题目内容

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Blue Collar
      Graduates from China's "blue-collar" vocational schools have an employment rate of 95. 6 percent, but
many lose their jobs because of unrealistic expectations, according to a senior official with the Ministry of
Education (MOE).
      MOE figures show a total of 3. 64 million students graduated from vocational schools last year, of
whom 3. 48 million found jobs. The employment rate for these students was 95. 6 percent.
      "The employment rate for blue-collar workers has stayed high since 1999 and above 90 percent since
2002," Wang Jiping, the MOE's deputy head of vocational education section, said on Wednesday. "However,
the figure is not the cause for optimism because it only indicates that people get employed."
       He said many students find jobs, but are unable to stay in the posts for reasons such as overly high
expectations for salaries or poor performance.
       Wang said vocational school graduates needed more guidance to find jobs that could use their skills
and meet "rational" demands for wages (工资), so that they can stay in the posts.
       "The government is to set up a national information platform to better show market demand for blue
collar talents", he said.
       MOE figures show 73. 23 percent of the 3. 64 million graduates from vocational middle schools found
jobs in companies and factories, 10 percent started their own businesses, and 16. 37 percent went on to
further study.
       Wang said the demand for highly skilled workers boosted the development of vocational education.
_____, the MOE called for vocational schools to set up more market-oriented training courses with which
students could easily find jobs.
1. Many vocational school graduates lose their jobs for the following reasons EXCEPT ______ according to
    the text.
[     ]
A. their high expectations for salaries
B. their poor performance
C. their lack of working experience
D. their unrealistic expectations
2. The underlined word boosted in the last paragraph can be replaced by ______.
[     ]
A. improved
B. prevented
C. ended
D. started
3. Among the vocational school graduates last year about ______ took up their own business.
[     ]
A. 540,000
B. 360,000
C. 150,000
D. 70,000
4. Which of the following is the best sentence to be put into the blank of the last paragraph?
[     ]
A. To develop vocational education
B. To build up graduates' own business
C. To offer graduates more jobs
D. To meet the demand
1-4: CABD
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　　When it comes to using technology to foster education, the prevailing wisdom has been that more is better．Over the past decade, universities around the globe have invested heavily in the wired classroom, adding everything from external laptop connections to Blu-ray DVD players．But there is little evidence that these devices enhance learning－and, critics believe, they might actually hinder it, making both students and teachers passive．What if classrooms were restored to the pre-Internet days of wooden tables and chalk?

　　Take technology out of the classroom．Jose Nowen, dean of the Meadows School of the Arts at Southern Methodist University in Texas, has done just that．He wants his faculty to “teach naked”, meaning without the aid of any machines．“Just because you have a PowerPoint presentation doesn’t mean you have a good lecture,” he argues．Classroom time should be reserved for discussions with the prefessor, aimed at teaching students to think critically, argue, and raise new questions．Due to the grim economic climate at most universities, he says, avoiding new technology is also a sound way to save money．

　　Bowen, who teaches music, delivers content via podcasts(播客), which students must listen to on their own time．He then quizzes them on the material before every class to make sure they’ve done the work, and uses class time for discussions and research according to the recorded lessons．He’s been teaching the same material for 25 years, but since he implemented the new way, he says, his students have been more engaged and scored better on exams．College students asked by researchers to list what motivates them have consistently emphasized teacher enthusiasm, organization, and raport(融洽的关系), while naming lack of active participation as a major disincentive(遏制因素)．Last spring the British Educational Research Journal published a survey that found that 59 percent of students called at least half their lectures boring－particularly those involving PowerPoint．

　　Technology has a place in education, but it should be used independently by students outside the classroom．That gives them more time to absorb lectures via podcast or video, and frees teachers to spend class time coaching students in how to apply the material rather than simply absorb it．

(1)

What’s the opinion of critics about the technology used in the classrooms?

[　　]

A．

It helps enhance teaching and learning．

B．

It puts extra financial burden on schools．

C．

It may serve as an obstacle to learning．

D．

It has injected great vitality into the class．

(2)

What does Jose Bowen expect his teachers to do?

[　　]

A．

To teach the students how to use technology after class．

B．

To explain the materials clearly in their unique ways．

C．

To give PowerPoint presentation when teaching．

D．

To teach the students without the aid of technology．

(3)

According to the passage, class time should be used to ________．

[　　]

A．

discuss how to treat techonlogy

B．

learn the materials by heart

C．

promote students’ critical thinking

D．

update students on new information

(4)

What do we learn from the third paragraph?

[　　]

A．

Active participation in class stimulates students to leran．

B．

Students need tests to check what they have learned．

C．

Most students regard lectures with PowerPoint as less boring．

D．

Teachers’ influence is the most important factor in teaching．

(5)

What is the author’s attitude towards using technology in the classroom?

[　　]

A．

Concerned．

B．

Indifferent．

C．

Optimistic．

D．

Disapproving．

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