雅思阅读模拟题NewWaysofTeachingHistory.docx
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雅思阅读模拟题NewWaysofTeachingHistory.docx
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雅思阅读模拟题NewWaysofTeachingHistory
2019年雅思阅读模拟题:
NewWaysofTeaching
History
Inatechnologyandmedia-drivenworld,it'sbecomingincreasingly
difficulttogetourstudents'attentionsandkeepthem
absorbedinclassroom
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,ortheQuebecActalltakenfroma
typicaltextbook.Accordingtothetesters,theresultsfromtherecentNational
AssessmentinHistory,likescoresfromearliertests,showthatyoungpeople
are"abysmallyignorant"oftheirownhistory.Invokingthetragedyoflast
September,historianDianeRavitchhitchedherworriesaboutourfuturetothe
ideathatournation'sstrengthisendangeredbyyouthwhodopoorlyonsuch
tests.Butifshewerecorrect,wecouldhavegonedownthetubesin1917!
Thereisahugedifferencebetweensaying"Kidsdon't
knowthehistorywe
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'tknowthe
historywewantthento
know"andsaying"Kidsdon'tknowhistoryatall."Historicalknowledgeburrows
itselfintoourculturalporesevenifyoungpeoplecan'tmarshalitwhenfaced
byamultiplechoicetest.Ifweweren'tsuchhypocrites(or
maybeifwewere
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,technologyhasprovideduswitho
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- 雅思 阅读 模拟 NewWaysofTeachingHistory