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Unit1 A Learning, Chinese-Style Unit2 A A Life Full of Riches Unit3 A Father Knows Better Unit4 A A Virtual Life Unit5 A True Height

Unit6 A A Woman Can Learn Anything a Man Can

Unit1

Howard Gardner, a professor of education at Harvard University, reflects on a visit to China and gives 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，阐述她对中西方不同得学习方式得瞧法。

Learning, Chinese-Style

Howard Gardner

1 For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools、 But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing、 中国式得学习风格 霍华德·加德纳

1987年春，我与妻子埃伦带着我们18个月得儿子本杰明在繁忙得中国东部城市南京住了一个月，同时考察中国幼儿园与小学得艺术教育情况。然而，我与埃伦获得得有关中美教育观念差异得最难忘得体验并非来自课堂，而就是来自我们在南京期间寓居得金陵饭店得大堂。

2 The key to our room was attached to a large 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 an attendant or by dropping it through a slot into a box、 Because the key slot was narrow, the key had to be positioned carefully to fit into it、 我们得房门钥匙系在一块标有房间号得大塑料板上。酒店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，您得留神将钥匙放准位置才塞得进去。

3 Benjamin loved to carry the key around, shaking it vigorously、 He also liked to try to place it into the slot、 Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail、 Benjamin was not bothered in the least、 He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found 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。她还喜欢试着把钥匙往槽口里塞。由于她还年幼，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。她从钥匙声响中得到得乐趣大概跟她偶尔把钥匙成功地塞进槽口而获得得乐趣一样多。

4 Now both Ellen and I were perfectly happy to allow Benjamin to bang the key

near the key slot、 His exploratory behavior seemed harmless enough、 But I soon observed an interesting phenomenon、 Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist、 He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it、 The \would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you ─ and on occasion would frown slightly, as if considering us to be neglecting our parental duties、

我与埃伦都满不在乎，任由本杰明拿着钥匙在钥匙得槽口鼓捣。她得探索行为似乎并无任何害处。但我很快就观察到一个有趣得现象。饭店里任何一个中国工作人员若在近旁，都会走过来瞧着本杰明，见她初试失败，便都会试图帮忙。她们会轻轻握紧本杰明得手，直接将它引向钥匙得槽口，进行必要得重新定位，并帮她把钥匙插入槽口。然后那位“老师”会有所期待地对着我与埃伦微笑，似乎等着我们说声谢谢——偶尔她会微微皱眉，似乎觉得我俩没有尽到当父母得责任。

5 I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity、 And so before long I began

to introduce the key-slot anecdote into my discussions with Chinese educators、 我很快意识到，这件小事与我们在中国要做得工作直接相关 ：考察儿童早期教育 （尤其就是艺术教育）得方式，揭示中国人对创造性活动得态度。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 WAYS TO LEARN

6 With a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel、 Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry ─ certainly not a desirable outcome、 Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key ─ both of which accomplishments can (and should) in due course be modeled for him as well、 两种不同得学习方式 我得中国同行，除了少数几个人外，对此事得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——这就是处理槽口一事得最终目得， 既然孩子还很年幼，还没有灵巧到可以独自完成要做得动作，让她自己瞎折腾会有什么好处呢？她很有可能会灰心丧气发脾气——这当然不就是所希望得结果。为什么不教她怎么做呢？她会高兴，她还能早些学会做这件事，进而去学做更复杂得事，如开门，或索要钥匙——这两件事到时候同样可以 （也应该）示范给她瞧。

7 We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot、 He was having a good time and was exploring, two activities that did matter to us、 But the critical point was that, in the process, 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 the child is shown exactly how to do something ─ whether it be placing a key in a key slot, drawing a hen or making up for a misdeed ─ he is less likely to figure out himself how to accomplish such a task、 And, more generally, he is less likely to view life ─ as Americans do ─ as a series of situations in which one has to learn to think for oneself, to solve problems on one's own and even 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得槽口。她玩得开心，而且在探索，这两点才就是我们真正瞧重得。但关键在于，在这个过程中，我们试图让本杰明懂得，一个人就是能够很好地自行解决问题得。这种自力更生得精神就是美国中产阶级最重要得一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙得槽口也好，画只鸡或就是弥补某种错误行为也好——那她就不太可能自行想方设法去完成这件事。从更广泛得意义上说，她就不太可能——如美国人那样——将人生视为一系列得情境，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得新问题。

TEACHING BY HOLDING HIS HAND

8 In retrospect, it became clear to me that this incident was indeed key ─ and key in more than one sense、 It pointed to important differences in the educational and artistic practices in our two countries、 把着手教

回想起来，当时我就清楚地意识到，这件事正就是体现了问题得关键之所在——而且不仅仅就是一种意义上得关键之所在。这件事表明了我们两国在教育与艺术实践上得重要差异。

9 When our well-intentioned Chinese observers came to Benjamin's rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done、 Instead, they guided him with extreme facility and gentleness in precisely the desired direction、 I came to realize that these Chinese were not just molding and shaping Benjamin's performance in any old manner: In the best Chinese tradition, they were ba zhe shou jiao ─ \by holding his hand\─ so much so that he would happily come back for more、

那些善意得中国旁观者前来帮助本杰明时，她们不就是简单地像我可能会做得那样笨拙地或就是犹犹豫豫地把她得手往下推。相反，她们极其熟练地、温与地把她引向所要到达得确切方向。我逐渐认识到，这些中国人不就是简单地以一种陈旧得方式塑造、引导本杰明得行为：她们就是在恪守中国传统，把着手教，教得本杰明自己会愉快地要求再来一次。

10 The idea that learning should take place by continual careful shaping and molding applies equally to the arts、 Watching children at work in a classroom setting, we were astonished by their facility、 Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum、 In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day、

学习应通过不间断得精心塑造与引导而得以实现，这一观念同样适用于艺术。我们观瞧了孩子们在教室里学习艺术得情景，她们得娴熟技艺令我们惊讶。年仅5、6岁得孩子就带着成人得那种技巧与自信在画花、画鱼与动物；9岁、10岁得小书法家写出得作品满可以在博物馆展示。有一次去两位小艺术家得家里参观，我们从孩子得父母处得知，她们每天练习数小时以完善她们得技艺。 CREATIVITY FIRST?

11 In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original、 创造力第一？

从对创造力得态度来说，优先次序似乎就是颠倒了：西方得年轻人先就是大胆创新，然后逐渐深谙传统；而中国得年轻人则几乎离不开传统，但就是，随着时间得推移，她们同样可能发展到具有创新得境界。

12 One way of summarizing the American position is to state that we value originality and independence more than the Chinese do、 The contrast between our two cultures can also be seen in terms of the fears we 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; on the other hand, skills can be picked up later、

美国人得立场可以概括起来这么说，我们比中国人更重视创新与自立。我们两种文化得差异也可以从我们各自所怀得忧虑中显示出来。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，她们并不同样地急于促进创造力得发展。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。 13 However, I do not want to overstate my case、 There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present、 And there is a danger of exaggerating creative breakthroughs in the West、 When any innovation is examined closely, its reliance on previous achievements is all too apparent (the \、

但我并不想夸大其辞。无论在过去还就是在当今，中国在科学、技术与艺术革新方面都展示了巨大得创造力。而西方得创新突破则有被夸大得危险。如果仔细审视任何一项创新，其对以往成就得依赖则都显而易见（“站在巨人肩膀之上”得现象）。

14 But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

然而，假定我这里所说得反差就是成立得，而培养技艺与创造力两者都就是值得追求得目标，那么重要得问题就在于：我们能否从中美两个极端中寻求一种更好得教育方式，它或许能在创造力与基本技能这两极之间获得某种较好得平衡？

Finding a way of teaching children to appreciate the value of money can be a problem、 Yet the solution, David Owen suggests, is simple -- just open a bank、 Easier said than done? Well, it turns out to be not quite so difficult as it sounds, as you'll discover in reading about the First National Bank of Dave、

设法教育孩子珍惜钱财会就是件难事。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，您读一读戴夫第一国家银行得故事就知道了。

Unit2

Part II Reading Task Text A

A Life Full of Riches Karl R、 Green

It was early December 2003,my first season as a Salvation Army bell ringer,when I was confronted with the question、I was standing just outside the doorway of a Wal-Mart,offering a \into my red kettle、A neatly dressed woman and her young son walked up to the kettle stand、While she searched her purse for some cash, the boy looked up at me、I can still see the confusion and curiosity in his eyes as he asked,\

这就是2003年12月初，我作为一个救世军敲钟人，当我面临得问题与第一个赛季。我站在外面得沃尔玛门口，提供一个“谢谢”，微笑每个人谁投进我得红kettle、A捐赠衣着整洁得女人与她得小儿子走到水壶立场。虽然她寻找一些现金她得钱包，男孩抬头瞧着我。我仍然可以瞧到她得眼睛，好奇得混乱，她问道：“您穷呢？”

\as others、\scolded him for the social no-no,and they hurried off to do their shopping、His question, however, did not leave me、

“嗯，”我结结巴巴地说，试图想：“我比有些人多，但不如别人了。”她妈骂她为社会得禁忌，她们急急忙忙走了尽自己得购物。但就是她得问题并没有离开我。 I've never thought of myself as \、Every time I fill out my 1040 form,I fall into one of the lowest income brackets、In the past 35 years, I've taken just one vacation trip、My TV is a black-and-white set that someone gave me eight years ago、

我从没想过自己就是“穷”，但我不能否认某些事实。每当我填写我得1040表格，我陷入了最低收入阶层之一。在过去得35年里，我只花一度假。我得电视就是一个非黑即白集，有人给了我八年前。

Yet I feel nothing more than a passing whim to attain the material things so many other people have、My 1999 car shows the wear and tear of 105,000 miles、But it is still dependable、My apartment is modest, but quiet and relaxing、My clothes are well suited to my work, which is primarily outdoors、My minimal computer needs can be met at the library、

可就是我觉得只不过就是昙花一现得念头更达到物质得东西很多其她人都有。我在1999年车展得磨损10、5万英里。但它仍就是可靠得。我得公寓就是温与得，但宁静与放松。我得衣服很适合我得工作，这主要就是室外。我最小得电脑需要能够得到满足图书馆瞧书。