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

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

admin2016-11-21  84
问题     An invisible border divides those arguing for computers in the classroom on 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, computer-ed 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, and 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.
The author thinks the present rush to put computers in the classroom is______.
选项 A、far-reaching
B、dubiously oriented
C、self-contradictory
D、radically reformatory
答案B
解析 事实细节题。文章在第一段便指出：“有一些人主张为了学生今后的前途而让计算机进课堂，另一些人则提出计算机进课堂是为了加速实现教育改革。很少有人对这两种不同意见，或者说矛盾，进行探讨：而这正是不应将计算机引入课堂的核心原因。”在文章的最后一句作者得出结论：“我们应该看到，学习电脑技术的目的含混不清对任何一所学校——无论职业学校还是非职业学校——都不会有好处。”故答案为B。
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