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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.
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 本题关键词是put computers in the classroom，问题是作者对目前将计算机搬进课堂的潮流持有什么样的看法。可以定位在第一段。选项B与原文是相同含义，根据第一段第二句，很少有人去探究这两种目标(改善就业前景、进行彻底的教育改革)的区别，即人们对计算机教学的目的并没有统一，而这就是导致计算机进入课堂这场运动出现问题的关键所在；也就是说，作者认为将计算机搬进课堂的问题在于其目标不明确(dubiously oriented)。选项A属于主观推导，答非所问，根据第一段第一句，有人认为将计算机搬进课堂可以改善就业前景(career prospects)，但并没有说这是意义深远的(far-reaching)，而且这也不是作者的观点。选项C偷换概念，因为原文说的是将计算机搬进课堂的两种目标不一致，是矛盾的，但并不是说将计算机搬进课堂的做法本身是自相矛盾的。选项D也属于答非所问，原文虽然指出将计算机搬进课堂可以进行彻底的教育改革，但这并非是作者的观点。第一段：将计算机搬进课堂究竟是为了就业还是为了教育改革是问题核心所在。
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