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　　考研英語教育類閱讀理解Pass the chalk

　　Not helpful

　　BACK in 1922, Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and...in a few years it will supplant largely, if not entirely, the use of textbooks." Well, we all make mistakes. But at least Edison did not squander vast quantities of public money on installing cinema screens in schools around the country.

　　With computers, the story has been different. Many governments have packed them into schools, convinced that their presence would improve the pace and efficiency of learning. Large numbers of studies, some more academically respectable than others, have purported to show that computers help children to learn. Now, however, a study that compares classes with computers against similar classes without them casts doubt on that view.

　　In the current Economic Journal, Joshua Angrist of the Massachusetts Institute of Technology and Victor Lavy of the Hebrew University of Jerusalem look at a scheme which put computers into many of Israel's primary and middle schools in the mid-1990s. Dr Angrist and Dr Lavy compare the test scores for maths and Hebrew achieved by children in the fourth and eighth grades (ie, aged about nine and 13) in schools with and without computers. They also asked the classes' teachers how they used various teaching materials, such as Xeroxed worksheets and, of course, computer programs. The researchers found that the Israeli scheme had much less effect on teaching methods in middle schools than in elementary schools. It also found no evidence that the use of computers improved children's test scores. In fact, it found the reverse. In the case of the maths scores of fourth-graders, there was a consistently negative relationship between computer use and test scores.

　　The authors offer three possible explanations of why this might be. First, the introduction of computers into classrooms might have gobbled up cash that would otherwise have paid for other aspects of education. But that is unlikely in this case since the money for the programme came from the national lottery, and the study found no significant change in teaching resources, methods or training in schools that acquired computers through the scheme.

　　A second possibility is that the transition to using computers in instruction takes time to have an effect. Maybe, say the authors, but the schools surveyed had been using the scheme's computers for a full school year. That was enough for the new computers to have had a large (and apparently malign) influence on fourth-grade maths scores. The third explanation is the simplest: that the use of computers in teaching is no better (and perhaps worse) than other teaching methods.

　　The bottom line, says Dr Angrist, is that "the costs are clear-cut and the benefits are murky." The burden of proof now lies with the promoters of classroom computers. And the only reliable way to make their case is, surely, to conduct a proper study, with children randomly allocated to teachers who use computers and teachers who use other methods, including the cheapest of all: chalk and talk.

　　Economist; 10/26/2002, Vol. 365 Issue 8296, p74, 2p, 1c

　　考研英語教育類閱讀理解Pass the chalk練習(xí)題

　　注(1)：本文選自Economist;10/26/2002, p74;

　　注(2)：本文習(xí)題命題模仿對象是1999年真題text4(1, 2, 3, 4)和text1第4題(第5題);

　　1.We can learn from the first paragraph that __________________.

　　[A] motion picture has revolutionized education system

　　[B] Edison’s prediction has been proved wrong

　　[C] Edison encouraged schools to install cinema screens

　　[D] schools are cautious about Edison’s idea

　　2.Dr. Angrist and Dr. Lavy have done the following except _______________.

　　[A] comparing the test scores of students in different age groups

　　[B] interviewing teachers about their teaching methods

　　[C] launching the computer program in many Israeli schools

　　[D] explaining students’ school performance

　　3.According to Dr. Angrist and Dr. Lavy, in the Israeli scheme, students didn’t make

　　improvement in their test scores because______________.

　　[A] other aspects of education were affected due to cash shortage

　　[B] it was not long enough for the program to take effect

　　[C] there was a negative relationship between computer use and test scores

　　[D] the use of computer was no better than other teaching methods

　　4.It can be inferred from the last paragraph that ________________.

　　[A] there hasn’t been a proper study on this issue yet

　　[B] school authorities should provide proof to support the computer program

　　[C] installing computers in schools costs too much, but has little or no effect

　　[D] chalk and talk work better than computer in teaching

　　5.The author’s attitude towards governments’ packing computers in schools seems to be

　　___________________.

　　[A] biased

　　[B] indifferent

　　[C] disapproving

　　[D] puzzling

　　答案：BCDAC

　　考研英語教育類閱讀理解Pass the chalk解析

　　篇章剖析：

　　本文為說明文，采用新聞報(bào)道體，在第一段以愛迪生所作的錯(cuò)誤預(yù)測開始，將其與第二段中學(xué)校期望通過將電腦引入課堂來改進(jìn)教學(xué)的想法進(jìn)行對照，引入話題，指出學(xué)校的上述想法未必正確。第三段敘述了兩位研究人員對以色列在1990年代中期將電腦引入中小學(xué)課堂所帶來的教學(xué)效果的研究，以此說明電腦未必如人們所期望的那樣促進(jìn)課堂學(xué)習(xí)。第四段，第五段，第六段分別引述了研究人員的解釋，并逐一進(jìn)行分析，最后得出結(jié)論：要證明電腦有助于教學(xué)，必須進(jìn)行正確的研究。

　　詞匯注釋：

　　supplant[sE5plB:nt] v. 取代，代替(另一個(gè))

　　squander[5skwRndE(r)] v. 揮霍或浪費(fèi);放蕩地花掉

　　purport[pE5pC:t] v. 聲稱

　　Hebrew [5hi:bru:]n. 以色列語;希伯來人

　　Xerox v. 復(fù)印

　　reverse [rI5v\:s]n. 相反，顛倒：相反的事物或相反的方面

　　gobble [5^Rb(E)l]v. 吞并;貪婪地攫取

　　transition [trAn5sIF(E)n, trB:-]n. 轉(zhuǎn)變, 轉(zhuǎn)換

　　malign [mE5laIn] adj. 有害的：具不良影響的;有害的

　　the bottom line 要點(diǎn)或關(guān)鍵之處;結(jié)果，結(jié)局：最后結(jié)果或聲明

　　randomly adv. 任意地, 隨便地,

　　allocate [5AlEkeIt]v. 分派, 分配

　　難句突破

　　1.First, the introduction of computers into classrooms might have gobbled up cash that would otherwise have paid for other aspects of education.

　　主體句式：the introduction might have gobbled up cash

　　結(jié)構(gòu)分析：本句是一個(gè)主從復(fù)合句，主句中的might have gobbled up表示對過去事實(shí)的猜測，that引導(dǎo)一個(gè)定語從句，限定修飾cash，其中從句中的otherwise常常用來引出虛擬語氣，表示“要不然;在另一種情況下”。例如：Otherwise I might have helped you. 要不然我就幫你了。

　　句子譯文：第一，將電腦引入課堂可能會占用本應(yīng)用于其它教育方面的資金。

　　2.And the only reliable way to make their case is, surely, to conduct a proper study, with children randomly allocated to teachers who use computers and teachers who use other methods, including the cheapest of all: chalk and talk.

　　主體句式：the way is to conduct a study

　　結(jié)構(gòu)分析：本句是一個(gè)復(fù)雜長句，不但涉及主從句，還涉及不定式，分詞和介詞短語。第一個(gè)不定式to make their case作定語修飾way，第二個(gè)不定式作表語;with引導(dǎo)的介詞短語往往可以是“介詞+復(fù)合賓語”的形式，其中復(fù)合賓語可以由現(xiàn)在分詞或者過去分詞來充當(dāng)，由它和介詞賓語之間的邏輯關(guān)系決定，例如：with her hair flying in the wind;with the paper tucked under his arm等;who引導(dǎo)的定語從句修飾教師，分詞including 引導(dǎo)的短語限定修飾methods。

　　句子譯文：而他們所能采用的唯一可靠方法當(dāng)然就是進(jìn)行適當(dāng)?shù)难芯?，學(xué)生應(yīng)該是隨機(jī)分配給使用電腦教學(xué)的教師和使用其他方法教學(xué)的教師，包括最廉價(jià)的方法：粉筆和談話。

　　題目分析：

　　1.答案是B，屬事實(shí)細(xì)節(jié)題。文中第一段提到“we all make mistakes”，說明愛迪生的預(yù)言

　　是錯(cuò)誤的。

　　2.答案是C，屬事實(shí)細(xì)節(jié)題。文中第三段和第四段分別提到兩位研究人員compare test

　　scores;ask the classes’ teachers和offer explanations，但launch the computer program則是由以色列政府所為。

　　3.答案是D，屬事實(shí)細(xì)節(jié)題。從文中第四段，第五段里兩位研究人員所給出的解釋以及

　　相應(yīng)的分析可以看出，學(xué)生成績沒有提高主要是因?yàn)樵诮虒W(xué)中使用電腦并不比采用其他方法教學(xué)更好。

　　4.答案是A，屬推理判斷題。作者在本文第二段中指出，許多學(xué)術(shù)文章都宣稱使用電腦

　　有助于課堂教學(xué)，但新的研究對這一說法提出了懷疑。在最后一段中，作者說要證明使用電腦有助于教學(xué)，就必須進(jìn)行正確的研究?？梢?，作者對以前的研究方法提出了質(zhì)疑。

　　5.答案是C，屬推理判斷題。對政府在學(xué)校安裝電腦一事，作者雖然沒有明確提出反對，

　　但字里行間都透出不贊成的態(tài)度。在第一段，作者以愛迪生的預(yù)言為例，說愛迪生至少沒有浪費(fèi)公共資金，言下之意就是當(dāng)前發(fā)生的情況算得上是浪費(fèi)公共資金的舉動。在最后一段，作者引用研究人員的觀點(diǎn)說明在學(xué)校安裝電腦是成本清楚但收效模糊的事。并提出讓支持使用電腦的人采用正確的方法對學(xué)校應(yīng)不應(yīng)該在教室安裝電腦進(jìn)行論證?？梢娮髡邔@一類問題持否定的態(tài)度。

　　考研英語教育類閱讀理解Pass the chalk翻譯

　　參考譯文：

　　1922年的時(shí)候，托馬斯·愛迪生曾經(jīng)預(yù)測說“電影必將革新我們的教育制度，…要不了幾年，它就能取代大部分(即便不是全部的)教科書。”當(dāng)然，人都會有出錯(cuò)的時(shí)候。不過至少在給全國各地的學(xué)校安裝電影屏幕這件事上，愛迪生并沒有浪費(fèi)大筆公共資金。

　　有了電腦，情況又不一樣了。許多政府已經(jīng)把電腦裝進(jìn)了學(xué)校，并深信電腦會提高學(xué)習(xí)的速度和效率。大量的研究，其中還包括一些學(xué)術(shù)性更強(qiáng)的研究，都試圖說明電腦有助于兒童的學(xué)習(xí)。不過，現(xiàn)在有一項(xiàng)對用電腦教學(xué)和不用電腦教學(xué)的課堂的比較研究對這一觀點(diǎn)提出了懷疑。

　　在本期經(jīng)濟(jì)專刊中，來自麻省理工學(xué)院的喬舒亞·安格里斯特和耶路撒冷希伯萊大學(xué)的維克多·拉維對九十年代中期開始在許多以色列中小學(xué)安裝電腦的計(jì)劃進(jìn)行了研究。安格里斯特博士和拉維博士比較了有電腦和沒有電腦的四年級和八年級(也就是年齡在9到13歲之間)的兒童在數(shù)學(xué)和希伯萊語兩個(gè)科目的考試成績。他們還訪問了課堂教師，詢問他們是如何使用各種教學(xué)材料，例如復(fù)印紙，電腦設(shè)備等。兩位研究者發(fā)現(xiàn)，這個(gè)以色列計(jì)劃在改進(jìn)中學(xué)教學(xué)方法方面的效果比小學(xué)的效果遜色得多。研究還發(fā)現(xiàn)，沒有證據(jù)證明使用電腦能夠提高兒童的考試成績。實(shí)際上，情況正好相反。從四年級學(xué)生的數(shù)學(xué)成績來看，使用電腦和考試成績的關(guān)系一直成反比。

　　兩位作者對這種情況提出了三種可能的解釋。第一，將電腦引入課堂可能會占用本應(yīng)用于其它教育方面的資金。但在這個(gè)例子當(dāng)中，這種情況不太可能發(fā)生，因?yàn)樵撚?jì)劃的資金來自國家彩票。研究發(fā)現(xiàn)，在按照該計(jì)劃添置電腦的學(xué)校中，教學(xué)資源，教學(xué)方法或者培訓(xùn)并沒有顯著變化。

　　第二種可能性就是用電腦授課的這種變化要一段時(shí)間才能見效。兩位作者說的只是一種可能性，但被調(diào)查的學(xué)校使用計(jì)劃中的電腦已經(jīng)有整整一學(xué)年了。新電腦在這段時(shí)間里足以對四年級的數(shù)學(xué)成績產(chǎn)生較大的(但顯然是不利的)影響。第三種解釋也最簡單：在教學(xué)中使用電腦并不比其他教學(xué)方法更好(也許還更糟)。

　　最后，安格里斯特博士說：“成本很清楚，但收效卻很模糊。”求證效果的擔(dān)子現(xiàn)在就落在那些提倡在課堂使用電腦的人身上了。而他們所能采用的唯一可靠方法當(dāng)然就是進(jìn)行適當(dāng)?shù)难芯?，學(xué)生應(yīng)該是隨機(jī)分配給使用電腦教學(xué)的教師和使用其他方法教學(xué)的教師，包括最廉價(jià)的方法：粉筆和談話。

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