英语六级阅读理解练习题(七).doc

英语六级阅读理解练习题(七) 温馨提示：帮考网外语免费练习题，如需完整题库请登录 Accompanying the developments in computing as a subject for study there has been a corresponding growth in the use of the computer as an aid to teaching across the curriculum. The government offer of half-price computers led to the installation of a large number of school microcomputer systems at a time when there was very little educational software. At the same time there was an explosive demand for introductory courses， at first for secondary teachers and later， when the offer was extended to primary schools， for primary teachers. It would be impossible， and inappropriate， to make every teacher into a computer programming expert. What the teacher needs to know is how to connect up a system. And how to load and run programs. Once these skills have been acquired the much more important topic of the evaluation of. computer-based teaching materials can be addressed. The Unintelligent Machine Over the past 20 years the amount of computing power available for a given sum of money has approximately doubled every two years， and it looks as if this trend will continue in the foreseeable future. On the other hand， the fundamental logical design of computers is much the same as at the beginning of this period. The revolution has been one of scale and cost rather than a change in the kinds of things which computers can do. One might have expected therefore that by now we would know the best way in which computers can be used to help with the educational process. In the early sixties， programmed learning was looked on as the pathway to mechanize the learning process. But teaching machines of the time were inflexible and unresponsive. It was soon recognized that computers provide a much higher level of interaction with the student. Responses need not be restricted to multiple-choice button pushing， but can involve the recognition of words or numbers related to the context of the subject. In order to present information and questions to