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  3. An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those a

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

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问题     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 vocational reasons for bringing computers into schools, computered advocates often emphasize, the job prospects of graduates over their educational achievement.
    There are some good arguments for a technical education given the fight 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.
选项 A、far-reaching
B、dubiously oriented
C、self-contradictory
D、radically reformatory
答案B
解析 短文第一段告知我们"对于计算机教育，在观点上存在着一条无形的界线：有人提倡以此增加学生的就业前景，有人则希望以此达到从根本上进行教育改革的目的"。紧接着，在第二段又说到："为使学生获得某种工作的教育是职业教育，其目的与法律所要求的人人都需受教育的目的全然不同。法律要求所有孩子受教育的目的并不单纯是为了增加他们的就业希望…。然而，基于对以上两种目的的混淆，计算机教育倡导者往往只强调计算机对就业前景的影响却忽视其教育成就"。对此，作者在末段尾句提出了自己的看法："无论普通学校，还是职业学校，如对计算机教育的目的混淆不清，均不会从中获益"。这与选项"其目的值得怀疑"的观点一致，故为正确答案。
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