1999英语真题阅读理解3（1 / 2）

Passage 3

An invisible border divides those arguing for puters in the on the behalf of students’ career prospects and

those arguing for puters in the for broader reasons of radical educational reform. Very few writers on the

subject have explored this distin—iradi—which goes to the heart of what is wrong with the campaign

to put puters in the .

An education that aims at getting a student a certain kind of job is a teical education, justified for reasons radically

different from why education is universally required by w. 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 certaiion of the Ameri citizen, a

character who is ie if he ot petently 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 tries, we came to accept that everyone is fit to be educated. puter education

advocates forsake this optimistiotion for a pessimism that betrays their otherwise cheery outlook. Banking on the

fusioween educational and vocational reasons fing puters into schools, putered advocates often

emphasize the job prospects of graduates over their educational achievement.

There are some gouments for a teical education given the right kind of student. Many European schools

introduce the cept 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

stists, so many businessmen, so many atants. Besides, this is uo produce the needed number of every kind

of professional in a try as rge as ours and where the ey is spread over so many states and involves so many

iional 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, be the differeween having a job and not. Of course, the basics of using any puter these

days are very simple. It does not take a lifelong acquaintao pick up various srams. If one wao bee

a puter engihat is, of course, airely different story. Basiputer skills take—at the very lo—a couple

of months to learn. In any case, basiputer skills are only plementary to the host of real skills that are necessary to

being any kind of professional. It should be observed, of course, that no school, vocational or not, is helped by a

fusios purpose.

19. The author thinks the present rush to put puters in the is.

［A］ farreag

［B］ dubiously oriented

［C］ selftradictory

［D］ radically reformatory

20. 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 puters

［C］ is deeply rooted in the minds of putered advocates

［D］ inated from the optimistic attitude of industrialized tries

21. It could be inferred from the passage that ihor’s try the European model of professional training is.

［A］ depe up age of didates

［B］ worth trying in various social ses

［C］ of little practical value

［D］ attractive to every kind of professional

22. Acc to the author, basiputer 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