passage3

注解：标题为红色，翻译为蓝色，分析为绿色。

       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. Veryfew 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 anycomputer 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.

一、文章结构分析

        这是一篇关于推行计算机课堂教学的文章，主要讨论了关于将计算机引入课堂，人们所持有的两种截然不同的观点。

       第一段：指出关于计算机教育目的的不同观点。

       第二段：通过对职业教育和普及教育的比较，批评计算机教育倡导者忽视了学生的教育成就。

       第三段至第四段：指出职业教育虽然有可取之处，但不适合美国国情。而且混淆教育目的对任何学校都无益处。

19. The author thinks the present rush to put computers in the classroom is.

[A] far reaching

[B] dubiously oriented

[C] self contradictory

[D] radically reformatory

19.作者认为，目前存在的匆忙将计算机引入课堂的现象是。

[A]意义深远的

[B]目标不明确

[C]自相矛盾的

[D]具有彻底革命性的

20. The belief that education is indispensable to all children.

[A] is indicative of a pessimism in disguise

[B] came into being along with the arrival of computers

[C] is deeply rooted in the minds of computer ed advocates

[D] originated from the optimistic attitude of industrialized countries

20.“教育对于所有孩子是必不可少的”这种观点。

[A]表明了伪装下的悲观主义态度

[B]随着计算机的到来而产生

[C]深深地根植于计算机教育倡导者的思想中

[D]起源于工业化国家的乐观态度

21. It could be inferred from the passage that in the author's country the European model of professional training is.

[A] dependent upon the starting age of candidates

[B] worth trying in various social sections

[C] of little practical value

[D] attractive to every kind of professional

21.从文中可以推出，在作者所在的国家，欧洲职业培训模式。

[A]取决于学员开始接受培训的年龄

[B]值得在社会各界进行尝试

[C]几乎不具有实际价值

[D]对各种专业人员来说都具有吸引力

22. According to the author, basic computer skills should be.

[A] included as an auxiliary course in school

[B] highlighted in acquisition of professional qualifications

[C] mastered through a life long course

[D] equally emphasized by any school, vocational or otherwise

22.按照作者观点，基本的计算机技能应该。

[A]作为学校的辅助课程

[B]在获得专业素质的过程中加以强调

[C]要花毕生的时间去掌握

[D]无论是职业学校还是其他学校都强调的

二、核心词汇与超纲词汇

核心词汇：

①.acquaintance

n.

1（often slighty knowledge of sth对某事物（常为略微的）了解（后跟介词）

例：litle acquaintance with the Japanese language 稍微会一点儿日语

2.[C]person whom one knows but who is not a close friend 相识而非密友者，泛泛之交例：He has a wide circle of acquaintances.他交友甚广。

*3.[U]the fact or process of being acquainted 认识的过程，相识，了解例：Our acquaintance lasted a year.我们的相识持续了一年。acquaint v.使认识，使了解（acquaint sb.with）

②betray 

vt.

to stop supporting your old beliefs and principles（尤指为得到权势或免除麻烦而）背弃（信仰、原则等

例：betray your beliefs/ideals 背弃自己的信仰/理想

2.hand over or show sb/sth disloyally（to an enemy）（向敌人）出卖某人或泄漏某事（用~sb/sth to）

例：betraying state secrets 泄漏国家机密

3.to hurt sb who trusts you by not being loyal or faithful to them辜负，对……不忠

例：betray his trust 辜负他的信任

*4.show（sth）unintentionally；be a sign of 无意中显示出，显露出，表现出

例：His accent betrayed the fact that he was foreign.他的口音显露出他是外国人。

③campaign

n.

*1.[C]a series of actions intended to achieve a particular result（尤指政治性或商业性的）运动；宣传活动

例：a campaign against nuclear weapons反对核武器运动

2.战役

例：He fought in the North African campaign during the last war.在上次战争中他参加了北非战役。

vi.发起或参加（旨在获得某一结果的）运动

例：She spent her life campaigning for womens‘ rights.

她毕生致力于女权运动。

④characteristic of sth/sb[做后置定语或表语]……所特有的，典型的

例：Windy days are characteristic of March.有风天气是三月的特点。

⑤.contradiction

n.

*1.a difference between two statements，beliefs，or ideas about sth that means they cannot both be true 对立，矛盾（的说法、信念、观点等）

例：in contradiction to 与……相矛盾

2.[U]the act of saying that someone else&s opinion，statement etc is wrong or not true反驳，否认，驳斥

例：You can say what you like without fear of contradiction.可以说你想说的，不用怕反驳。contradictv.反驳，抗辩，否认；与……相反或相矛盾

⑥host of sb/sth 许多，大量

例：A host of musicians will perform at the festival.音乐节上将有多位音乐家表演。

⑦livelihood 

n.赚钱谋生的手段，生计例：Communities on the island depended on whaling for their livelihood.岛上的居民靠捕鲸为生。

hood用以构成名词的后缀，表示

1.…的状态或性质”，如：childhood儿童时期，falsehood 虚假；

2.“（某类人的）集体”，如：the priesthood司祭团

⑧.outlook n.

*1.your general attitude to life and the world（对生活、世界的）看法，观点，态度（后跟介词on）

例：a very positive outlook on life 一种非常积极的人生观

2.what is expected to happen in the future将来预期发生的事，前景，远景（后跟介词for）例：The outlook for sufferers from this disease is not good.

这种疾病的患者希望渺茫。

3.（从某处望见的）景色，风光

例：a very pleasing outlook from the bedroom window从卧室窗户看到的非常宜人的景色

⑨.presumptuous

a.专横的，自负的，放肆的

例：Would it be presumptuous of me to ask to borrow your car？我想借用你的车，这会不会太冒味？

presume v.推测，假定，假设；妄行，越权行事；

构成形容词的后缀，表示“有……性质的”，如：mountainous多山的

⑩.pursue

vt.

*1.to continue doing an activity or trying to achieve sth over a long period of time追求，继续进行

例：pursue an acting career 追求表演事业

2.to continue trying to ask about，find out about a particular subject追究，追查，追踪

例：pursue the matter/argument 追究某件事/继续争论

3.（尤指为抓捕、袭击等而）紧随……之后，追击

超纲词汇：

forsake（forsook，forsaken）v.抛弃，遗弃，摒弃，离开

（forsake sb/sth for sb/sth）

三、阅读答案：D A C B

四、全文翻译：

         有人以学生的就业前景为理由主张将计算机引入课堂，有人则因彻底的教育改革这样更宽泛的原因主张将计算机引入课堂。（长难句①）在这两类人中存在着一条无形的界限。很少有人就这一差别一实际上是矛盾一撰文进行探讨，但它却是将计算机引入课堂这一活动的关键所在。

         旨在使学生胜任某种工作的教育是职业教育，它存在的理由与法律所规定的普及教育之间有很大差别。根据法律要求，所有儿童都必须上学至十几岁，其目的并非单纯地为了扩大其就业前景。而是，我们对美国公民有这样一种概念：如果他不能准确地判断自身的生活及幸福如何受外界影响，他就是一个不完善的公民。（长难句②）但是情况并不总是如此；在法律要求所有儿童必须上学至一定年龄之前，人们普遍认为有些儿童天生就不适合接受这种教育。工业化国家特有的乐观精神使我们开始接受这样一种观念：人人都适合受教育。倡导计算机教育的人抛弃了这一乐观理念，代之的是与他们乐观外表相悖的悲观论调。（佳句①）基于将计算机引入学校的“教育理由”和“谋职理由”的混淆，计算机教育倡导者常常只强调毕业生的就业前景，而忽略了他们的教育成就。（长难句③）

          对适当的学生实施职业教育也是合理的。欧洲的许多学校很早就引进职业培训的概念，以确保儿童具备欲从事的职业所需的技能。然而，去臆断会有这么多的工作给予这么多的科学家、商人、会计是武断的。此外，在我们这么大的一个国家里，经济拓展到这么多的州，涉及到这么多的国际公司，这种做法（欧洲式的职业教育）不大可能按照数量培养出所需要的各类专业人员。

           但是对少数学生而言，职业培训也许是可取之路，因为在其他因素相同的情况下，熟练的技能是能否得到工作的关键。当然，目前使用计算机的基本操作非常简单。不需要花毕生的时间去熟悉各种不同的软件程序的使用。当然如果想成为一名计算机工程师，那就是另外一回事了。基本的计算机技能最长也只需一两个月即能学会。不管怎样，基本的计算机技能只是对成为专业技术人员所需的各种实际技能的补充。当然应该看到的是，职业学校也好，普通学校也罢，混淆计算机教学的目的，都不会有何益处。（佳句②）