【www.scabjd.com--雅思】
雅思网免费发布2018年
雅思阅读模拟题:New Ways of Teaching History,更多2018年雅思阅读模拟题相关信息请访问雅思考试(IELTS)网。
【导语】无忧考*为大家准备了雅思阅读模拟题:New Ways of Teaching History。雅思模拟试题在雅思备考过程中所起的作用不可小觑,通过模拟练习题,我们可以很直接地了解到自己的备考状况,从而可以更有针对性地进行之后的复习。希望以下内容能够对大家的雅思备考有所帮助!更多雅思报名官网的最新消息,最新、最专业的雅思备考资料,将为大家发布。
New Ways of Teaching History
In a technology and media-driven world, it"s becoming increasingly
difficult to get our students’ attentions and keep them absorbed in classroom
discussions. This generation, in particular, has brought a unique set of
challenges to the educational table. Whereas youth are easily enraptured by
high-definition television, computers, iPods, video games and cell phones, they
are less than enthralled by what to them are obsolete textbooks and boring
classroom lectures. The question of how to teach history in a digital age is
often contentious. On the one side, the old guard thinks the professional
standards history is in mortal danger from flash-in-the-pan challenges by the
distal that are all show and no substance. On the other Side, the self-styled
“disruptors” offer over-blown rhetoric about how digital technology has changed
everything while the moribund profession obstructs all progress in the name of
outdated ideals. At least, that"s a parody (maybe not much of one) of how the
debate proceeds. Both supporters and opponents of the digital share more
disciplinary common ground than either admits.
When provided with merely a textbook as a supplemental learning tool, test
results have revealed that most students fail to pinpoint the significance of
historical events and individuals. Fewer still are able to cite and substantiate
primary historical sources. What does this say about the way our educators are
presenting information? The quotation comes from a report of a 1917 test of 668
Texas students. Less than 10 percent of school-age children attended high school
in 1917; today, enrollments are nearly universal. The whole world has turned on
its head during the last century but one thing has stayed the same: Young people
remain woefully ignorant about history reflected from their history tests. Guess
what? Historians are ignorant too, especially when we equate historical
knowledge with the "Jeopardy" Daily Double. In a test, those specializing in
American history did just fine. But those with specialties in medieval, European
and African history failed miserably when confronted by items about Fort
Ticonderoga, the Olive Branch Petition, or the Quebec Act — all taken from a
typical textbook. According to the testers, the results from the recent National
Assessment in History, like scores from earlier tests, show that young people
are "abysmally ignorant" of their own history. Invoking the tragedy of last
September, historian Diane Ravitch hitched her worries about our future to the
idea that our nation"s strength is endangered by youth who do poorly on such
tests. But if she were correct, we could have gone down the tubes in 1917!
There is a huge difference between saying "Kids don’t know the history we
want then to know" and saying "Kids don"t know history at all." Historical
knowledge burrows itself into our cultural pores even if young people can"t
marshal it when faced by a multiple choice test. If we weren’t such hypocrites
(or maybe if we were better historians) we"d have to admit that today"s students
follow in our own footsteps. For too long we"ve fantasized that by rewriting
textbooks we could change how history is learned. The problem, however, is not
the content of textbooks but the very idea of them. No human mind could retain
the information crammed into these books in 1917, and it can do no better now.
If we have learned anything from history that can be applied to every time
period, it is that the only constant is change. The teaching of history, or any
subject for that matter, is no exception. The question is no longer whether to
bring new technologies into everyday education; now, the question is which There
is a huge difference between saying "Kids don’t know the history we want then to
know" and saying "Kids don"t know history at all." Historical knowledge burrows
itself into our cultural pores even if young people can"t marshal it when faced
by a multiple choice test. If we weren’t such hypocrites (or maybe if we were
better historians) we"d have to admit that today"s students follow in our own
footsteps. For too long we"ve fantasized that by rewriting textbooks we could
change how history is learned. The problem, however, is not the content of
textbooks but the very idea of them. No human mind could retain the information
crammed into these books in 1917, and it can do no better now. If we have
learned anything from history that can be applied to every time period, it is
that the only constant is change. The teaching of history, or any subject for
that matter, is no exception. The question is no longer whether to bring new
technologies into everyday education; now, the question is which technologies
are most suitable for the range of topics covered in junior high and high school
history classrooms. Fortunately, technology has provided us with opportunities
to present our Civil War lesson plans or our American Revolution lesson plans in
a variety of new ways.
Teachers can easily target and engage the learners of this generation by
effectively combining the study of history with innovative multimedia-
PowerPoint and presentations in particular can expand the scope of traditional
classroom discussion by helping teachers to explain abstract concepts while
accommodating students* unique learning styles. PowerPoint study units that have
been pre-made for history classrooms include all manner of photos, prints, maps,
audio clips, video clips and primary sources which help to make learning
interactive and stimulating. Presenting lessons in these enticing formats helps
technology-driven students retain the historical information they"ll need to
know for standard exams.
Whether you are covering Revolutionary War lesson plans or World War II
lesson plans, PowerPoint study units are available in formats to suit the needs
of your classroom. Multimedia teaching instruments like PowerPoint software are
getting positive results the world over, framing conventional lectures with
captivating written, auditory and visual content that helps students recall
names, dates and causal relationships within a historical context.
History continues to show us that new times bring new realities. Education
is no exception to the rule. The question is not whether to bring technology
into the educational environment. Rather, the question is which technologies are
suitable for U.S. and world history subjects, from Civil War lesson plans to
World War II lesson plans. Whether you’re covering your American Revolution
lesson plans or your Cold War lesson plans, PowerPoint presentations are
available in pre-packaged formats to suit your classroom"s needs.
Meanwhile, some academic historians hold a different view on the use of
technology in teaching history. One reason they hold is that not all facts can
be recorded by film or videos and literature is relatively feasible in this case
.Another challenge they have to be faced with is the painful process to learn
new technology like the making of PowerPoint and the editing of audio and video
clips which is also reasonable especially to some elderly historians.
Questions
Reading this passage has eight paragraphs, A- G
Choosing the correct heading for paragraphs A- G from the list of heading
below
Write the appropriate number, i- x, in boxes 28-34 on your answer sheet
List of Headings
i unavoidable changing facts to be considered when picking up technology
means
ii A debatable place where the new technologies stand in for history
teaching
iii Hard to attract students in traditional ways of teaching history
iv Display of the use of emerging multimedia as leaching tools
v Both students and professionals as candidates did not produce decent
results
vi A good concrete example illustrated to show how multimedia animates the
history class
vii The comparisons of the new technologies applied in history class
viii Enormous breakthroughs in new technologies
ix Resistance of using new technologies from certain historian
x Decisions needed on which technique to be used for history teaching
instead of improvement in the textbooks
28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph D
32 Paragraph E
33 Paragraph F
34 Paragraph G
Question 35-37
Do the following statements agree with the information given in Reading
Passage?
In boxes 35-37 on your answer sheet, write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
35 Modem people are belter at memorizing historical information compared
with their ancestors.
36 New technologies applied in history- teaching are more vivid for
students to memorize the details of historical events.
37 Conventional ways like literature arc gradually out of fashion as time
goes by.
Question 38-40
Complete the following summary of the paragraphs of Reading Passage, using
more than three words from the Reading Passage for each answer.
Write your answers in boxes 38-40 on your answer sheet.
Contemporary students can be aimed at without many difficulties by
integrating studying history with novel. ..38.... Conventional classroom
discussion is specially extended by two ways to assist the teachers to interpret
...39... and at the same time retain students" distinct learning modes.
PowerPoint study units prepared beforehand comprising a wide variety of elements
make ...40.... learning feasible. Combined classes like this can also be helpful
in taking required tests.
本文来源:http://www.scabjd.com/yingyu/118628/