雅思阅读模拟题New Ways of Teaching History.docx
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雅思阅读模拟题New Ways of Teaching History.docx
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雅思阅读模拟题NewWaysofTeachingHistory
2019年雅思阅读模拟题:
NewWaysofTeachingHistory
Inatechnologyandmedia-drivenworld,it'sbecomingincreasingly
difficulttogetourstudents’attentionsandkeepthemabsorbedinclassroom
discussions.Thisgeneration,inparticular,hasbroughtauniquesetof
challengestotheeducationaltable.Whereasyouthareeasilyenrapturedby
high-definitiontelevision,computers,iPods,videogamesandcellphones,they
arelessthanenthralledbywhattothemareobsoletetextbooksandboring
classroomlectures.Thequestionofhowtoteachhistoryinadigitalageis
oftencontentious.Ontheoneside,theoldguardthinkstheprofessional
standardshistoryisinmortaldangerfromflash-in-the-panchallengesbythe
distalthatareallshowandnosubstance.OntheotherSide,theself-styled
“disruptors”offerover-blownrhetoricabouthowdigitaltechnologyhaschanged
everythingwhilethemoribundprofessionobstructsallprogressinthenameof
outdatedideals.Atleast,that'saparody(maybenotmuchofone)ofhowthe
debateproceeds.Bothsupportersandopponentsofthedigitalsharemore
disciplinarycommongroundthaneitheradmits.
Whenprovidedwithmerelyatextbookasasupplementallearningtool,test
resultshaverevealedthatmoststudentsfailtopinpointthesignificanceof
historicaleventsandindividuals.Fewerstillareabletociteandsubstantiate
primaryhistoricalsources.Whatdoesthissayaboutthewayoureducatorsare
presentinginformation?
Thequotationcomesfromareportofa1917testof668
Texasstudents.Lessthan10percentofschool-agechildrenattendedhighschool
in1917;today,enrollmentsarenearlyuniversal.Thewholeworldhasturnedon
itsheadduringthelastcenturybutonethinghasstayedthesame:
Youngpeople
remainwoefullyignorantabouthistoryreflectedfromtheirhistorytests.Guess
what?
Historiansareignoranttoo,especiallywhenweequatehistorical
knowledgewiththe"Jeopardy"DailyDouble.Inatest,thosespecializingin
Americanhistorydidjustfine.Butthosewithspecialtiesinmedieval,European
andAfricanhistoryfailedmiserablywhenconfrontedbyitemsaboutFort
Ticonderoga,theOliveBranchPetition,ortheQuebecAct—alltakenfroma
typicaltextbook.Accordingtothetesters,theresultsfromtherecentNational
AssessmentinHistory,likescoresfromearliertests,showthatyoungpeople
are"abysmallyignorant"oftheirownhistory.Invokingthetragedyoflast
September,historianDianeRavitchhitchedherworriesaboutourfuturetothe
ideathatournation'sstrengthisendangeredbyyouthwhodopoorlyonsuch
tests.Butifshewerecorrect,wecouldhavegonedownthetubesin1917!
Thereisahugedifferencebetweensaying"Kidsdon’tknowthehistorywe
wantthentoknow"andsaying"Kidsdon'tknowhistoryatall."Historical
knowledgeburrowsitselfintoourculturalporesevenifyoungpeoplecan't
marshalitwhenfacedbyamultiplechoicetest.Ifweweren’tsuchhypocrites
(ormaybeifwewerebetterhistorians)we'dhavetoadmitthattoday'sstudents
followinourownfootsteps.Fortoolongwe'vefantasizedthatbyrewriting
textbookswecouldchangehowhistoryislearned.Theproblem,however,isnot
thecontentoftextbooksbuttheveryideaofthem.Nohumanmindcouldretain
theinformationcrammedintothesebooksin1917,anditcandonobetternow.
Ifwehavelearnedanythingfromhistorythatcanbeappliedtoeverytime
period,itisthattheonlyconstantischange.Theteachingofhistory,orany
subjectforthatmatter,isnoexception.Thequestionisnolongerwhetherto
bringnewtechnologiesintoeverydayeducation;now,thequestioniswhichThere
isahugedifferencebetweensaying"Kidsdon’tknowthehistorywewantthento
know"andsaying"Kidsdon'tknowhistoryatall."Historicalknowledgeburrows
itselfintoourculturalporesevenifyoungpeoplecan'tmarshalitwhenfaced
byamultiplechoicetest.Ifweweren’tsuchhypocrites(ormaybeifwewere
betterhistorians)we'dhavetoadmitthattoday'sstudentsfollowinourown
footsteps.Fortoolongwe'vefantasizedthatbyrewritingtextbookswecould
changehowhistoryislearned.Theproblem,however,isnotthecontentof
textbooksbuttheveryideaofthem.Nohumanmindcouldretaintheinformation
crammedintothesebooksin1917,anditcandonobetternow.Ifwehave
learnedanythingfromhistorythatcanbeappliedtoeverytimeperiod,itis
thattheonlyconstantischange.Theteachingofhistory,oranysubjectfor
thatmatter,isnoexception.Thequestionisnolongerwhethertobringnew
technologiesintoeverydayeducation;now,thequestioniswhichtechnologies
aremostsuitablefortherangeoftopicscoveredinjuniorhighandhighschool
historyclassrooms.Fortunately,technologyhasprovideduswithopportunities
topresentourCivilWarlessonplansorourAmericanRevolutionlessonplansin
avarietyofnewways.
Teacherscaneasilytargetandengagethelearnersofthisgenerationby
effectivelycombiningthestudyofhistorywithinnovativemultimedia-
PowerPointandpresentationsinparticularcanexpandthescopeoftraditional
classroomdiscussionbyhelpingteacherstoexplainabstractconceptswhile
accommodatingstudents*uniquelearningstyles.PowerPointstudyunitsthathave
beenpre-madeforhistoryclassroomsincludeallmannerofphotos,prints,maps,
audioclips,videoclipsandprimarysourceswhichhelptomakelearning
interactiveandstimulating.Presentinglessonsintheseenticingformatshelps
technology-drivenstudentsretainthehistoricalinformationthey'llneedto
knowforstandardexams.
WhetheryouarecoveringRevolutionaryWarlessonplansorWorldWarII
lessonplans,PowerPointstudyunitsareavailableinformatstosuittheneeds
ofyourclassroom.MultimediateachinginstrumentslikePowerPointsoftwareare
gettingpositiveresultstheworldover,framingconventionallectureswith
captivatingwritten,auditoryandvisualcontentthathelpsstudentsrecall
names,datesandcausalrelationshipswithinahistoricalcontext.
Historycontinuestoshowusthatnewtimesbringnewrealities.Education
isnoexceptiontotherule.Thequestionisnotwhethertobringtechnology
intotheeducationalenvironment.Rather,thequestioniswhichtechnologiesare
suitableforU.S.andworldhistorysubjects,fromCivilWarlessonplansto
WorldWarIIlessonplans.Whetheryou’recoveringyourAmericanRevolution
lessonplansoryourColdWarlessonplans,PowerPointpresentationsare
availableinpre-packagedformatstosuityourclassroom'sneeds.
Meanwhile,someacademichistoriansholdadifferentviewontheuseof
technologyinteachinghistory.Onereasontheyholdisthatnotallfactscan
berecordedbyfilmorvideosandliteratureisrelativelyfeasibleinthiscase
.Anotherchallengetheyhavetobefacedwithisthepainfulprocesstolearn
newtechnologylikethemakingofPowerPointandtheeditingofaudioandvideo
clipswhichisalsoreasonableespeciallytosomeelderlyhistorians.
Questions
Readingthispassagehaseightparagraphs,A-G
ChoosingthecorrectheadingforparagraphsA-Gfromthelistofheading
below
Writetheappropriatenumber,i-x,inboxes28-34onyouranswersheet
ListofHeadings
iunavoidablechangingfactstobeconsideredwhenpickinguptechnology
means
iiAdebatableplacewherethenewtechnologiesstandinforhistory
teaching
iiiHardtoattractstudentsintraditionalwaysofteachinghistory
ivDisplayoftheuseofemergingmultimediaasleachingtools
vBothstudentsandprofessionalsascandidatesdidnotproducedecent
results
viAgoodconcreteexampleillustratedtoshowhowmultimediaanimatesthe
historyclass
viiThecomparisonsofthenewtechnologiesappliedinhistoryclass
viiiEnormousbreakthroughsinnewtechnologies
ixResistanceofusingnewtechnologiesfromcertainhistorian
xDecisionsneededonwhichtechniquetobeusedforhistoryteaching
insteadofimprovementinthetextbooks
28ParagraphA
29ParagraphB
30ParagraphC
31ParagraphD
32ParagraphE
33ParagraphF
34ParagraphG
Question35-37
DothefollowingstatementsagreewiththeinformationgiveninReading
Passage?
Inboxes35-37onyouranswersheet,write
YESifthestatementistrue
NOifthestatementisfalse
NOTGIVENiftheinformationisnotgiveninthepassage
35Modempeoplearebelteratmemorizinghistoricalinformationcompared
withtheirancestors.
36Newtechnologiesappliedinhistory-teachingaremorevividfor
studentstomemorizethedetailsofhistoricalevents.
37Conventionalwayslikeliteraturearcgraduallyoutoffashionastime
goesby.
Question38-40
CompletethefollowingsummaryoftheparagraphsofReadingPassage,using
morethanthreewordsfromtheReadingPassageforeachanswer.
Writeyouranswersinboxes38-40onyouranswersheet.
Contemporarystudentscanbeaimedatwithoutmanydifficultiesby
integratingstudyinghistorywithnovel...38....Conventionalclassroom
discussionisspeciallyextendedbytwowaystoassisttheteacherstointerpret
...39...andatthesametimeretainstudents'distinctlearningmodes.
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