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1、Unit 1Unit 1Text AText AHoward Gardner,a professor of education at Harvard University,reflects on a visit to China andgives his thoughts on different approaches to learning in China and the West.哈佛大学教育学教授霍华德 加德纳回忆其中国之行，阐述他对中西方不同的学习方式的看法。Learning,Chinese-StyleLearning,Chinese-StyleHoward Gardner1For
2、a month in the spring of 1987,my wife Ellen and I lived in the bustling easternChinese city of Nanjing with our 18-month-old son Benjamin while studying arts education inChinese kindergartens and elementary schools.But one of the most telling lessons Ellen and I gotin the difference between Chinese
3、and American ideas of education came not in the classroom butin the lobby of the Jinling Hotel where we stayed in Nanjing.中国式的学习风格霍华德加德纳1987 年春，我和妻子埃伦带着我们18 个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店的大堂。2The key to our room was attached to a la
4、rge plastic block with the room number on it.When leaving the hotel,a guest was encouraged to turn in the key,either by handing it to anattendant or by dropping it through a slot into a box.Because the key slot was narrow,the key hadto be positioned carefully to fit into it.我们的房门钥匙系在一块标有房间号的大塑料板上。酒店
5、鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。由于口子狭小，你得留神将钥匙放准位置才塞得进去。3Benjamin loved to carry the key around,shaking it vigorously.He also liked to try to placeit into the slot.Because of his tender age and incomplete understanding of the need to position thekey just so,he would usually fail.Benjamin was not b
6、othered in the least.He probably got asmuch pleasure out of the sounds the key made as he did those few times when the key actuallyfound its way into the slot.本杰明爱拿着钥匙走来走去，边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。4Now both Ellen and I were
7、 perfectly happy to allow Benjamin to bang the key near the keyslot.His exploratory behavior seemed harmless enough.But I soon observed an interestingphenomenon.Any Chinese staff member nearby would come over to watch Benjamin and,notinghis lack of initial success,attempt to assist.He or she would h
8、old onto Benjamins hand and,全新版大学英语全新版大学英语第二版第二版综合教程综合教程2课文翻译课文翻译gently but firmly,guide it directly toward the slot,reposition it as necessary,and help him to insertit.The teacher would then smile somewhat expectantly at Ellen or me,as if awaiting a thank you and on occasion would frown slightly,as
9、 if considering us to be neglecting our parental duties.我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙的槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。他们会轻轻握紧本杰明的手，直接将它引向钥匙的槽口，进行必要的重新定位，并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。5I soon realized that this incident
10、was directly relevant to our assigned tasks in China:toinvestigate the ways of early childhood education(especiallyin the arts),and to throw light onChinese attitudes toward creativity.And so before long I began to introduce the key-slot anecdoteinto my discussions with Chinese educators.我很快意识到，这件小事
11、与我们在中国要做的工作直接相关：考察儿童早期教育（尤其是艺术教育）的方式，揭示中国人对创造性活动的态度。因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。TWO DIFFERENT W AYS TO LEARN6With a few exceptions my Chinese colleagues displayed the same attitude as the staff at theJinling Hotel.Since adults know how to place the key in the key slot,which is the ultimatepurpose o
12、f approaching the slot,and since the child is neither old enough nor clever enough torealize the desired action on his own,what possible gain is achieved by having him struggle?Hemay well get frustrated and angry certainly not a desirable outcome.Why not show him whatto do?He will be happy,he will l
13、earn how to accomplish the task sooner,and then he can proceedto more complex activities,like opening the door or asking for the key both of whichaccomplishments can(and should)in due course be modeled for him as well.两种不同的学习方式我的中国同行，除了少数几个人外，对此事的态度与金陵饭店工作人员一样。既然大人知道怎么把钥匙塞进槽口这是处理槽口一事的最终目的，既然孩子还很年幼，还
14、没有灵巧到可以独自完成要做的动作，让他自己瞎折腾会有什么好处呢？他很有可能会灰心丧气发脾气这当然不是所希望的结果。为什么不教他怎么做呢？他会高兴，他还能早些学会做这件事，进而去学做更复杂的事，如开门，或索要钥匙这两件事到时候同样可以（也应该）示范给他看。7We listened to such explanations sympathetically and explained that,first of all,we did notmuch care whether Benjamin succeeded in inserting the key into the slot.He was ha
15、ving a goodtime and was exploring,two activities that did matter to us.But the critical point was that,in theprocess,we were trying to teach Benjamin that one can solve a problem effectively by oneself.Such self-reliance is a principal value of child rearing in middle-class America.So long as thechi
16、ld is shown exactly how to do something whether it be placing a key in a key slot,drawinga hen or making up for a misdeed he is less likely to figure out himself how to accomplishsuch a task.And,more generally,he is less likely to view life as Americans do as a seriesof situations in which one has t
17、o learn to think for oneself,to solve problems on ones own andeven to discover new problems for which creative solutions are wanted.我俩颇为同情地听着这一番道理，解释道，首先，我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心，而且在探索，这两点才是我们真正看重的。但关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事把钥匙塞进钥匙的槽口也好，画只
18、鸡或是弥补某种错误行为也好那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说，他就不太可能如美国人那样将人生视为一系列的情境，在这些情境中，一个人必须学会独立思考，学会独立解决问题，进而学会发现需要创造性地加以解决的新问题。TEACHING BY HOLDING HIS HAND8In retrospect,it became clear to me that this incident was indeed key and key in morethan one sense.It pointed to important differences in the educational
19、and artistic practices in ourtwo countries.把着手教回想起来，当时我就清楚地意识到，这件事正是体现了问题的关键之所在而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。9When our well-intentioned Chinese observers came to Benjamins rescue,they did notsimply push his hand down clumsily or uncertainly,asI might have done.Instead,they guidedhim wit
20、h extreme facility and gentleness in precisely the desired direction.I came to realize thatthese Chinese were not just molding and shaping Benjamins performance in any old manner:Inthe best Chinese tradition,they were ba zhe shou jiao teaching by holding his hand somuch so that he would happily come
21、 back for more.那些善意的中国旁观者前来帮助本杰明时，他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反，他们极其熟练地、温和地把他引向所要到达的确切方向。我逐渐认识到，这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为：他们是在恪守中国传统，把着手教，教得本杰明自己会愉快地要求再来一次。10The idea that learning should take place by continual careful shaping and molding appliesequally to the arts.Watching children at w
22、ork in a classroom setting,we were astonished by theirfacility.Children as young as 5 or 6 were painting flowers,fish and animals with the skill andconfidence of an adult;calligraphers 9 and 10 years old were producing works that could havebeen displayed in a museum.In a visit to the homes of two of
23、 the young artists,we learned fromtheir parents that they worked on perfecting their craft for several hours a day.学习应通过不间断的精心塑造与引导而得以实现，这一观念同样适用于艺术。我们观看了孩子们在教室里学习艺术的情景，他们的娴熟技艺令我们惊讶。年仅5、6 岁的孩子就带着成人的那种技巧与自信在画花、画鱼和动物；9 岁、10 岁的小书法家写出的作品满可以在博物馆展示。有一次去两位小艺术家的家里参观，我们从孩子的父母处得知，他们每天练习数小时以完善他们的技艺。CREATIVITY
24、FIRST?11In terms of attitudes to creativity there seems to be a reversal of priorities:youngWesterners making their boldest departures first and then graduallymastering the tradition;andyoung Chinese being almost inseparable from the tradition,but,over time,possibly evolving to apoint equally origin
25、al.创造力第一？从对创造力的态度来说，优先次序似乎是颠倒了：西方的年轻人先是大胆创新，然后逐渐深谙传统；而中国的年轻人则几乎离不开传统，但是，随着时间的推移，他们同样可能发展到具有创新的境界。12One way of summarizing the American position is to state that we value originality andindependence more than the Chinese do.The contrast between our two cultures can also be seen interms of the fears w
26、e both harbor.Chinese teachers are fearful that if skills are not acquired early,they may never be acquired;there is,on the other hand,no comparable hurry to promote creativity.American educators fear that unless creativity has been acquired early,it may never emerge;onthe other hand,skills can be p
27、icked up later.美国人的立场可以概括起来这么说，我们比中国人更重视创新和自立。我们两种文化的差异也可以从我们各自所怀的忧虑中显示出来。中国老师担心，如果年轻人不及早掌握技艺，就有可能一辈子掌握不了；另一方面，他们并不同样地急于促进创造力的发展。美国教育工作者则担心，除非从一开始就发展创造力，不然创造力就有可能永不再现；而另一方面，技艺可于日后获得。13However,I do not want to overstate my case.There is enormous creativity to be found inChinese scientific,technologic
28、al and artistic innovations past and present.And there is a danger ofexaggerating creative breakthroughs in the West.When any innovation is examined closely,itsreliance on previous achievements is all too apparent(the standing on the shoulders of giantsphenomenon).但我并不想夸大其辞。无论在过去还是在当今，中国在科学、技术和艺术革新方
29、面都展示了巨大的创造力。而西方的创新突破则有被夸大的危险。如果仔细审视任何一项创新，其对以往成就的依赖则都显而易见（“站在巨人肩膀之上”的现象）。14But assuming that the contrast I have developed is valid,and that the fostering of skills andcreativity are both worthwhile goals,the important question becomes this:Can we gather,fromthe Chinese and American extremes,a super
30、ior way to approach education,perhaps striking abetter balance between the poles of creativity and basic skills?然而，假定我这里所说的反差是成立的，而培养技艺与创造力两者都是值得追求的目标，那么重要的问题就在于：我们能否从中美两个极端中寻求一种更好的教育方式，它或许能在创造力与基本技能这两极之间获得某种较好的平衡？Text BFinding a way of teaching children to appreciate the value of money can be a pro
31、blem.Yet thesolution,David Owen suggests,is simple-just open a bank.Easier said than done?Well,it turnsout to be not quite so difficult as it sounds,as youll discover in reading about the First NationalBank of Dave.设法教育孩子珍惜钱财会是件难事。然而，大卫欧文说，方法也很简单开个银行就行。说来容易做起来难？其实，这事并没听上去那么难，你读一读戴夫第一国家银行的故事就知道了。Chil
32、dren and MoneyChildren and MoneyDavid OwenDavid Owen1Parents who decide that the time has come to teach their children about money usuallybegin by opening savings accounts.The kids are attracted at first by the notion that a bank willpay them for doing nothing,but their enthusiasm disappears when th
33、ey realize that the interest rateis tiny and,furthermore,their parents dont intend to give them access to their principal.To a kid,asavings account is just a black hole that swallows birthday checks.孩 子 与 金 钱大卫欧文当家长觉得该教孩子们懂得如何对待金钱的时候，他们通常先为孩子开个储蓄账户。刚开始的时候，孩子们颇感兴趣，因为他们想自己什么也不干银行还会付给他们钱，可当他们明白利率小得很，而且
34、父母也无意让他们动用本金时，他们的热情一下子就冷却了。对一个孩子来说，一个储蓄账户只不过是一个吞没其生日礼金支票的黑洞。2Kid:Grandma gave me twenty-five dollars!Parent:How nice.Well put that check straight into your savings account.Kid:But she gave it to me!I want it!Parent:Oh,it will still be yours.You just have to keep it in the bank so that it can grow.Ki
35、d(suspicious):What do you mean by grow?Parent:Well,if you leave your twenty-five dollars in the bank for just one year,the bankwill pay you seventy-five cents.And if you leave all of that in the bank for just one more year,thebank will give you another seventy-five cents plus two and a half more cen
36、ts besides.Thats calledcompound interest.It will help you go to college.孩子：“奶奶给了我 25 美金！”家长：“太棒了。咱们把支票直接存到你的账户上去。”孩子：“可这钱她是给我的！我要用！”家长：“嗳，钱还是你的嘛。你只不过是要把钱放在银行里，好让它增多。”孩子（狐疑地）：“你说增多是什么意思？”家长：“哦，要是你把这 25 美金在银行里放一年，银行就会付给你75 美分。要是你连本带息在银行里再放一年，银行会再付给你 75 美分，另加 2.5 美分。这叫做复利。这钱能帮你上大学。”3The main defect in
37、such saving schemes is that theres nothing in them for the kids.College is a thousand years away,and they probably think theyd just as soon stay home anyway.Indeed,the true purpose of such plans is usually not to promote saving but to prevent consumption.(1)Appalled by what their children spend on c
38、andy and video games(or,rather,appalled by thedegree to which their childrens overspending seems to mimic their own),parents devise ways tolock up their childrens resources.Not surprisingly,kids quickly decide that large sums arent realmoney and that all cash should either be spent immediately or hi
39、dden in a drawer.这类储蓄计划的主要缺陷在于，孩子本人一无所获。上大学还不知要过多少年，他们或许会想他们宁愿呆在家里。实际上，这类计划的真正目的通常不是促进储蓄而是限制消费。孩子们在糖果、电子游戏上的花费之大令家长们十分震惊（或者更确切地说，令他们吃惊的其实是孩子们的超支行为与他们自己的相似程度），于是他们便设法让孩子们将钱存起来不用。毋怪乎孩子们很快就认定，大额钱款不是实实在在的钱，有了现钱要么赶紧花掉，要么藏在抽屉里。4To avoid this problem with my two children,I started my own bank.Its called th
40、e FirstNational Bank of Dave.I set up an account for each child,using the same computer program I useto keep track of my checkbook.Because I wanted my kids deposits to grow at a pace that wouldhold their attention,I offered an attractive interest rate-five per cent a month.(2)Compounded,that works o
41、ut to an annual rate of more than 70 per cent.(No,I dont accept deposits fromstrangers.)Allowances are deposited automatically on the first day of each month.The kids canmake other deposits,or withdrawals,whenever they like.为了避免我的两个孩子产生这一问题，我开设了自己的银行，名叫戴夫第一国家银行。我用记录自己支票簿使用情况的同一个电脑程序给每个孩子开了一个账户。因为我希望
42、孩子存款增长的速度足以引起他们的注意，便给他们一个诱人的利率月息5 厘。以复利计算，年息达到 70%以上。（不，我不接受外来存款。）零花钱在每月第一天自动存入。孩子们也可以把别的钱存进来，想存就存，想取就取。5The Bank of Dave,which has been in operation four years,instantly turned both mychildren into keen savers.My son still comes to me with change he has found on the floor of thecar,saying,And credi
43、t this today.Both kids accounts grew so fast that after two years I had toroll back my monthly interest rate to three per cent.The kids protested when I announced thechange,but they nodded solemnly when I explained that the law of supply and demand applieseven to the supply of money.The kids help me
44、 calculate their interest-a useful lesson inaveraging and percentages.(3)I give them unlimited access to their funds,no questions asked,andI provide printed statements on demand.戴夫银行经营了 4 年，一下子就把我的两个孩子变成了热心的储蓄者。至今我儿子在车里找到零钱仍会来找我说，“今天就把这个上账。”两个孩子的存款增长很快，两年之后，我不得不将月利率降至3 厘。我宣布调低利率时两个孩子反对，可当我解释说供求法则同样适
45、用于货币供应后，两人严肃地点头赞同。两个孩子帮我一起计算他们的利息这可是学习计算平均值与百分比的颇为有用的一课。他们使用自己的资金我不加任何限制，不作任何询问，我还根据要求随时提供打印的账单。6The high rate of interest is not the only attractive feature of the Bank of Dave.Equallyimportant from the kids point of view is that their accounts belong to them.When they save,theyharvest the benefit;
46、when they want to spend,they dont need permission.Children who have nocontrol over their own funds have no incentive not to beg for money and then spend every dollarthat comes into their hands.高利率并非戴夫银行惟一诱人之处。在孩子看来同样重要的是，他们的存款属于他们自己。他们存钱便会获利；他们想花钱也用不着获得许可。孩子对自己的钱没有自主权，就没有什么东西激励他们不去伸手要钱，不把到手的钱花个光。7Th
47、e way to help children become rational consumers is to give them more control,not less.Before we go on vacation,Ill usually give my kids an extra twenty bucks or so,which I deposit intheir accounts.I tell them that they can spend the extra money on a T-shirt,save it,spend it beforewe leave,or do any
48、thing else they want with it-but that while we are on vacation,they wontreceive any additional pocket money from me(except in the form of communal purchasesconsidered by custom to be vacation entitlements,such as candy,ice cream,movie tickets,and soon).Because any money they spend starts out as thei
49、rs,not mine,they think twice before throwingit away.In a souvenir store on Marthas Vineyard a couple of summers ago my son quietly studiedthe unpromising merchandise while a friend of his loudly cajoled his parents into paying fivedollars for a toy gun,which fell apart almost before we got back to t
50、he car.My son ended upspending thirty-three cents for an unopened geode,which he later cracked open by hitting it with ahammer-a good value,it seemed to me.If he had been spending my money instead of his,heundoubtedly would have wanted a toy gun instead.帮助孩子们成为理性消费者的方法是，交给他们更多的，而不是更少的自主权。我们去度假前，我通常额