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历年考研英语阅读理解1999年03

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[00:03.79]1999 Passage3

[00:06.31]An invisible border divides those arguing

[00:09.04]for computers in the classroom

[00:10.87]on the behalf of students' career prospects

[00:14.81]and those arguing for computers in the classroom

[00:18.03]for broader reasons of radical educational reform.

[00:22.87]Very few writers on the subject

[00:24.95]have explored this distinction

[00:27.06]--indeed, contradiction

[00:29.09]--which goes to the heart of what is wrong

[00:31.09]with the campaign to put computers in the classroom.

[00:35.22]An education that aims at getting a student

[00:38.34]a certain kind of job is a technical education,

[00:42.27]justified for reasons radically different

[00:44.98]from why education is universally required by law.

[00:49.41]It is not simply to raise everyone's job prospects

[00:53.04]that all children are legally required to attend school

[00:56.68]into their teens.

[00:58.39]Rather, we have a certain conception

[01:00.75]of the American citizen,

[01:02.77]a character who is incomplete

[01:05.00]if he cannot competently assess

[01:07.12]how his livelihood and happiness

[01:09.91]are affected things outside of himself.

[01:13.74]But this was not always the case;

[01:16.26]before it was legally required

[01:18.33]for all children to attend school

[01:20.39]until a certain age,

[01:22.05]it was widely accepted that some

[01:24.13]were just not equipped by nature

[01:26.28]to pursue this kind of education.

[01:29.61]With optimism characteristic

[01:31.77]of all industrialized countries,

[01:34.10]we came to accept

[01:35.24]that everyone is fit to be educated.

[01:38.73]Computer-education advocates

[01:41.15]forsake this optimistic notion for a pessimism

[01:44.58]that betrays their otherwise cheery outlook.

[01:48.21]Banking on the confusion between educational

[01:51.43]and vocational reasons for bringing computers into schools,

[01:56.28]computered advocates often emphasize

[01:59.90]the job prospects of graduates

[02:01.85]over their educational achievement.

[02:05.28]There are some good arguments for a technical education

[02:08.81]given the right kind of student.

[02:11.59]Many European schools introduce the concept

[02:14.58]of professional training

[02:16.19]early on in order to make sure

[02:18.42]children are properly equipped

[02:20.40]for the professions they want to join.

[02:23.63]It is, however, presumptuous to insist

[02:26.36]that there will only be so many jobs

[02:29.16]for so many scientists,

[02:31.08]so many businessmen, so many accountants.

[02:34.71]Besides, this is unlikely to produce the needed number

[02:38.40]of every kind of professional

[02:40.27]in a country as large as ours

[02:42.68]and where the economy is spread over so many states

[02:46.42]and involves so many international corporations.

[02:51.30]But, for a small group of students,

[02:53.51]professional training might be the way to go

[02:56.42]since well-developed skills,

[02:58.64]all other factors being equal,

[03:01.15]can be the difference between having a job and not.

[03:04.89]Of course, the basics of using

[03:07.15]any computer these days are very simple.

[03:10.99]It does not take a lifelong acquaintance

[03:13.46]to pick up various software programs.

[03:16.39]If one wanted to become a computer engineer,

[03:19.12]that is, of course, an entirely different story.

[03:22.86]Basic computer skills take--

[03:24.98]at the very longest--a couple of months to learn.

[03:28.41]In any case, basic computer skills

[03:31.04]are only complementary to the host of real skills

[03:34.46]that are necessary

[03:35.79]to becoming any kind of professional.

[03:38.52]It should be observed, of course,

[03:40.47]that no school, vocational or not,

[03:43.19]is helped by a confusion over its purpose.

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