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Teachers and researchers of English language arts have been struggling with the effects of computers on reading since the 1960s

admin2016-11-13  35
问题     Teachers and researchers of English language arts have been struggling with the effects of computers on reading since the 1960s and on writing since the late 1970s. Rein and Bowl (also called R&B), who studied the influence of technology and its impact on the nature of written communication since the invention of the printing press, conclude that "technology has frequently played a dominant role in defining what reading and writing skills have been considered important, as well as how and to whom they were taught." New terms such as Web-based literacy, electronic literacy, digital literacy and digital learning are beginning to show up in our everyday vocabulary. These terms represent a trend toward new dimensions of literacy and curricular goals. Educational goals are tied to learning environments, as one changes so much the other. Literacy goals 100 years ago for many students were to be able to read and write names, copy and read texts, and generate lists of merchandise. Literacy goals of today require mastery over many different types of writing such as persuasive and expository, and expect students to be able to interpret, compare, contrast and analyze complex texts.
    Rein and Bowl also describe the impact of information and communication technologies, such as the Internet, on the context of literacy and learning in the 21st century. Their analysis is based on what research indicates to be the major cultural forces affecting changes in literacy education, not on ability research that demonstrates the effects of information and communication technologies (ICT) on student learning, as some researchers and policymakers have called for in recent years. They note, "ICT and other digital technologies are so central to the nation’s future that additional data on their ability are unnecessary before systemically integrating these technologies into schools." In other words, cultural forces are compelling enough to validate the use of the Internet for educational purposes.
    Access to the Internet is now widely available in schools. Indeed according to the National Center for Education Statistics (NCES), 98 percent of U.S. public schools and 77 percent of classrooms in those schools were connected to the Internet by 2000. Telecommunications—defined as telephone, radio, television, videotapes, compact and laser discs, computers, and satellites technologies brought together through a networked, multimedia information infrastructure called the Internet—change how teachers and students share information and ideas across all disciplines.
Compared with literacy goals 100 years ago, literacy goals of today pay attention to
选项 A、reading and writing.
B、production and practice.
C、analysis and interpretation.
D、comparison and contrast.
答案B
解析 根据题干的literacy goals 100 years ago和literacy goals of today定位到第1段。原文指出100年前读写能力的目标仅局限于一般的识记，而当前则更多地要求运用和产出，比如说写作和分析。可将当前读写能力的重点总结为产出和实践，故选B。本题需要考生根据文中内容做总结。读和写是100年前的要求，显然不符合题意，因此A可排除；而C(分析和解释)、D(比较和对比)分别都只是当前要求的一个组成部分，有以偏概全之嫌，故也可排除。
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