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  3. Technology can make us smarter or stupider, and we need to develop a set of principles to guide our everyday behavior and make s

Technology can make us smarter or stupider, and we need to develop a set of principles to guide our everyday behavior and make s

admin2017-03-06  51
问题     Technology can make us smarter or stupider, and we need to develop a set of principles to guide our everyday behavior and make sure that tech is improving and not hindering our mental processes. One of the big questions being debated today is: what kind of information do we need to have stored in our heads, and what kind can we leave "in the cloud," to be accessed as necessary?
    An increasingly powerful group within education are championing "digital literacy". In their view, skills beat knowledge, developing "digital literacy" is more important than learning mere content, and all facts are now Google-able and therefore unworthy of committing to memory. But even the most sophisticated digital literacy skills won’t help students and workers navigate the world if they don’t have a broad base of knowledge about how the world actually operates. If you focus on the delivery mechanism and not the content, you’re doing kids a disservice.
    Indeed, evidence from cognitive science challenges the notion that skills can exist independent of factual knowledge. Data from the last thirty years leads to a conclusion that is not scientifically challengeable; thinking well requires knowing facts, and that’s true not only because you need something to think about. The very processes that teachers care about most—critical thinking processes—are intimately intertwined (交织) with factual knowledge that is stored in long-term memory.
    In other words, just because you can Google the date of Black Tuesday doesn’t mean you understand why the Great Depression happened or how it compares to our recent economic slump. There is no doubt that the students of today, and the workers of tomorrow, will need to innovate, collaborate and evaluate. But such skills can’t be separated from the knowledge that gives rise to them. To innovate, you have to know what came before. To collaborate, you have to contribute knowledge to the joint venture. And to evaluate, you have to compare new information against knowledge you’ve already mastered.
    So here’s a principle for thinking in a digital world, in two parts.
    First, acquire a base of factual knowledge in any domain in which you want to perform well. This base supplies the essential foundation for building skills, and it can’t be outsourced(外包) to a search engine.
    Second, take advantage of computers’ invariable memory, but also the brain’s elaborative memory. Computers are great when you want to store information that shouldn’t change. But brains are the superior choice when you want information to change, in interesting and useful ways: to connect up with other facts and ideas, to acquire successive layers of meaning, to steep for a while in your accumulated knowledge and experience and so produce a richer mental brew.
What does the author think is key to making evaluations?
选项 A、Gathering enough evidence before drawing conclusions.
B、Mastering the basic rules and principles for evaluation.
C、Connecting new information with one’s accumulated knowledge.
D、Understanding both what has happened and why it has happened.
答案C
解析 细节题。根据题干中的关键词 making evaluations可以定位至文章第四段第二、三句和最后一句。这几句话指出：毫无疑问，今天的学生和明天的工作者需要创新、合作和评估。但这类技能与产生它们的知识是不可分离的。要创新，你必须了解以前的事实。要合作，你必须把知识……。要评估，你必须把新信息和已经掌握的知识进行比较。选项C中的 accumulated 替换了原文中的定语从句you’ve already mastered，connect 替换了 compare，所以正确答案是C。
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