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  3. An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those a

An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those a

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问题     An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction—indeed, contradiction—which goes to the heart of what is wrong with the campaign to put computers in the classroom.
    An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain age, it was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computered advocates often emphasize the job prospects of graduates over their educational achievement.
    There are some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.
    But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not. Of course, the basics of using any computer these days are very simple. It does not take a lifelong acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an entirely different story. Basic computer skills take—at the very longest—a couple of months to learn. In any case, basic computer skills are only complementary to the host of real skills that are necessary to becoming any kind of professional. It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.
It could be inferred from the passage that in the author’s country the European model of professional training is________.
选项 A、dependent upon the starting age of candidates
B、worth trying in various social sections
C、of little practical value
D、attractive to every kind of professional
答案C
解析 本题关键词是European和professional training，问题是对于作者的国家而育，欧洲职业培训模式如何。可以定位到第三段。根据第三段第四句，作者认为在其所在的国家，欧洲职业培训模式不可能培养出足够的企业所需的各类专业人员(unlikely to produce the needed number of every kind of professional)，从而表达出作者对该模式的否定态度，即该模式几乎不具有实用价值(of little practical value)，因此选项C与原文属于相同含义，是正确选项。选项A出自第三段第二句话，原文只是说欧洲的许多学校很早就引进职业培训的概念，以确保孩子们具备将来从事的职业所需的技能，并没有提到欧洲职业培训模式取决于学员开始接受训练的年龄(the starting age of candidates)，因此，选项A无中生有。选项B出自第三段第三、四两句，作者用presumptuous(武断的)、unlikely to produce(不可能培养出)表达出自己对于欧洲职业培训模式的否定态度，而并非认为该模式值得尝试(worth trying)，显然选项B正反混淆。选项D的attractive(具有吸引力的)一词在文中并无相关信息支持，属于无中生有。第三段：技术教育只对欧洲一些学生适用，但在作者所在的国家不可取。
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