Question

【题目】In a class this past December, after I wrote some directions on the board for students about their final examination, one young woman quickly took a picture of the board using her smart phone. When I looked in her direction, she apologized: “Sorry. Was it wrong to take a picture?”

“I can’t read my own handwriting,”the young woman explained. “It’s best if I take a picture of your writing so I can understand the notes.”

That remark started a class-wide conversation about taking a picture instead of taking notes. For those in the photo-taking camp, motivations extended beyond their inability to comprehend their own handwriting. Some took pictures of notes because they knew their phone was a safe place to store material. They might lose paper, they reasoned, but they wouldn’t lose their phones. Some took photos because they wanted to record exactly the manner in which I had noted information on the board. Others told me that during class they liked to be able to listen to the discussion attentively.

Yet the use of cameras as note takers, though it may be convenient, does raise significant questions for the classroom. Is a picture an effective replacement for the process of note-taking?

Instructors encourage students to take notes because the act of doing so is more than merely recording necessary information—it helps prepare the way for understanding. Encouraging students to take notes may be an old-fashioned instructional method, but just because a method has a long history doesn’t mean it’s out of date. Writing things down engages a student’s brain in listening, visual, and kinesthetic(触觉的)learning—a view supported by a longstanding research. The act of writing down information enables a person to begin committing it to memory, and to process and combine it, establishing the building blocks of learning new concepts.

Taking a picture does indeed record the information, but it deletes some of the necessary mental engagement that taking notes employs. So can the two be equally effective?

I’m not sure how to measure the effectiveness of either method. For now, I allow students to take notes however they see fit—handwritten or photographed—because I figure that some notes, no matter the method of note-taking, are better than none.

【1】The woman apologized in the class because she____.

A. took a picture of the board

B. missed the teachers’ directions

C. had the bad handwriting

D. disturbed other students’ learning

【2】Students refuse to take notes by hand because_____.

A. they are unable to take notes

B. they are more likely to lose notes

C. they are interested in using their phones

D. they have a good memory of teachers’ instructions

【3】According to the passage, taking notes by hand_______.

A. requires students to think independently

B. is unsuitable for students to learn new ideas

C. helps students actively participate in learning

D. proves to be an old and useless learning method

【4】What’s the author’s opinion towards taking notes by phones?

A. Supportive. B. Neutral.

C. Doubtful. D. Disapproving.

Answer 1

【答案】

【1】A

【2】B

【3】C

【4】B

【解析】

试题分析：谈论关于手写笔记和用手机拍照记笔记的利与弊。

【1】A细节理解题。根据第一段中的one young woman quickly took a picture of the board using her smart phone. When I looked in her direction, she apologized: “Sorry.一个年轻女士用她的手机很快给木板上的内容拍了一张照片。当我朝她的方向看时，她道歉。故选A。

【2】B细节理解题。根据第三段中的They might lose paper, they reasoned, but they wouldn’t lose their phones. 他们可能会失去纸,他们推断,但他们不会失去他们的手机。故选B。

【3】C推理判断题。根据第五段中的Writing things down engages a student’s brain in listening, visual, and kinesthetic(触觉的)learning记下一些东西会使一个学生的大脑从事听觉，视觉，和触觉的学习。故选C。

【4】B推理判断题。根据最后一段I’m not sure how to measure the effectiveness of either method. For now, I allow students to take notes however they see fit—handwritten or photographed—because I figure that some notes, no matter the method of note-taking, are better than none.我不能测量每种方法的效果。我允许学生手写或拍照记笔记，只要适合他们，因为我明白无论用哪种方法记笔记，有总比没有更好。可以看出作者保持中立的态度，故选B。