Part Three
An invisible border divides those arguing for computers in the classroom on the behalf of students' career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction — indeed, contradiction — which goes to the heart of what is wrong with the campaign to put computers in the classroom.
An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone's job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain age, it was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocatio
nal reasons for bringing computers into schools, computer advocates often emphasize the job prospects of graduates over their educational achievement.
There are some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.
But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not. Of course, the basics of using any computer these days are very simple. It does not take a lifelong acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an entirely different story. Basic computer skills take — at the very longest — a couple of months to learn. In any case, basic computer skills are only complementary to the host of real skills that are necessary to becoming any kind of professional. It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.
9. The author thinks the present rush to put computers in the classroom is ________.
[A] far-reaching[B] dubiously oriented
[C] self-contradictory [D] radically reformatory
10. The belief that education is indispensable to all children ________.
[A] is indicative of a pessimism in disguise
[B] came into being along with the arrival of computers
[C] is deeply rooted in the minds of computer-ed advocates
[D] originated from the optimistic attitude of industrialized countries
11. It could be inferred from the passage that in the author's country the European model of professional training is ________.
[A] dependent upon the starting age of candidates
[B] worth trying in various social sections
[C] of little practical value
[D] attractive to every kind of professional
12. According to the author, basic computer skills should be ________.
[A] included as an auxiliary course in school
[B] highlighted in acquisition of professional qualifications
[C] mastered through a life-long course
[D] equally emphasized by any school, vocational or otherwise
重點詞匯：
1.radical（根本的；重要的；激進(jìn)的）即radi+cal，radi詞根“根”，-cal形容詞后綴；副詞為radically←radi+cal+ly。因為植物的“根”呈放射狀排列，故radi作詞根時亦表“放射”，如：radiate→radi+ate動詞后綴→輻射；radium→radi+um后綴表“元素”→有放射性質(zhì)的元素→鐳；radius→radi+us后綴表“物”→從圓心放射出來的東西→半徑。I never dared be radical when young for fear it would make me conservative when old.我年輕時從來不敢激進(jìn)，因為害怕那會使我年老時保守。
2.conception （概念；構(gòu)想）是conceive（v.構(gòu)想）的名詞形式 ；concept In the last analysis, it is our conception of death which decides our answers to all the questions that life puts to us.歸根結(jié)底，是對死亡的看法決定了我們對生活所提出的一切問題的回答。
3.forsake（v.拋棄）可看作for+sake，
4.betray（v.背叛；泄露）可看作be+tray，be是，tray盤子，“是已經(jīng)和盤托出了”→泄露（若向敵人“泄露”則為“背叛”）。
5.pessimism （n. 悲觀；悲觀主義）參pessimistic（悲觀的）。
6.presumptuous（專橫的，自以為是的）看作presumpt（ion）假設(shè)+uous形容詞后綴，“只憑假設(shè)就給人下結(jié)論的”→自以為是的。
7.acquaintance（認(rèn)識；熟人）
8.complementary （補(bǔ)充的；互補(bǔ)的）←complement（v.n.補(bǔ)充；補(bǔ)足物）+ary形容詞后綴。
9.dubiously （可疑地；懷疑地）←dub+ious+ly，dub懷疑=doubt，-ious形容詞后綴，-ly副詞后綴。
10.reformatory（改革的）←reform改革+atory后綴。
11.disguise（v.n.假裝，偽裝）
12.auxiliary （輔助的）即aux+iliary，aux詞根“增加”（同aug，如augment→aug增加+ment后綴→v.增加），-iliary形容詞后綴，“起增加作用的”→輔助的。
13.highlight （v.使顯著n.重要的部分）即high+light，用高（high）強(qiáng)度的光（light）照某物體→使顯著。
14.on behalf of 為……的利益；go to the heart of 涉及……的核心問題。
難句解析：
① An invisible border divides those arguing for computers in the classroom on the behalf of students' career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform.
這是本篇首句，對于本文理解至關(guān)重要。在結(jié)構(gòu)上這是個簡單句，復(fù)雜之處在于divides后面所跟的兩個作賓語的those。those后面跟的都是由arguing引導(dǎo)的作為限定成分的現(xiàn)在分詞短語，結(jié)構(gòu)相似。注意短語中介詞用法，on the behalf of和本句后一個for都有“因為……的原因”的意思。
主要把兩個those后面的限定成分弄清楚，就知道了兩種論點的不同之處，還要注意的是本句的介詞所代表的意思。
② An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law.
首先看這個句子的主語an education，它帶了一個that引導(dǎo)的定語從句，其中that在這個從句中作主語，謂語是aims at，后面跟了一個動名詞短語作介詞賓語；這個句子的謂語是is，后面作表語的是名詞a technical education，在這之后是一個過去分詞justified引導(dǎo)的短語修飾上句的表語名詞，這個短語中作為介詞賓語的reasons帶了一個形容詞different前導(dǎo)的短語，其中from后面跟的介詞賓語是個why引導(dǎo)的從句。
理解這個句子的關(guān)鍵，一是明白主語所帶從句的含義，再是表語所帶的過去分詞短語，尤其是其中why引導(dǎo)的介詞賓語從句。
③ Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently access how his livelihood and happiness are affected by things outside of himself.
這個句子的難點在于conception后面所跟的限定成分，尤其是citizen后面的部分，在這里a character復(fù)指的是the American citizen，其后是一個who引導(dǎo)的定語從句，是個主從復(fù)合句，其中主句是who is incomplete，從句是if引導(dǎo)的條件從句，這個條件從句中的謂語動詞access跟了一個how引導(dǎo)的賓語從句。
對這個句子的理解關(guān)鍵在于后半部分對the American citizen的解釋，尤其是if引導(dǎo)的條件從句的含義，是整篇文章的重點內(nèi)容。
④ Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.
這里的主語this指的是前面所說的professional training，后面不定式短語中動詞produce的賓語是professional，前面的成分是修飾這個詞的短語，接著是他點狀語，其中country帶了兩個修飾成分，前一個是形容詞詞性的短語as large as ours，后一個是where引導(dǎo)的定語從句，這個從句的主語the economy有兩個謂語動詞：is和involves，后面都用了相似的結(jié)構(gòu)so many，表示強(qiáng)調(diào)。
⑤ But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not.
該句是個主從復(fù)合句，前面for引導(dǎo)的短語表示的是對象，注意主句的表語the way跟了一個不定式to go，從句由since引導(dǎo)，這個從句的主干結(jié)構(gòu)是skills... can be the difference，其中difference帶了一個介詞短語between... and...，and后面的not可以補(bǔ)足為not having a job。再者就是中的插入成分，all other factors being equal，這是一個獨立主格結(jié)構(gòu)，在本句中作為插入短語，起到限制的作用。
理解好since后面的原因狀語從句是這個句子的關(guān)鍵，當(dāng)然還要注意for后面所跟的對象，以及主句不太確定的語氣：might be the way。
試題解析：
9. 【正確答案】 [B]
意為：目標(biāo)不明確。第一段指出，有人主張為學(xué)生的未來工作而進(jìn)行計算機(jī)課堂教學(xué)，有人則主張為教育的根本改革這一更廣泛的目的進(jìn)行計算機(jī)課堂教學(xué)，在這兩種人之間存在著一條看不見的界限。很少有人撰文論述這一區(qū)別——或更確切地說是矛盾，但是，這一問題恰恰是主張汁算機(jī)課堂教學(xué)這一運動的癥結(jié)之所在。可見，在這兩句中已經(jīng)提到了計算機(jī)教學(xué)的目的不清的問題。在全文的后一句作者總結(jié)說：當(dāng)然，應(yīng)該指出的是，無論是職業(yè)學(xué)校還是普通學(xué)校，其辦學(xué)目的不明確都是無益的。
A意為：意義深遠(yuǎn)的。C意為：自相矛盾的。D意為：根本改革的。
10. 【正確答案】[D]
意為：起源于工業(yè)化國家的樂觀主義態(tài)度。第二段第三、四、五句指出，我們對一個美國公民的素質(zhì)有一種既定的認(rèn)識，認(rèn)為，如果他不能充分地評價外在因素對其生活和幸福的影響，他的個性是不完整的。但是，情況不總是如此，在法律規(guī)定所有孩子必須上學(xué)到某個年齡之前（指義務(wù)制教育），有些人被普通認(rèn)為本性上是不適于接受這種教育的。隨著樂觀主義的思想深入到所有工業(yè)化國家，人們開始認(rèn)為每個人都適于受教育。
A意為：表明偽裝下的悲觀主義態(tài)度。B意為：隨著計算機(jī)的誕生而存在。C意為：深深地植根于主張計算機(jī)教育的人們的思想中。computered是本文作者杜撰的一個詞，根據(jù)第二段后一句，computered advocate當(dāng)理解為“主張計算機(jī)課堂教學(xué)的人”。
11. 【正確答案】 [C]
意為：幾乎不具有實際價值。意即不適用于其國家。第三段第三句指出，此外，對于像我們這樣偌大一個國家（指美國）來說，經(jīng)濟(jì)遍布這么多的州，涉及如此多的跨國公司，這種做法（指歐洲式的職業(yè)教育）很難培養(yǎng)出所需要的各類專業(yè)人員。
A意為：取決于學(xué)員開始接受培訓(xùn)的年齡。candidate這里指參加培訓(xùn)的人。B意為：值得在社會各界進(jìn)行嘗試。D意為：對各種專業(yè)人員來說都具有吸引力。
12. 【正確答案】[A]
意為：應(yīng)該作學(xué)校的輔助課程。第四段第六句指出，無論如何，在成為任何一類專業(yè)人員所需要的眾多真才實學(xué)中，計算機(jī)基礎(chǔ)技能只是一種輔助技能。這里的complementary和選擇項A中的auxiliary是同義詞。
B意為：在獲得專業(yè)素質(zhì)的過程中加以強(qiáng)調(diào)。在后一段作者指出，學(xué)習(xí)計算機(jī)基本技能很簡單，不需要花太多的時間?？梢?，作者并不認(rèn)為從職業(yè)培訓(xùn)的角度來學(xué)習(xí)計算機(jī)基礎(chǔ)知識多么深奧難懂，因此也不需要“強(qiáng)調(diào)”。C意為；花畢生的時間去掌握。根據(jù)后一段，在作者看來，現(xiàn)在掌握計算機(jī)基礎(chǔ)技能非常簡單，不需要花畢生的時間學(xué)習(xí)各種軟件程序，掌握基礎(chǔ)計算機(jī)技能多只需要一兩個月。D意為：無論是職業(yè)學(xué)校還是普通學(xué)校都強(qiáng)調(diào)。
全文翻譯：
對于計算機(jī)課堂教學(xué)，人們在觀點上存在著一條無形的界限：一種是以學(xué)生的就業(yè)前景為理由，另一種是以激進(jìn)的教育改革為理由。很少有人就這一區(qū)別——事實上是矛盾——進(jìn)行撰文探討，但它卻是促使計算機(jī)進(jìn)入課堂的活動出問題的關(guān)鍵。
旨在使學(xué)生勝任某種工作的教育是職業(yè)教育，它存在的理由與法律所規(guī)定的普及教育之間有很大差別。根據(jù)法律要求，所有兒童都必須就學(xué)至十幾歲，其目的并非簡單地增加他們的謀職能力。我們更應(yīng)該具有的是作為美國公民的某種觀念，即他必須準(zhǔn)確判斷自身的生活和幸福是如何受到外界影響的，否則他的公民特征就是不完整的。但是情況并不總是如此；在法律要求所有兒童必須上學(xué)至一定年齡之前，人們普遍認(rèn)為有些兒童天生就不適合接受這種教育。隨著工業(yè)化給國家?guī)淼奶赜袠酚^精神，我們已經(jīng)接受人人都適合受教育的觀念。倡導(dǎo)計算機(jī)教育的人拋棄了這一樂觀理念，取而代之的是與他們樂觀外表相悖的悲觀論調(diào)?；趯⒂嬎銠C(jī)引入課堂的“教育理由”和“謀職理由”的混淆，主張計算機(jī)教育的人常常只強(qiáng)調(diào)畢業(yè)生的就業(yè)前景，而忽略了他們的教育成就。
對適當(dāng)?shù)膶W(xué)生實行職業(yè)教育也有道理。歐洲的許多學(xué)校很早就引進(jìn)職業(yè)培訓(xùn)的概念，以確保兒童具備欲從事的職業(yè)所需的技能。然而，去臆斷科學(xué)家、商人、會計職位的數(shù)量是武斷的。此外，在我們這么大的一個國家里，經(jīng)濟(jì)延展到這么多的州，涉及到這么多的國際公司，因而要按照數(shù)量培養(yǎng)出所需要的各類專業(yè)人員是不太可能的。
但是對少數(shù)學(xué)生而言，職業(yè)培訓(xùn)也許是可取之路，因為在其他因素相同的情況下，熟練的技能是能否得到工作的關(guān)鍵。當(dāng)然，目前計算機(jī)的基本操作非常簡單。不需要花畢生的時間去熟悉各種不同的軟件程序的使用。當(dāng)然如果想成為一名計算機(jī)工程師，事情就完全不同了?；镜挠嬎銠C(jī)技能長也只需一兩個月即學(xué)會。不管怎樣，基本的計算機(jī)技能只是對成為專業(yè)技術(shù)人員所需的各種實際技能的補(bǔ)充。當(dāng)然應(yīng)該看到的是，不管是職業(yè)學(xué)校、還是普通學(xué)校，混淆計算機(jī)教學(xué)的目的，都不會受益。
An invisible border divides those arguing for computers in the classroom on the behalf of students' career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction — indeed, contradiction — which goes to the heart of what is wrong with the campaign to put computers in the classroom.
An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone's job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain age, it was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocatio
nal reasons for bringing computers into schools, computer advocates often emphasize the job prospects of graduates over their educational achievement.
There are some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.
But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not. Of course, the basics of using any computer these days are very simple. It does not take a lifelong acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an entirely different story. Basic computer skills take — at the very longest — a couple of months to learn. In any case, basic computer skills are only complementary to the host of real skills that are necessary to becoming any kind of professional. It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.
9. The author thinks the present rush to put computers in the classroom is ________.
[A] far-reaching[B] dubiously oriented
[C] self-contradictory [D] radically reformatory
10. The belief that education is indispensable to all children ________.
[A] is indicative of a pessimism in disguise
[B] came into being along with the arrival of computers
[C] is deeply rooted in the minds of computer-ed advocates
[D] originated from the optimistic attitude of industrialized countries
11. It could be inferred from the passage that in the author's country the European model of professional training is ________.
[A] dependent upon the starting age of candidates
[B] worth trying in various social sections
[C] of little practical value
[D] attractive to every kind of professional
12. According to the author, basic computer skills should be ________.
[A] included as an auxiliary course in school
[B] highlighted in acquisition of professional qualifications
[C] mastered through a life-long course
[D] equally emphasized by any school, vocational or otherwise
重點詞匯：
1.radical（根本的；重要的；激進(jìn)的）即radi+cal，radi詞根“根”，-cal形容詞后綴；副詞為radically←radi+cal+ly。因為植物的“根”呈放射狀排列，故radi作詞根時亦表“放射”，如：radiate→radi+ate動詞后綴→輻射；radium→radi+um后綴表“元素”→有放射性質(zhì)的元素→鐳；radius→radi+us后綴表“物”→從圓心放射出來的東西→半徑。I never dared be radical when young for fear it would make me conservative when old.我年輕時從來不敢激進(jìn)，因為害怕那會使我年老時保守。
2.conception （概念；構(gòu)想）是conceive（v.構(gòu)想）的名詞形式 ；concept In the last analysis, it is our conception of death which decides our answers to all the questions that life puts to us.歸根結(jié)底，是對死亡的看法決定了我們對生活所提出的一切問題的回答。
3.forsake（v.拋棄）可看作for+sake，
4.betray（v.背叛；泄露）可看作be+tray，be是，tray盤子，“是已經(jīng)和盤托出了”→泄露（若向敵人“泄露”則為“背叛”）。
5.pessimism （n. 悲觀；悲觀主義）參pessimistic（悲觀的）。
6.presumptuous（專橫的，自以為是的）看作presumpt（ion）假設(shè)+uous形容詞后綴，“只憑假設(shè)就給人下結(jié)論的”→自以為是的。
7.acquaintance（認(rèn)識；熟人）
8.complementary （補(bǔ)充的；互補(bǔ)的）←complement（v.n.補(bǔ)充；補(bǔ)足物）+ary形容詞后綴。
9.dubiously （可疑地；懷疑地）←dub+ious+ly，dub懷疑=doubt，-ious形容詞后綴，-ly副詞后綴。
10.reformatory（改革的）←reform改革+atory后綴。
11.disguise（v.n.假裝，偽裝）
12.auxiliary （輔助的）即aux+iliary，aux詞根“增加”（同aug，如augment→aug增加+ment后綴→v.增加），-iliary形容詞后綴，“起增加作用的”→輔助的。
13.highlight （v.使顯著n.重要的部分）即high+light，用高（high）強(qiáng)度的光（light）照某物體→使顯著。
14.on behalf of 為……的利益；go to the heart of 涉及……的核心問題。
難句解析：
① An invisible border divides those arguing for computers in the classroom on the behalf of students' career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform.
這是本篇首句，對于本文理解至關(guān)重要。在結(jié)構(gòu)上這是個簡單句，復(fù)雜之處在于divides后面所跟的兩個作賓語的those。those后面跟的都是由arguing引導(dǎo)的作為限定成分的現(xiàn)在分詞短語，結(jié)構(gòu)相似。注意短語中介詞用法，on the behalf of和本句后一個for都有“因為……的原因”的意思。
主要把兩個those后面的限定成分弄清楚，就知道了兩種論點的不同之處，還要注意的是本句的介詞所代表的意思。
② An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law.
首先看這個句子的主語an education，它帶了一個that引導(dǎo)的定語從句，其中that在這個從句中作主語，謂語是aims at，后面跟了一個動名詞短語作介詞賓語；這個句子的謂語是is，后面作表語的是名詞a technical education，在這之后是一個過去分詞justified引導(dǎo)的短語修飾上句的表語名詞，這個短語中作為介詞賓語的reasons帶了一個形容詞different前導(dǎo)的短語，其中from后面跟的介詞賓語是個why引導(dǎo)的從句。
理解這個句子的關(guān)鍵，一是明白主語所帶從句的含義，再是表語所帶的過去分詞短語，尤其是其中why引導(dǎo)的介詞賓語從句。
③ Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently access how his livelihood and happiness are affected by things outside of himself.
這個句子的難點在于conception后面所跟的限定成分，尤其是citizen后面的部分，在這里a character復(fù)指的是the American citizen，其后是一個who引導(dǎo)的定語從句，是個主從復(fù)合句，其中主句是who is incomplete，從句是if引導(dǎo)的條件從句，這個條件從句中的謂語動詞access跟了一個how引導(dǎo)的賓語從句。
對這個句子的理解關(guān)鍵在于后半部分對the American citizen的解釋，尤其是if引導(dǎo)的條件從句的含義，是整篇文章的重點內(nèi)容。
④ Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.
這里的主語this指的是前面所說的professional training，后面不定式短語中動詞produce的賓語是professional，前面的成分是修飾這個詞的短語，接著是他點狀語，其中country帶了兩個修飾成分，前一個是形容詞詞性的短語as large as ours，后一個是where引導(dǎo)的定語從句，這個從句的主語the economy有兩個謂語動詞：is和involves，后面都用了相似的結(jié)構(gòu)so many，表示強(qiáng)調(diào)。
⑤ But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not.
該句是個主從復(fù)合句，前面for引導(dǎo)的短語表示的是對象，注意主句的表語the way跟了一個不定式to go，從句由since引導(dǎo)，這個從句的主干結(jié)構(gòu)是skills... can be the difference，其中difference帶了一個介詞短語between... and...，and后面的not可以補(bǔ)足為not having a job。再者就是中的插入成分，all other factors being equal，這是一個獨立主格結(jié)構(gòu)，在本句中作為插入短語，起到限制的作用。
理解好since后面的原因狀語從句是這個句子的關(guān)鍵，當(dāng)然還要注意for后面所跟的對象，以及主句不太確定的語氣：might be the way。
試題解析：
9. 【正確答案】 [B]
意為：目標(biāo)不明確。第一段指出，有人主張為學(xué)生的未來工作而進(jìn)行計算機(jī)課堂教學(xué)，有人則主張為教育的根本改革這一更廣泛的目的進(jìn)行計算機(jī)課堂教學(xué)，在這兩種人之間存在著一條看不見的界限。很少有人撰文論述這一區(qū)別——或更確切地說是矛盾，但是，這一問題恰恰是主張汁算機(jī)課堂教學(xué)這一運動的癥結(jié)之所在。可見，在這兩句中已經(jīng)提到了計算機(jī)教學(xué)的目的不清的問題。在全文的后一句作者總結(jié)說：當(dāng)然，應(yīng)該指出的是，無論是職業(yè)學(xué)校還是普通學(xué)校，其辦學(xué)目的不明確都是無益的。
A意為：意義深遠(yuǎn)的。C意為：自相矛盾的。D意為：根本改革的。
10. 【正確答案】[D]
意為：起源于工業(yè)化國家的樂觀主義態(tài)度。第二段第三、四、五句指出，我們對一個美國公民的素質(zhì)有一種既定的認(rèn)識，認(rèn)為，如果他不能充分地評價外在因素對其生活和幸福的影響，他的個性是不完整的。但是，情況不總是如此，在法律規(guī)定所有孩子必須上學(xué)到某個年齡之前（指義務(wù)制教育），有些人被普通認(rèn)為本性上是不適于接受這種教育的。隨著樂觀主義的思想深入到所有工業(yè)化國家，人們開始認(rèn)為每個人都適于受教育。
A意為：表明偽裝下的悲觀主義態(tài)度。B意為：隨著計算機(jī)的誕生而存在。C意為：深深地植根于主張計算機(jī)教育的人們的思想中。computered是本文作者杜撰的一個詞，根據(jù)第二段后一句，computered advocate當(dāng)理解為“主張計算機(jī)課堂教學(xué)的人”。
11. 【正確答案】 [C]
意為：幾乎不具有實際價值。意即不適用于其國家。第三段第三句指出，此外，對于像我們這樣偌大一個國家（指美國）來說，經(jīng)濟(jì)遍布這么多的州，涉及如此多的跨國公司，這種做法（指歐洲式的職業(yè)教育）很難培養(yǎng)出所需要的各類專業(yè)人員。
A意為：取決于學(xué)員開始接受培訓(xùn)的年齡。candidate這里指參加培訓(xùn)的人。B意為：值得在社會各界進(jìn)行嘗試。D意為：對各種專業(yè)人員來說都具有吸引力。
12. 【正確答案】[A]
意為：應(yīng)該作學(xué)校的輔助課程。第四段第六句指出，無論如何，在成為任何一類專業(yè)人員所需要的眾多真才實學(xué)中，計算機(jī)基礎(chǔ)技能只是一種輔助技能。這里的complementary和選擇項A中的auxiliary是同義詞。
B意為：在獲得專業(yè)素質(zhì)的過程中加以強(qiáng)調(diào)。在后一段作者指出，學(xué)習(xí)計算機(jī)基本技能很簡單，不需要花太多的時間?？梢?，作者并不認(rèn)為從職業(yè)培訓(xùn)的角度來學(xué)習(xí)計算機(jī)基礎(chǔ)知識多么深奧難懂，因此也不需要“強(qiáng)調(diào)”。C意為；花畢生的時間去掌握。根據(jù)后一段，在作者看來，現(xiàn)在掌握計算機(jī)基礎(chǔ)技能非常簡單，不需要花畢生的時間學(xué)習(xí)各種軟件程序，掌握基礎(chǔ)計算機(jī)技能多只需要一兩個月。D意為：無論是職業(yè)學(xué)校還是普通學(xué)校都強(qiáng)調(diào)。
全文翻譯：
對于計算機(jī)課堂教學(xué)，人們在觀點上存在著一條無形的界限：一種是以學(xué)生的就業(yè)前景為理由，另一種是以激進(jìn)的教育改革為理由。很少有人就這一區(qū)別——事實上是矛盾——進(jìn)行撰文探討，但它卻是促使計算機(jī)進(jìn)入課堂的活動出問題的關(guān)鍵。
旨在使學(xué)生勝任某種工作的教育是職業(yè)教育，它存在的理由與法律所規(guī)定的普及教育之間有很大差別。根據(jù)法律要求，所有兒童都必須就學(xué)至十幾歲，其目的并非簡單地增加他們的謀職能力。我們更應(yīng)該具有的是作為美國公民的某種觀念，即他必須準(zhǔn)確判斷自身的生活和幸福是如何受到外界影響的，否則他的公民特征就是不完整的。但是情況并不總是如此；在法律要求所有兒童必須上學(xué)至一定年齡之前，人們普遍認(rèn)為有些兒童天生就不適合接受這種教育。隨著工業(yè)化給國家?guī)淼奶赜袠酚^精神，我們已經(jīng)接受人人都適合受教育的觀念。倡導(dǎo)計算機(jī)教育的人拋棄了這一樂觀理念，取而代之的是與他們樂觀外表相悖的悲觀論調(diào)?；趯⒂嬎銠C(jī)引入課堂的“教育理由”和“謀職理由”的混淆，主張計算機(jī)教育的人常常只強(qiáng)調(diào)畢業(yè)生的就業(yè)前景，而忽略了他們的教育成就。
對適當(dāng)?shù)膶W(xué)生實行職業(yè)教育也有道理。歐洲的許多學(xué)校很早就引進(jìn)職業(yè)培訓(xùn)的概念，以確保兒童具備欲從事的職業(yè)所需的技能。然而，去臆斷科學(xué)家、商人、會計職位的數(shù)量是武斷的。此外，在我們這么大的一個國家里，經(jīng)濟(jì)延展到這么多的州，涉及到這么多的國際公司，因而要按照數(shù)量培養(yǎng)出所需要的各類專業(yè)人員是不太可能的。
但是對少數(shù)學(xué)生而言，職業(yè)培訓(xùn)也許是可取之路，因為在其他因素相同的情況下，熟練的技能是能否得到工作的關(guān)鍵。當(dāng)然，目前計算機(jī)的基本操作非常簡單。不需要花畢生的時間去熟悉各種不同的軟件程序的使用。當(dāng)然如果想成為一名計算機(jī)工程師，事情就完全不同了?；镜挠嬎銠C(jī)技能長也只需一兩個月即學(xué)會。不管怎樣，基本的計算機(jī)技能只是對成為專業(yè)技術(shù)人員所需的各種實際技能的補(bǔ)充。當(dāng)然應(yīng)該看到的是，不管是職業(yè)學(xué)校、還是普通學(xué)校，混淆計算機(jī)教學(xué)的目的，都不會受益。