C. 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 thought .Despite this love of technology, I know that there are times when I need to move away from these device and truly communication 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 year 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 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 engae complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas . I want students 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 educations 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 give up.
63. 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 regulator
64. the underlined word “engage ”in para.4 probably means ____
A. explore B. accept C. change D. reject
65. 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. affect students’ concentration on course evaluation
66. 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
D
As the railroads and the highways shaped the American West in the past centuries, a new electrical generating(发电)and transmission (输送) system for the 21th century will leave a lasting mark on the West, for better or worse. The same is true of big solar plants and the power lines that will be laid down to move electricity around.
The 19 th century saw land grants(政府拨地) offered to railroad companies to build the transcontinental railroads, leaving public land in between privately owned land. In much of the West, some of the railroad sections were developed while others remained undeveloped, and in both cases the landownership has presented unique challenges to land management.
Big solar plants and their power lines will also have effects far beyond their direct footprint in the West. This is not an argument against building them. We need alternative energy badly, and to really take advantage of it we need to be able to move electricity around far more readily than we can now.
So trade-offs交易 will have to be made. Some scenic spots will be sacrificed. Some species(物种) will be forced to move, or will be carefully moved to special accommodations. Deals will be struck to reduce the immediate effects.
The lasting effects of these trade-offs are another matter. The 21th century development of the American West as an ideal place for alternative energy is going to throw off a lot of power and money in the region. There are chances for that power and money to do a lot of good. But it is just as likely that they will be spent wastefully and will leave new problems behind, just like the railroads and the highways.
The money set aside in negotiated trade-offs and the institutions that control it will shape the West far beyond the immediate footprint of power plants and transmission lines. So let’s remember the effects of the railroads and the highways as we construct these new power plants in the West.
67. What was the problem caused by the construction of the railways?
A. Small towns along the railways became abandoned.
B. Some railroad stops remained underused.
C. Land in the West was hard to manage.
D. Land grants went into private hands.
68. What is the major concern in the development of alternative energy according to the last two paragraphs?
A. The transmission of power.
B. The use of money and power.
C. The conservation of solar energy.
D. The selection of an ideal place.
69. What is the author’s attitude towards building solar plants?
A. Cautious
B. Approving
C. Doubtful
D. Disapproving
70. Which is the best title for the passage?
A. How the Railways Have Affected the West
B. How Solar Energy Could Reshape the West
C. How the Effects of Power Plants Can Be Reduced
D. How the Problems of the Highways Have Been Settled
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