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

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易伯华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，登录之后可以看到易伯华名师的悉心讲解。一起来学习吧！

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the moribund profession obstructs all progress in the name of outdated ideals.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.

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