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  3. Is this happening in your neighborhood? Children, notebook computers stuck under their arms, await the yellow bus for the trip t

Is this happening in your neighborhood? Children, notebook computers stuck under their arms, await the yellow bus for the trip t

admin2013-02-16  57
问题     Is this happening in your neighborhood? Children, notebook computers stuck under their arms, await the yellow bus for the trip to middle school. On the surface, the question of computers in schools is a no-brainer. It would be strange to insist that today’s technology shouldn’t be used to make the classroom experience more individualized, more effective, more immediate, more exciting. Computers have been in schools more than 20 years — and probably even done some good.
    But the idea of a personal computer as a necessary daily tool for every American grammar school pupil is altogether different thing. Beware the superficially attractive vision of 10-year-olds doing most of their work — and homework — on a computer. It’s another illusory silver bullet that promises to solve all of society’s ills through technology. Regardless of whether parents or taxpayers buy the machinery, it’s a bad policy.
    Determining the proper role of computers in schools is too important to be left to computer suppliers and educators. An educated public with clear and realistic expectations needs to help determine the right track for technology.
    Educators forever seem to seek the ultimate in curricular or teaching tools. They are always preoccupied with innovation — junior high school, new math, whole language, open classrooms and mastery learning, to name a few. Some ideas turned out well and over time have earned permanent positions in our education systems. Other reflected change for changes’ sake and wound up in the trash bin, where they belong.
    Exactly what is to be solved with computers in schools? Are we looking to improve instructional capacity and flexibility? Are we trying to make teachers and aides more productive by letting students take advantage of programmed learning tools? This all sounds good, and much has been accomplished with computer-assisted instruction.
    But that’s not the same as making the computer a symbol of well-tempered educational policy. There’s danger in the message that a child is not fully educated if he or she can’t surf the World Wide Web skillfully, move around in Windows or the Founder, use a word processing program, or program in Logo or Basic.
    These skills can be learned outside the classroom. Worse, the time it takes students to acquire them is time stolen from the legitimate teaching schedule — and that’s a bad trade.
    And what kind of computers should be purchased? We’re not talking brand names. Most school systems don’t have the money to replace PCs or Macs on the two-to-three-year cycle that shifts technologies demand. On the other hand, $2, 500 — the cost of just one computer — invested in books for the school library produces an asset that has, shall we say, a longer shelf life.
    And who changes the factory culture of schoolrooms to allow computers to be more effective? And who teaches the teachers? These are the really tough issues — the ones that more hardware won’t solve.
    Children are best served when schools contribute to shaping the solid foundations on which their future will be built. The student who can read with curiosity and understanding, who has mastered basic mathematical concepts, who can evaluate ideas critically, is the one schools should aim to produce.
The author’s attitude towards the present way of teaching computer in schools is______.
选项 A、critical
B、objective
C、positive
D、optimistic
答案A
解析 根据文章内容可知，作者对当今学校普及计算机教育的状况进行了客观的分析，指出了其优缺点，但着重于对缺点的批判。且文中字里行间流露着对当今在学校，特别是中学进行计算机技能教育的批判。特别是文章结尾还明确指出学校教育本应该具备的社会功能。据此判断，答案是A。
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