappliedinhistory-teachingaremorevividfor

studentstomemorizethedetailsofhistoricalevents.

　　37Conventionalwayslikeliteraturearcgraduallyoutoffashionastime

goesby.

　　Question38-40

　　CompletethefollowingsummaryoftheparagraphsofReadingPassage,using

morethanthreewordsfromtheReadingPassageforeachanswer.

　　Writeyouranswersinboxes38-40onyouranswersheet.

　　Contemporarystudentscanbeaimedatwithoutmanydifficultiesby

integratingstudyinghistorywithnovel...38....Conventionalclassroom

discussionisspeciallyextendedbytwowaystoassisttheteacherstointerpret

...39...andatthesametimeretainstudents'

distinctlearningmodes.