网站导航   4000-006-150  
小站教育
2024年1-4月雅思口语题库
学生选择在小站备考:30天 525134名,今日申请2717人    备考咨询 >>

【刷题锦囊】雅思阅读无限仿真模拟题详解:New Ways of Teaching History

2016年06月16日18:22 来源:小站教育作者:小站雅思编辑
参与(10) 阅读(28505)
摘要:一切患有雅思阅读刷题强迫症的烤鸭,请看这里,小站精心整理了一批雅思阅读模拟试题。如果你的剑桥雅思阅读已是烂熟于心,那么这一系列的模拟题真的很适合你,再搭配上绝对原创的讲解,还有全文的中文翻译,这等阅读大餐,还等什么!

小站雅思名师讲堂今天和大家分享一篇阅读仿真模拟题“New Ways of Teaching History”(《新科技对历史教学的影响》),这是一篇论说文,全文共7段。大家可以在正文中看到原文和题目,可以先自己试着做一做,登录之后可以看到小站名师的悉心讲解。一起来学习吧!

【刷题锦囊】雅思阅读无限仿真模拟题详解:New Ways of Teaching History图1

New Ways of Teaching History

In a technology and media-driven world, it's becoming increasingly difficult to get our students’ attentions and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, iPods, video games and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the distal that are all show and no substance. On the other Side, the self-styled “disruptors” offer over-blown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that's a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.

When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this say about the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the "Jeopardy" Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act — all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are "abysmally ignorant" of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation's strength is endangered by youth who do poorly on such tests. But if she were correct, we could have gone down the tubes in 1917!

There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.

Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia- PowerPoint and presentations in particular can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students* unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they'll need to know for standard exams.

Whether you are covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments like PowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.

History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom's needs.

Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case .Another challenge they have to be faced with is the painful process to learn new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.

Question

Reading this passage has eight paragraphs, A- G

Choosing the correct heading for paragraphs A- G from the list of heading below

Write the appropriate number, i- x, in boxes 28-34 on your answer sheet

List of Headings

i unavoidable changing facts to be considered when picking up technology means

ii A debatable place where the new technologies stand in for history teaching

iii Hard to attract students in traditional ways of teaching history

iv Display of the use of emerging multimedia as leaching tools

v Both students and professionals as candidates did not produce decent results

vi A good concrete example illustrated to show how multimedia animates the history class

vii The comparisons of the new technologies applied in history class

viii Enormous breakthroughs in new technologies

ix Resistance of using new technologies from certain historian

x Decisions needed on which technique to be used for history teaching instead of improvement in the textbooks

28 Paragraph A

29 Paragraph B

30 Paragraph C

31 Paragraph D

32 Paragraph E

33 Paragraph F

34 Paragraph G

Question 35-37

Do the following statements agree with the information given in Reading Passage?

In boxes 35-37 on your answer sheet, write

YES if the statement is true

NO if the statement is false

NOT GIVEN if the information is not given in the passage

35 Modem people are belter at memorizing historical information compared with their ancestors.

36 New technologies applied in history- teaching are more vivid for students to memorize the details of historical events.

37 Conventional ways like literature arc gradually out of fashion as time goes by.

Question 38-40

Complete the following summary of the paragraphs of Reading Passage, using more than three words from the Reading Passage for each answer.

Write your answers in boxes 38-40 on your answer sheet.

Contemporary students can be aimed at without many difficulties by integrating studying history with novel. ..38.... Conventional classroom discussion is specially extended by two ways to assist the teachers to interpret ...39... and at the same time retain students' distinct learning modes. PowerPoint study units prepared beforehand comprising a wide variety of elements make ...40.... learning feasible. Combined classes like this can also be helpful in taking required tests.

Ps:想知道自己答题的正确率么,想要看到小站名师的讲解么,登录查看哦~

特别申明:本文来自于小站教育【雅思阅读】专栏,转载请以超链接形式标注本文出处,并附上此申明,否则将追究法律责任。
看完仍有疑问?想要更详细的答案?
备考问题一键咨询提分方案
获取专业解答

相关文章

雅思考官Simon写作大小作文9分范文合集(全部100+篇... 【口语完整题库】2018年1-4月雅思口语话题及参考范文p... 雅思考试到底多少分才算高分呢 雅思小作文范文之雅思图表作文范文 2018年1-4月雅思口语题库part2话题范文汇总(输出... 2017年5-8月雅思口语话题题库稳定版 实时更新配范文 5月雅思口语Part2多版本范文:Describe a g...

专题推荐

小站教育雅思官方群

群号:664063828

「扫二维码 加入群聊」
加入
雅思关键词
版权申明| 隐私保护| 意见反馈| 联系我们| 关于我们| 网站地图| 最新资讯
© 2011-2024 ZHAN.com All Rights Reserved. 沪ICP备13042692号-23 举报电话:4000-006-150
沪公网安备 31010602002658号
增值电信业务经营许可证:沪B2-20180682