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  3. As Internet have been quite popular, some argue that people’s problem-solving ability will deteriorate, because they are adapted

As Internet have been quite popular, some argue that people’s problem-solving ability will deteriorate, because they are adapted

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问题     As Internet have been quite popular, some argue that people’s problem-solving ability will deteriorate, because they are adapted to "Google" the solution, instead of thinking of one by themselves. The following article provides information about how the internet affects students’ way of doing research. Read it carefully and write your response in NO LESS THAN 300 words, in which you should:
    1. summarize briefly the article;
    2. give your comment on whether the internet worsens people’s problem-solving ability.
    How Teens Do Research in the Digital World
    Three-quarters of college teachers say that the internet and digital search tools have had a "mostly positive" impact on their students’ research habits, but 87% say these technologies are creating an "easily distracted generation with short attention spans" and 64% say today’s digital technologies "do more to distract students than to help them academically."
    These complex and at times contradictory judgments emerge from an online survey of more than 2,000 middle and high school teachers drawn from the Advanced Placement (AP) and National Writing Project (NWP) communities.
    Overall, teachers who participated in this study characterize the impact of today’s digital environment on their students’ research habits and skills as mostly positive. Yet, when asked if they agree or disagree with specific assertions about how the internet is impacting students’ research, their views are decidedly mixed.
    On the more encouraging side, virtually all (99%) AP and NWP teachers in this study agree with the notion that the best students access a greater depth and breadth of information on topics that interest them; students can take advantage of the availability of educational material in engaging multimedia formats; and many become more self-reliant researchers.
    At the same time, these teachers juxtapose these benefits against some emerging concerns. Specifically, some teachers worry about students’ overdependence on search engines; the difficulty many students have judging the quality of online information; the general level of literacy of today’s students; increasing distractions pulling at students and poor time management skills; students’ potentially diminished critical thinking capacity; and the ease with which today’s students can borrow from the work of others.
    Perhaps the greatest impact this group of teachers sees today’s digital environment having on student research habits is the degree to which it has changed the very nature of "research" and what it means to "do research." Teachers and students alike report that for today’s students, "research" means "Googling." As a result, some teachers report that for their students "doing research" has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.
    In response to this trend, many teachers say they shape research assignments to address what they feel can be their students’ overdependence on search engines and online encyclopedias. Nine in ten direct their students to specific online resources they feel are most appropriate for a particular assignment, and 83% develop research questions or assignments that require students to use a wider variety of sources, both online and offline.
    The vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to "judge the quality of online information." As a result, a significant portion of the teachers surveyed here report spending class time discussing with students how to assess the reliability of the information they find online, and how to improve their search skills.
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答案 The Internet Is Not the End of the Academia This article is mainly about the impact of the internet on students’ research habits and skills, and more importantly, teachers’ corresponding judgment and response. On the one hand, teachers surveyed generally believe that the Internet is having positive influence since students are enabled to access more learning materials. On the other hand, they also spot some concerns that students may depend too much on search engines and fail to distinguish good information from bad one. To deal with such concerns, many teachers try varied means. As far as I see it, the Internet is not the end of the academia and won’t worsen students’ problem-solving abilities. Firstly, the internet is hardly omnipotent. The internet provides a quicker and more efficient option of problem-solving for students, but it doesn’t apply to all problems. Google, for example, may be helpful when students are trying to search for background information or browse through studies, but it may prove unhelpful when, say, a student attempts to tackle one particular issue in his experiment. Even when students are solving a lot of problems by using Google, they will still have to deal with the unique, original and in most cases most significant ones by themselves. Secondly, the Internet actually trains students’ ability of problem-solving since it pushes them to be more original and innovative. Nowadays, due to very strict rules concerning cribbing in higher learning institutes, students will have to skim through and screen different materials, and try to come up with differentiated findings that do not resemble any of the works found. In this manner, students will naturally sharpen their skills of sorting out information and developing their own ideas upon the materials concerned. As Newton so rightly puts it, "If I have been able to see further, it was only because I stood on the shoulders of a giant". The internet is not the end of the academia, but rather a shoulder for us to stand on. The worry that the internet may worsen students’ problem-solving ability is unnecessary.
解析     材料以一项网络调查的结果展开网络对学生在学术方面的影响的探讨。
    第二段主要介绍网络调查对象的情况。
    第三至六段主要谈及教师对网络之于学生的研究习惯及研究技巧的影响的看法：
    一方面，教师们认可网络对学生做研究的积极影响(Overall，teachers…characterize the impact…as mostly positive)；另一方面，教师们又发现了不少需要关切的点(juxtapose these benefits against some emerging concerns)，比如学生过度依赖网络搜索(students’overdependence on search engines)、学生甄别网络信息的质量有困难(the difficulty many students have judging the quality of online information)、学生的评判性思维能力可能会降低(students’potentially diminished critical thinking capacity)等等。
    最后两段主要阐述教师为应对网络对学生的负面影响纷纷采取的应对措施。
    开篇：简要总结材料内容，随后提出个人观点——互联网并不会降低学生解决问题的能力。
    主体：从两方面具体阐述自己的观点。
    1．互联网并不全能，不会导致学生解决问题能力的降低。
    2．由于有剽窃机制的制约，互联网实际上能锻炼学生解决问题的能力。
    结尾：引用牛顿的名言作结。
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