雅思阅读模拟题NewWaysofTeachingHistoryWord文件下载.docx

雅思阅读模拟题NewWaysofTeachingHistoryWord文件下载.docx

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challengestotheeducationaltable.Whereasyouthareeasilyenrapturedby

high-definitiontelevision,computers,iPods,videogamesandcellphones,they

arelessthanenthralledbywhattothemareobsoletetextbooksandboring

classroomlectures.Thequestionofhowtoteachhistoryinadigitalageis

oftencontentious.Ontheoneside,theoldguardthinkstheprofessional

standardshistoryisinmortaldangerfromflash-in-the-panchallengesbythe

distalthatareallshowandnosubstance.OntheotherSide,theself-styled

“disruptors”offerover-blownrhetoricabouthowdigitaltechnologyhaschanged

everythingwhilethemoribundprofessionobstructsallprogressinthenameof

outdatedideals.Atleast,that'

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,ortheQuebecActalltakenfroma

typicaltextbook.Accordingtothetesters,theresultsfromtherecentNational

AssessmentinHistory,likescoresfromearliertests,showthatyoungpeople

are"

abysmallyignorant"

oftheirownhistory.Invokingthetragedyoflast

September,historianDianeRavitchhitchedherworriesaboutourfuturetothe

ideathatournation'

sstrengthisendangeredbyyouthwhodopoorlyonsuch

tests.Butifshewerecorrect,wecouldhavegonedownthetubesin1917!

Thereisahugedifferencebetweensaying"

Kidsdon'

t

knowthehistorywe

wantthentoknow"

andsaying"

Kidsdon'

tknowhistoryatall."

Historical

knowledgeburrowsitselfintoourculturalporesevenifyoungpeoplecan'

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"

tknowthe

historywewantthento

know"

Historicalknowledgeburrows

itselfintoourculturalporesevenifyoungpeoplecan'

tmarshalitwhenfaced

byamultiplechoicetest.Ifweweren'

tsuchhypocrites（or

maybeifwewere

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,technologyhasprovideduswitho