Question

Students and Technology in the Classroom

I love my blackberry — it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices（設(shè)備）and truly communicate with others.

On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule — no laptop, iPads, phones ,etc .When students were told my rule in advance of the class, some of them were not happy.

Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.

The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course the material and the class discussion.

I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.

I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

1.Some of the students in the history class were unhappy with _______.

A．the course material

B．others’ misuse of technology

C．discussion topics

D．the author’s class regulations

2.The underlined word “engage ”in paragraph 4 probably means _______.

A．explore

B．a(chǎn)ccept

C．change

D．reject

3.According to the author, the use of technology in the classroom may _______.

A．keep students from doing independent thinking

B．encourage students to have in-depth conversations

C．help students to better understand complex themes

D．a(chǎn)ffect students’ concentration on course evaluation

4.It can be inferred from the last paragraph that the author _______.

A．is quite stubborn

B．will give up teaching history

C．will change his teaching plan soon

D．values technology-free dialogues in his class

 

Answer 1

【答案】

1.D

2.A

3.A

4.D

【解析】本文以教師的身份談到為何不允許學(xué)生在課堂上玩ipad、手機(jī)等通訊工具，因?yàn)閠echnology會(huì)影響我們的深入交流。

1.細(xì)節(jié)理解題。由文章第二段內(nèi)容可以得出。

2.細(xì)節(jié)理解題，由I think there are very few places in which we can have deep conversions and truly engage complex ideas. 可知technology會(huì)影響我們深入的交流。Engage與explore探索意義表述與之對(duì)應(yīng)。

3.推理判斷題。結(jié)合Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom可推斷出作者認(rèn)為technology

會(huì)阻止學(xué)生的獨(dú)立思考能力。

4.推理判斷題。結(jié)合最后一段可得出答案。作者最終堅(jiān)持她的values technology-free dialogues in his class的觀點(diǎn)。