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Teachers and researchers of English language arts have been struggling with the effects of computers on reading since the 1960s

admin2016-11-13  73
问题     Teachers and researchers of English language arts have been struggling with the effects of computers on reading since the 1960s and on writing since the late 1970s. Rein and Bowl (also called R&B), who studied the influence of technology and its impact on the nature of written communication since the invention of the printing press, conclude that "technology has frequently played a dominant role in defining what reading and writing skills have been considered important, as well as how and to whom they were taught." New terms such as Web-based literacy, electronic literacy, digital literacy and digital learning are beginning to show up in our everyday vocabulary. These terms represent a trend toward new dimensions of literacy and curricular goals. Educational goals are tied to learning environments, as one changes so much the other. Literacy goals 100 years ago for many students were to be able to read and write names, copy and read texts, and generate lists of merchandise. Literacy goals of today require mastery over many different types of writing such as persuasive and expository, and expect students to be able to interpret, compare, contrast and analyze complex texts.
    Rein and Bowl also describe the impact of information and communication technologies, such as the Internet, on the context of literacy and learning in the 21st century. Their analysis is based on what research indicates to be the major cultural forces affecting changes in literacy education, not on ability research that demonstrates the effects of information and communication technologies (ICT) on student learning, as some researchers and policymakers have called for in recent years. They note, "ICT and other digital technologies are so central to the nation’s future that additional data on their ability are unnecessary before systemically integrating these technologies into schools." In other words, cultural forces are compelling enough to validate the use of the Internet for educational purposes.
    Access to the Internet is now widely available in schools. Indeed according to the National Center for Education Statistics (NCES), 98 percent of U.S. public schools and 77 percent of classrooms in those schools were connected to the Internet by 2000. Telecommunications—defined as telephone, radio, television, videotapes, compact and laser discs, computers, and satellites technologies brought together through a networked, multimedia information infrastructure called the Internet—change how teachers and students share information and ideas across all disciplines.
Which of the following is NOT included in the passage?
选项 A、Telecommunications has changed the way of information transfer.
B、R&B also studies the impact of the Internet on literacy and learning.
C、The Internet was extensively applied in many U.S. schools by 2000.
D、Multidisciplinary study will be a trend in scientific research in future.
答案D
解析 根据选项内容定位到第2、3段。第2段首句明确指出雷恩和鲍尔研究了因特网对于读写和学习能力的影响。因而排除B；第3段引用的美国国家教育统计中心的数据足以说明许多学校连接因特网的事实，因此排除C：第3段段末还指出，无线电通讯改变了所有学科中教师和学生分享信息和观点的方式，也就是说信息传递的方式发生了变化，因而排除A。只有D未被提及，故为答案。考生未能判断出D为原文未提及的内容一个可能的原因是对最后一句话的理解出现了偏差。的确，现在的跨学科研究十分普遍，但是师生之间交流的方式改变了并不一定就会进行跨学科研究，而且跨学科不一定适用于所有学科。所以D属于过度推测。
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