新版大学英语综合教程第二册Unit1内容讲解

新版大学英语综合教程第二册Unit1内容讲解

　　导语：每个人的学习方式不同，因此学习方式没有好坏之分，只有适不适合之分，下面是一篇讲学习方式的英语课文，欢迎大家阅读。

　　Ways of Learning

　　Part I Pre-Reading Task

　　Listen to the recording two or three times and then think over the following questions:

　　1. Who should teach whom? Is learning a one-way street?

　　2. Should we share our dreams for a better life with our parents or keep them to ourselves?

　　3. Can children ever understand their parents completely?

　　4. From the song can you guess what the theme of the unit, way of learning, chiefly refers to?

　　Part II

　　Text 

　　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.

　　LEARNING, CHINESE-STYLE

　　Howard Gardner

　　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.

　　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.

　　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.

　　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 "teacher" 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.

　　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.

　　TWO DIFFERENT WAYS TO LEARN

　　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.

　　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.

　　TEACHING BY HOLDING HIS HAND

　　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.

　　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 shoujiao — "teaching by holding his hand" — so much so that he would happily come back for more.

　　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.

　　CREATIVITY FIRST?

　　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.

　　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.

　　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 "standing on the shoulders of giants" phenomenon ).

　　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?

　　New Words and Expressions

　　style

　　n. manner of doing things 行为方式，风格

　　bustling

　　a. full of busy activity 繁忙的，熙攘的

　　kindergarten

　　n. 幼儿园

　　elementary

　　a. 基本的，初级的，基础的

　　telling

　　a. impressive; effective 难忘的;有力的

　　lobby

　　n. (旅馆的)大堂，(公共场所入口处的)大厅

　　attach

　　vt. fasten or join (one thing to another) 系，贴，连接

　　attendant▲

　　n. 服务员;侍者，随从

　　slot▲

　　n. a narrow opening 狭缝，狭槽

　　vigorously

　　ad. energetically 用力地;精力充沛地

　　vigorous a.

　　tender

　　a. young; gentle and loving 年幼的;温柔的

　　not in the least

　　not at all

　　find one's way

　　reach a destination naturally; arrive at 到达;进入，流入

　　bang

　　v. (cause to) make a sudden loud noise, esp. by hitting two things together 猛敲，猛击

　　exploratory

　　a. done in order to find out sth. 探索的

　　phenomenon (pl phenomena or phenomenons)

　　n. 现象

　　staff

　　n. 全体职工，全体雇员

　　initial

　　a. of or at the beginning, first 开始的，最初的

　　assist

　　v. help 帮助

　　reposition

　　vt. 改变…的位置

　　insert

　　vt. put, fit, place (in, into, between) 插入，嵌入

　　somewhat

　　ad. to some degree, a little 有点，稍微

　　expectantly

　　ad. 期待地

　　await

　　vt. (fml) wait for 等待，等候

　　occasion

　　n. a particular time when sth. happens 时刻，场合

　　on occasion

　　now and then 有时，间或

　　frown

　　v., n. 皱眉

　　slightly

　　ad. 轻微地

　　slight a.

　　neglect

　　vt. give too little attention or care to 忽视

　　parental

　　a. of a parent or parents 父的，母的;父母的

　　relevant

　　a. directly connected with the subject 有关的，切题的

　　investigate

　　v. try to find out information about 调查;探究

　　creativity

　　n. the ability to make new things 创造力

　　anecdote▲

　　n. a short amusing story about a particular person or event 趣闻，轶事

　　exception

　　n. 例外

　　colleague

　　n. a person one works with 同事

　　action

　　n. 动作;行动

　　on one's own

　　without anyone's help; alone 独立地;独自地

　　desirable

　　a. worth wanting 值得向往的;称心的

　　accomplish

　　vt. manage to do (sth.) 完成(某事)

　　activity

　　n. 活动，行动

　　accomplishment

　　n. skill; successful completion 本领，技艺;完成，成就

　　in due course

　　at the proper time 在适当时机

　　sympathetically

　　ad. 同情地

　　sympathetic a.

　　critical

　　a. very important; very serious or dangerous 至关重要的;危急的

　　effectively

　　ad. 有效地

　　effective a.

　　self-reliance

　　n. acting without asking for support from others 依靠自己，自力更生

　　principal

　　a. (rather fml) main, chief 主要的，首要的

　　rear

　　vt. look after until fully grown up 养育，抚养

　　make up for

　　repay with sth. good, compensate for 补偿，弥补

　　misdeed

　　n. a wrong or wicked act 不端行为

　　view

　　vt. (fml) regard, consider 看待，考虑

　　creative

　　a. resulting from newness of thought 独创的

　　solution

　　n. (the act of finding) an answer to a problem 解决(问题的办法);解答

　　in retrospect

　　回顾

　　artistic

　　a. relating to art 艺术的

　　well-intentioned

　　a. having good intentions 好意的

　　intention

　　n. purpose 意图

　　observer

　　n. 观察者，观察员

　　clumsily

　　ad. awkwardly and ungracefully 笨拙地

　　clumsy a.

　　extreme

　　a. very great 极度的，极端的

　　n. the furthest possible limit, an extreme degree 极端，过分

　　facility

　　n. (fml) ability to do sth. easily and well; (pl) equipment, aids, etc. which make it easy to do things 熟练，灵巧;设备，设施

　　mold

　　vt. make (sth.) into a particular shape or form 塑造

　　performance

　　n. 表现，行为;演出，表演

　　tradition

　　n. 传统

　　continual

　　a. happening again and again, repeated 不断的`，一再重复的

　　apply

　　vi. 适用;申请

　　calligrapher

　　n. 书法家

　　work no/at

　　从事

　　craft

　　n. skill, esp. with one's hand 手艺;工艺

　　reversal

　　n. a complete change of order, direction, or position 颠倒

　　priority

　　n. sth. that one must do before anything else; sth. that holds a high place among competing claims 优先考虑的事;重点

　　bold

　　a. brave and confident 勇敢的，无畏的

　　departure

　　n. action different from (what is usual or expected); an act of leaving 背离;出发，离开

　　inseparable

　　a. impossible to separate from sth. else 不可分离的

　　evolve

　　v. (cause to) develop gradually (使)逐步发展

　　summarize

　　vt. make a short account of the main points (of sth.) 总结，概述

　　originality

　　n. 新颖;独创性

　　independence

　　n. the state of being free or not controlled by another person, country, etc. 独立;自主

　　contrast

　　v. 对比

　　culture

　　n. 文化

　　harbor

　　vt. keep (sth.) secretly in one's mind 怀有

　　fearful

　　a. (fml) afraid 害怕的，担心的

　　(on the one hand) … on the other hand

　　一方面…，另一方面…

　　comparable

　　a. that can be compared with sth. 比得上的;可比的

　　promote

　　vt. help to grow or develop 促进，推进

　　emerge

　　vi. come out 出现

　　pick up

　　gain; learn 获得;学会

　　overstate

　　vt. state too strongly 把…讲得过分，夸大

　　enormous

　　a. extremely large 巨大的;极大的

　　technological

　　a. 技术的，工艺的

　　innovation▲

　　n. (an example of) the introduction of sth. new 革新;新事物

　　exaggerate

　　v. make (sth.)seem larger, better, etc. than it really is 夸大，夸张

　　breakthrough▲

　　n. an important event or discovery 突破

　　reliance▲

　　n. dependence 依靠，依赖

　　achievement

　　n. 成就;成绩

　　valid

　　a. based on truth or sound reasoning 有根据的

　　foster▲

　　vt. help the growth and development of 培养

　　worthwhile

　　a. worth doing, worth the trouble taken 值得的

　　superior

　　a. better than average or than others of the same type 优良的;较好的

　　Proper Names

　　Howard Gardner

　　霍华德·加德纳

　　Ellen

　　埃伦(女子名)

　　Nanjing

　　南京

　　Jinling

　　金陵饭店

　　Language Sense Enhancement

　　1. Read aloud paragraphs 12-14 and learn them by heart.

　　2. Read aloud the following poem:

　　Working Class

　　Tanya Dlinn

　　What a mess said Miss Mawgan

　　One cold and rainy day

　　So I said we'd work together

　　As we can't go out to play

　　So I tidied up the book shelf

　　While Jack sorted out the pens

　　Charmain's drawer was very messy

　　But not as had as Ben's

　　Shaun tidied up the cardboard

　　Sophie sorted out the paper

　　Mr Goodhall put our pictures up

　　Using his big stapler

　　And when we all had finished

　　And the class looked very clean

　　We all were given merits

　　For working as a team

　　3. Read the following quotations. Learn them by heart if you can. You might need to look up new words in a dictionary.

　　What one knows is, in youth, of little moment; they know enough who know how to learn.

　　—— Henry Adams

　　Be curious always! For knowledge will not acquire you; you must acquire it.

　　—— Sudie Back

　　The universe is full of magical things patiently waiting for our wits to grow sharper.

　　—— Eden Phillpotts

　　The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.

　　—— Anatole France

　　4. Read the following humorous story for fun. You might need to look up new words in a dictionary.

　　While visiting my brother and sister-in-law, I was surprised to find Lee, my young nephew, helping them bake cupcakes. After they were done, my sister-in-law allowed him to put the icing on. When he had finished, he brought them to the table for our approval. "The cupcakes look beautiful, Lee," my brother said. "How did you get them iced so evenly?" My nephew replied, "I licked them!"