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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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,technologyhasprovideduswithopportunities

topresentourCivilWarlessonplansorourAmerican

Revolutionlessonplansin

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'

recoveringyour

AmericanRevolution

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.

PowerPointstudyunitspreparedbeforehandcomprisingawidevarietyofelements

make...40learningfeasible.Combinedclasseslikethis

canalsobehelpful

intakingrequiredtests.