1、专业英语八级写作-50及答案解析 (总分：100.00，做题时间：90分钟)一、BWRITING/B(总题数：1，分数：100.00)1.Internet University（分数：100.00）_专业英语八级写作-50答案解析 (总分：100.00，做题时间：90分钟)一、BWRITING/B(总题数：1，分数：100.00)1.Internet University（分数：100.00）_正确答案：(The University in trans formation, edited by Australian futurists Sohail Inayatullah and Jennif
2、er Gidley, presents some 20 highly varied outlooks on tomorrows universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today. The most widely discussed alternat
3、ive to the traditional campus is the Internet Universitya voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures
4、 to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the worlds great libraries. Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the bran
5、d name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a college education in a box could undersell
6、the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work. note Australian communications professors David Rooney and Greg Hearn. On the other hand, while global connectivity seems highly likely to
7、 play some significant role in future higher education. that does not mean greater uniformity in course contentor other dangers-will necessarily follow. Counter-movements are also at work. Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of un
8、iversity education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana
9、 Milojevic dares to dream what a university might become if we believed that child-care workers and teachers in early childhood education should be one of the highest(rather than lowest) paid professionals? Co-editor Jennifer Gidley shows how tomorrows university faculty, instead of giving lectures
10、and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would functi
11、on much like todays faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them. A third new role for faculty, and in Gidleys view the most challenging a
12、nd rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems. Moreover, there seems little reason to suppose that a
13、ny one form of university must necessarily drive out all other options. Students may be enrolled in courses offered at virtual campuses on the Internet, betweenor even duringsessions at a real-world problem-focused institution. As co-editor Sohail Inayatullah points out in his introduction, no futur
14、e is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.)解析：
