牛津-综合B

Teaching and learning（完型）52
Many teachers believe that the responsibilities for learning lie with the student. If a long reading assignment is given, instructors expect students to be familiar with theinformationin the reading even if they do not discuss it in class or take an examination. Theidealstudent is considered to be one who is motivated to learn for the sake oflearning,not the one interested only in getting high grades. Sometimes homework is returnedwithbrief written comments but without a grade. Even if a grade is not given, the student isresponsiblefor learning the material assigned. When research isassigned, the professor expects the student to take it actively and to complete it withminimumguidance. It is the student's responsibility to find books, magazines, and articles in the library. Professors do not have the time to explainhowa university library works; they expect studentsparticularlygraduate students to exhaust the referencesourcesin the library. Professors will help students who need it, butpreferthat their students should not betoodependent on them. In the United Stats professors have many other dutiesbesidesteaching，such as administrative or research work. Therefore, the time that a professor can spend with a student outside of class islimited. If a student has problems with classroom work, the student should eitherapproacha professor during office hours or make an appointment.
There are a number of options when itcomesto choosing childcare. These range from child minders and nannies through to Granny or the kind ladyacrossthe street.In reality, however，many parents don't have any choice; they have to accept anything they can get. Be prepared! Nomatterhow good the childcare may be，some children are going to protest wildly if they are left. This is aperfectlynormal stage of child development. Babies separate well in the first six months，but soon after that they start to get a crush on Mum and close familymembers. Make sure that in the first week you allowplenty oftime to help your child settle in.
Minorinjurieswere common as riders attempted a final burst ofspeed. Controlling the machine was difficult，as the only way to changedirectionwas to pull up the front of the "celeriferé" andturnit round while the front wheel wasspinningin the air. "Celeriferés" were not popular for long，however，as thecombinationof no springs，no steeriing them very uncomfortable. Even so，the wooden celeriferé was theoriginof the modem bicycle.
However，these physiological and social goals giveriseto several intellectual or cognitive goals. A goal to satisfy hunger gives rise to goals to findinformationabout the name of a restaurant whichservesthe desired type of food，how expensive the restaurant is，the location of the restaurant, etc. These are goals toacquireinformation or knowledge, what we are callinglearninggoals. These goals can be held by computers too; a computermight"want" to find out the location of a restaurant，and read a guide in order to do sointhe same way as a person might. While such a goal would notariseout of hunger in the case of the computer，it might well arise out of the "goal" to learn more about restaurants.
The Difference between Man and Computer
What makes people different from computer programs? What is the missing element that our theories don’t yetaccountfor? The answer is simple: People read newspaper stories for a reason: to learn more aboutwhatthey are interested in. Computers, on the other hand，don't. In fact，computers don'tevenhave interests; there is nothing in particular that they are trying to find out when they read. If a computerprogramis to be a model of story understanding，it should also read for a "purpose".
The First Bicycle
The history of the bicycle goes back more than 200 years. In 1791，Count de Sivracdelightedonlookers in a park in Paris as he showed off his two-wheeled invention，a machine called the celeriferé. It was basically anenlargedversion of a children’s toy which had been inusefor many years. Sivrac's "celeriferé had a wooden frame，made in theshapeof a horse，which was mounted on a wheel at either end. To ride it，you sat on a small seat，just like a modem bicycle，and pushedhardagainst thegroundwith your legs—there were no pedals. It was impossible to steer a celeriferé and it had no brakes，but despite these problems the invention very muchappealedto the fashionable young men of Paris. Soon they wereholdingraces up and down the streets.