题目内容

We ________ trying to get all the information we need before the end of the week.

[　　]

A．rushed around
B．looked out
C．hurried out
D．came away
答案：A
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从所给的四个选项中选择最佳答案

________ we fail, we ________ trying．　　　

[　　]

A．Even although, shall never stop

B．Even, will not stop

C．Even though, won't stop

D．Even if, don't stop

 _____we fail , we _____trying.

A．Even if , don’t stop

B．Even though, won’t stop

C．Even, will not stop

D．Even although, shall never stop

 

_____we fail , we _____trying.

         A．Even if , don’t stop                                              B．Even though, won’t stop

         C．Even, will not stop                                              D．Even although, shall never stop

Is this happening in your neighborhood? Children, notebook computers stuck under their arms,  await the yellow bus for the trip to middle school. On the surface, the question of computers in  schools is a no-brainer. It would be strange to insist that today’s technology shouldn’t be used to make the classroom experience more individualized, more effective, more immediate, more exciting. Computers have been in schools more than 20 years---and probably even done some good.

But the idea of a personal computer as a necessary daily tool for every American grammar school pupil is altogether a different thing. Be aware of the seemingly attractive vision of 10-year-olds doing most of their work---and homework---on a computer. It is another illusory silver bullet(虚幻的能迅速解决问题的捷径之道) that promises to solve all of society’s ills through technology. Regardless of whether parents or taxpayers buy the machinery, it’s bad policy.

Determining the proper role of computers in schools is too important to be left to computer suppliers and educators. An educated public with clear and realistic expectations needs to help determine the right track for technology.

Educators forever seem to seek the ultimate in teaching tools. They are always preoccupied with innovation---junior high school, new math, whole language, open classrooms, and mastery learning, to name a few. Some ideas turned out well and over time have earned permanent positions in our education systems. Other reflected change for changes’ sake and wound up in the trash bin, where they belong.

Exactly what is to be solved with computers in schools? Are we looking to improve instructional capacity and flexibility? Are we trying to make teachers and aids more productive by letting students take advantage of programmed learning tools? This all sounds good, and much has been accomplished with computer-assisted instruction.

But that’s not the same as making the computer a symbol of well-tempered educational policy. There’s danger in the message that a child is not fully educated if he or she can’t surf the World  Wide Web skillfully, move around in Windows or the Founder, use a word processing program, or program in Logo or Basic.

These skills can be learned outside the classroom. Worse, the time it takes students to acquire them is time stolen from the teaching schedule---and that’s a bad trade.

And what kind of computers should be purchased? We’re not talking brand names. Most school systems don’t have the money to replace PCs or Macs on the two-to-three-year cycle that shifting technologies demand. On the other hand, $2500---the cost of just one computer---invested in books for the school library produces wealth that has, shall we say, a longer shelf life.

And who changes the factory culture of schoolrooms to allow computers to be more effective? And who teaches the teachers? These are the really tough issues---the ones that more hardware won’t solve.

Children are best served when schools contribute to shaping the solid foundations on which their future will be built. The student who can read with curiosity and understanding, who has mastered basic mathematical concepts, who can evaluate ideas critically, is the one schools should aim to produce.

57. A “no-brainer” in the third sentence of the first paragraph probably means __________.

A. something that is taken for granted

B. an idea that is brainless and foolish

C. a proposal that is not worthy of serious consideration

D. a machine that can never take the place of human brain

58. Who can determine the proper role of computers in schools?

A. Computer suppliers.                  B. Educators.

C. The educated public.                  D. All of the above.

59. According  to  the  author,  teaching  computer  in  the  school  classroom  is  bad practice because __________.

A. the computer is too expensive a luxury for school pupils

B. the pupils are not intelligently mature enough to master the skills

C. it takes too much time which might have been spent on regular courses

D. the pupils can learn nothing from computer-assisted instruction

60. In the last paragraph the author implies that __________.

A. computer skills contribute nothing to a proper education

B. computer teaching is an essential part of an education

C. the fundamental purpose of an education is being ignored

D. teachers should be taught how to teach computer skills

_____we fail , we _____trying.

A．Even if , don’t stopB．Even though, won’t stop
C．Even, will not stopD．Even although, shall never stop

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