考研英语历年阅读理解真题精析--1999年part3

1、考研英语历年阅读理解真题精析 -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重点词汇：1. radical 根本的；重要的；激进的即 radi+cal ，radi 词根 根 ，-cal 形容词后缀；副词为radically Jradi+cal+ly 。因为植物的根呈放射状排列，故radi作词根时亦表放射 ，如：radiate 宀radi+ate 动词后缀宀辐射；radium宀radi+um后缀表元素宀有放射性质 的元素t镭；radius宀radi+us 后缀表物宀从圆心放射出来的东西宀半径。I never daredbe radical wh

15、en young for fear it would make me conservative when old.我年轻时从来不敢激进，因为害怕那会使我年老时保守。2. conception 概念；设想是 conceive v. 设想的名词形式 ； concept In the last analysis, it is our conception of death which decides our answers to all the questions that life puts to us. 归根结底，是对死亡的看法决定了我们对生活所提出的一切问题的回 答。3. forsake v.

16、 抛弃可看作 for+sake ，4. betray v.背叛；泄露可看作 be+tray , be是，tray盘子，是已经和盘托出了 宀泄露 假设向敌人 泄露那么为背叛。5. pessimism n. 悲观；悲观主义参 pessimistic 悲观的 。6. presumptuous 专横的，自以为是的看作 presumpt ion 假设 +uous 形容词后缀， 只 凭假设就给人下结论的T自以为是的。7. acquaintance认识；熟人8. complementary补充的； 互补的Jcomplement v.n.补充；补足物+ary形容词后缀。9. dubiously可疑地；疑心地J

17、 dub+ious+ly , dub 疑心=doubt , -ious 形容词后缀，-ly副词后缀。10. reformatory改革的J reform 改革 +atory 后缀。11. disguise v.n. 假装，伪装12. auxiliary辅助的即 aux+iliary , aux 词根增加同 aug,如 augment aug 增加+ment后缀v.增加,-iliary形容词后缀，起增加作用的宀辅助的。13. highlightv.使显著n.最重要的局部 即high+light ,用高high 强度的光light 照某物体t使显著。14.on behalf of 为 的利益； g

18、o to the heart of 涉及 的核心问题。难句解析： 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.这是本篇首句，对于本文理解至关重要。在结构上这是个简单句，复杂之处在于 divides 后 面所跟的两个作

19、宾语的those。those后面跟的都是由arguing引导的作为限定成分的现在分词短语，结构相似。注意短语中介词用法， on the behalf of 和本句最后一个 for 都有 因 为 的原因 的意思。主要把两个 those 后面的限定成分弄清楚，就知道了两种论点的不同之处，还要注意的是本 句的介词所代表的意思。 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.首先看这个句子的主语 an education ，它带了一个 that 引导的定语从句，其中 that 在这个 从句中作主语，谓语是 aims at ，后面跟了一个动名词短语作介词宾语；这个句子的谓语是 is ，后面作表语的是名词 a technical education ，在这之后是一个过去分词 justified 引 导的短语修饰上句的表语名词，这个短语中作为介词宾语的reasons 带了一个形容词different前导的短语，其中from后面跟的介词宾语是个why引导的从句。理解这个句子的关键，一

21、是明白主语所带从句的含义，再是表语所带的过去分词短语，尤其是其中 why 引导的介词宾语从句。 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.这个句子的难点在于 conception 后面所跟的限定成分， 尤其是 citizen 后面的局部， 在这里 a

22、 character复指的是the American citizen，其后是一个 who引导的定语从句，是个主从复合句，其中主句是 who is incomplete ，从句是 if 引导的条件从句，这个条件从句中的谓 语动词access跟了一个how引导的宾语从句。对这个句子的理解关键在于后半局部对 the American citizen 的解释，尤其是 if 引导的条 件从句的含义，是整篇文章的重点内容。 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.这里的主语 this 指的是前面所说的 professional training ，后面不定式短语中动词 produce 的宾语是 professional ，前面的成分是修饰这个词的短语，接着是他点状语，其中 country 带了两个修饰成分，前一个是形容词词性的短语as large as ours ，后一个是 where 引导的定语从句，这个从句的主语 the economy 有两个谓语动词： is 和 involves ，后面都用了相似 的结构 so many ，表示强调。 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.该句是个