考研英語歷年閱讀理解真題精析--1999年part3

1、考研英語歷年閱讀理解真題精析 -1999 年 part3Part ThreeAn 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

2、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 technicaleducation, justified for reasons radically different from why education is universal

3、ly required by law. It is not simply to raise everyones 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

4、 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

5、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 vocational reasons for bringing computers into sc

6、hools, computer advocates often emphasize the job prospects of graduates over their educational achievement.There are somegood 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 chil

7、dren 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 unlikelyto produce the needed number of every kind of professional in a count

8、ry 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

9、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 l

10、ongest - 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 au

11、thor thinks the present rush to put computers in the classroom is .A far-reachingB dubiously orientedC self-contradictory D radically reformatory10. The belief that education is indispensable to all children .A is indicative of a pessimism in disguiseB came into being along with the arrival of compu

12、tersC is deeply rooted in the minds of computer-ed advocatesD originated from the optimistic attitude of industrialized countries11. It could be inferred from the passage that in the authors country the European model of professional training is .A dependent upon the starting age of candidatesB wort

13、h trying in various social sectionsC of little practical valueD attractive to every kind of professional12. According to the author, basic computer skills should be .A included as an auxiliary course in schoolB highlighted in acquisition of professional qualificationsC mastered through a life-long c

14、ourseD equally emphasized by any school, vocational or otherwise重點(diǎn)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 Jradi+cal+ly 。因?yàn)橹参锏母史派錉钆帕校蕆adi作詞根時(shí)亦表放射 ，如：radiate 宀radi+ate 動(dòng)詞后綴宀輻射；radium宀radi+um后綴表元素宀有放射性質(zhì) 的元素t鐳；radius宀radi+us 后綴表物宀從圓心放射出來的東西宀半徑。I never daredbe radical wh

15、en young for fear it would make me conservative when old.我年輕時(shí)從來不敢激進(jìn)，因?yàn)楹ε履菚?huì)使我年老時(shí)保守。2. conception 概念；設(shè)想是 conceive v. 設(shè)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(duì)死亡的看法決定了我們對(duì)生活所提出的一切問題的回 答。3. forsake v.

16、 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 宀泄露 假設(shè)向敵人 泄露那么為背叛。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T自以為是的。7. acquaintance認(rèn)識(shí)；熟人8. complementary補(bǔ)充的； 互補(bǔ)的Jcomplement v.n.補(bǔ)充；補(bǔ)足物+ary形容詞后綴。9. dubiously可疑地；疑心地J

17、 dub+ious+ly , dub 疑心=doubt , -ious 形容詞后綴，-ly副詞后綴。10. reformatory改革的J 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，起增加作用的宀輔助的。13. highlightv.使顯著n.最重要的局部 即high+light ,用高h(yuǎn)igh 強(qiáng)度的光light 照某物體t使顯著。14.on behalf of 為 的利益； g

18、o to the heart of 涉及 的核心問題。難句解析： An invisible border divides those arguing for computers in the classroom on thebehalf 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(duì)于本文理解至關(guān)重要。在結(jié)構(gòu)上這是個(gè)簡(jiǎn)單句，復(fù)雜之處在于 divides 后 面所跟的兩個(gè)作

19、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 和本句最后一個(gè) for 都有 因 為 的原因 的意思。主要把兩個(gè) those 后面的限定成分弄清楚，就知道了兩種論點(diǎn)的不同之處，還要注意的是本 句的介詞所代表的意思。 An education that aims at getting a student a certain kind of job is a technicaleducation, justified for reasons radically different from

20、why education is universally required by law.首先看這個(gè)句子的主語 an education ，它帶了一個(gè) that 引導(dǎo)的定語從句，其中 that 在這個(gè) 從句中作主語，謂語是 aims at ，后面跟了一個(gè)動(dòng)名詞短語作介詞賓語；這個(gè)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(gè)過去分詞 justified 引 導(dǎo)的短語修飾上句的表語名詞，這個(gè)短語中作為介詞賓語的reasons 帶了一個(gè)形容詞different前導(dǎo)的短語，其中from后面跟的介詞賓語是個(gè)why引導(dǎo)的從句。理解這個(gè)句子的關(guān)鍵，一

21、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。 Rather, we have a certain conception of the American citizen,a character who isincomplete if he cannot competently access how his livelihood and happiness areaffected by things outside of himself.這個(gè)句子的難點(diǎn)在于 conception 后面所跟的限定成分， 尤其是 citizen 后面的局部， 在這里 a

22、 character復(fù)指的是the American citizen，其后是一個(gè) who引導(dǎo)的定語從句，是個(gè)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(gè)條件從句中的謂 語動(dòng)詞access跟了一個(gè)how引導(dǎo)的賓語從句。對(duì)這個(gè)句子的理解關(guān)鍵在于后半局部對(duì) 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(diǎn)內(nèi)容。 Besides, this is unlikely to produce the needed number of every kind of professional in a co

23、untry 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(dòng)詞 produce 的賓語是 professional ，前面的成分是修飾這個(gè)詞的短語，接著是他點(diǎn)狀語，其中 country 帶了兩個(gè)修飾成分，前一個(gè)是形容詞詞性的短語as large as ours ，后一個(gè)是 where 引導(dǎo)的定語從句，這個(gè)從句的主語 the economy 有兩個(gè)謂語動(dòng)詞： is 和 involves ，后面都用了相似 的結(jié)構(gòu) so many ，表示強(qiáng)調(diào)。 But, for a small group of students, professional training might be the way to gosince well-developed skills, all other factors being equal, can be the difference between having a job and not.該句是個(gè)