雅思阅读模拟题NewWaysofTeachingHistory.docx

雅思阅读模拟题NewWaysofTeachingHistory.docx

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雅思阅读模拟题NewWaysofTeachingHistory

2019年雅思阅读模拟题：

NewWaysofTeaching

History

Inatechnologyandmedia-drivenworld,it'sbecomingincreasingly

difficulttogetourstudents'attentionsandkeepthem

absorbedinclassroom

discussions.Thisgeneration,inparticular,hasbroughtauniquesetof

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'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'tknowthe

historywewantthento

know"andsaying"Kidsdon'tknowhistoryatall."Historicalknowledgeburrows

itselfintoourculturalporesevenifyoungpeoplecan'tmarshalitwhenfaced

byamultiplechoicetest.Ifweweren'tsuchhypocrites（or

maybeifwewere

betterhistorians）we'dhavetoadmitthattoday'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.