Question

【題目】In a class this past December, after I wrote some directions on the board for students about their final examination, one young woman quickly took a picture of the board using her smart phone. When I looked in her direction, she apologized: “Sorry. Was it wrong to take a picture?”

“I can’t read my own handwriting,”the young woman explained. “It’s best if I take a picture of your writing so I can understand the notes.”

That remark started a class-wide conversation about taking a picture instead of taking notes. For those in the photo-taking camp, motivations extended beyond their inability to comprehend their own handwriting. Some took pictures of notes because they knew their phone was a safe place to store material. They might lose paper, they reasoned, but they wouldn’t lose their phones. Some took photos because they wanted to record exactly the manner in which I had noted information on the board. Others told me that during class they liked to be able to listen to the discussion attentively.

Yet the use of cameras as note takers, though it may be convenient, does raise significant questions for the classroom. Is a picture an effective replacement for the process of note-taking?

Instructors encourage students to take notes because the act of doing so is more than merely recording necessary information—it helps prepare the way for understanding. Encouraging students to take notes may be an old-fashioned instructional method, but just because a method has a long history doesn’t mean it’s out of date. Writing things down engages a student’s brain in listening, visual, and kinesthetic(觸覺的)learning—a view supported by a longstanding research. The act of writing down information enables a person to begin committing it to memory, and to process and combine it, establishing the building blocks of learning new concepts.

Taking a picture does indeed record the information, but it deletes some of the necessary mental engagement that taking notes employs. So can the two be equally effective?

I’m not sure how to measure the effectiveness of either method. For now, I allow students to take notes however they see fit—handwritten or photographed—because I figure that some notes, no matter the method of note-taking, are better than none.

【1】The woman apologized in the class because she____.

A. took a picture of the board

B. missed the teachers’ directions

C. had the bad handwriting

D. disturbed other students’ learning

【2】Students refuse to take notes by hand because_____.

A. they are unable to take notes

B. they are more likely to lose notes

C. they are interested in using their phones

D. they have a good memory of teachers’ instructions

【3】According to the passage, taking notes by hand_______.

A. requires students to think independently

B. is unsuitable for students to learn new ideas

C. helps students actively participate in learning

D. proves to be an old and useless learning method

【4】What’s the author’s opinion towards taking notes by phones?

A. Supportive. B. Neutral.

C. Doubtful. D. Disapproving.

Answer 1

【答案】

【1】A

【2】B

【3】C

【4】B

【解析】

試題分析：談?wù)撽P(guān)于手寫筆記和用手機(jī)拍照記筆記的利與弊。

【1】A細(xì)節(jié)理解題。根據(jù)第一段中的one young woman quickly took a picture of the board using her smart phone. When I looked in her direction, she apologized: “Sorry.一個年輕女士用她的手機(jī)很快給木板上的內(nèi)容拍了一張照片。當(dāng)我朝她的方向看時，她道歉。故選A。

【2】B細(xì)節(jié)理解題。根據(jù)第三段中的They might lose paper, they reasoned, but they wouldn’t lose their phones. 他們可能會失去紙,他們推斷,但他們不會失去他們的手機(jī)。故選B。

【3】C推理判斷題。根據(jù)第五段中的Writing things down engages a student’s brain in listening, visual, and kinesthetic(觸覺的)learning記下一些東西會使一個學(xué)生的大腦從事聽覺，視覺，和觸覺的學(xué)習(xí)。故選C。

【4】B推理判斷題。根據(jù)最后一段I’m not sure how to measure the effectiveness of either method. For now, I allow students to take notes however they see fit—handwritten or photographed—because I figure that some notes, no matter the method of note-taking, are better than none.我不能測量每種方法的效果。我允許學(xué)生手寫或拍照記筆記，只要適合他們，因?yàn)槲颐靼谉o論用哪種方法記筆記，有總比沒有更好�？梢钥闯鲎髡弑３种辛⒌膽B(tài)度，故選B。