歷年考研英語(yǔ)閱讀理解1999年03

[00:03.79]1999 Passage3 [00:06.31]An invisible border divides those arguing [00:09.04]for computers in the classroom [00:10.87]on the behalf of students' career prospects [00:14.81]and those arguing for computers in the classroom [00:18.03]for broader reasons of radical educational reform. [00:22.87]Very few writers on the subject [00:24.95]have explored this distinction [00:27.06]--indeed, contradiction [00:29.09]--which goes to the heart of what is wrong [00:31.09]with the campaign to put computers in the classroom. [00:35.22]An education that aims at getting a student [00:38.34]a certain kind of job is a technical education, [00:42.27]justified for reasons radically different [00:44.98]from why education is universally required by law. [00:49.41]It is not simply to raise everyone's job prospects [00:53.04]that all children are legally required to attend school [00:56.68]into their teens. [00:58.39]Rather, we have a certain conception [01:00.75]of the American citizen, [01:02.77]a character who is incomplete [01:05.00]if he cannot competently assess [01:07.12]how his livelihood and happiness [01:09.91]are affected things outside of himself. [01:13.74]But this was not always the case; [01:16.26]before it was legally required [01:18.33]for all children to attend school [01:20.39]until a certain age, [01:22.05]it was widely accepted that some [01:24.13]were just not equipped by nature [01:26.28]to pursue this kind of education. [01:29.61]With optimism characteristic [01:31.77]of all industrialized countries, [01:34.10]we came to accept [01:35.24]that everyone is fit to be educated. [01:38.73]Computer-education advocates [01:41.15]forsake this optimistic notion for a pessimism [01:44.58]that betrays their otherwise cheery outlook. [01:48.21]Banking on the confusion between educational [01:51.43]and vocational reasons for bringing computers into schools, [01:56.28]computered advocates often emphasize [01:59.90]the job prospects of graduates [02:01.85]over their educational achievement. [02:05.28]There are some good arguments for a technical education [02:08.81]given the right kind of student. [02:11.59]Many European schools introduce the concept [02:14.58]of professional training [02:16.19]early on in order to make sure [02:18.42]children are properly equipped [02:20.40]for the professions they want to join. [02:23.63]It is, however, presumptuous to insist [02:26.36]that there will only be so many jobs [02:29.16]for so many scientists, [02:31.08]so many businessmen, so many accountants. [02:34.71]Besides, this is unlikely to produce the needed number [02:38.40]of every kind of professional [02:40.27]in a country as large as ours [02:42.68]and where the economy is spread over so many states [02:46.42]and involves so many international corporations. [02:51.30]But, for a small group of students, [02:53.51]professional training might be the way to go [02:56.42]since well-developed skills, [02:58.64]all other factors being equal, [03:01.15]can be the difference between having a job and not. [03:04.89]Of course, the basics of using [03:07.15]any computer these days are very simple. [03:10.99]It does not take a lifelong acquaintance [03:13.46]to pick up various software programs. [03:16.39]If one wanted to become a computer engineer, [03:19.12]that is, of course, an entirely different story. [03:22.86]Basic computer skills take-- [03:24.98]at the very longest--a couple of months to learn. [03:28.41]In any case, basic computer skills [03:31.04]are only complementary to the host of real skills [03:34.46]that are necessary [03:35.79]to becoming any kind of professional. [03:38.52]It should be observed, of course, [03:40.47]that no school, vocational or not, [03:43.19]is helped by a confusion over its purpose.

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