全新版大学英语综合教程2课文电子书Word格式文档下载.docx

全新版大学英语综合教程2课文电子书Word格式文档下载.docx

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2.Shouldweshareourdreamsforabetterlifewithourparentsorkeepthemtoourselves?

3.Canchildreneverunderstandtheirparentscompletely?

4.Fromthesongcanyouguesswhatthethemeoftheunit,wayoflearning,chieflyrefersto?

PartIITextA

HowardGardner,aprofessorofeducationatHarvardUniversity,reflectsonavisittoChinaandgiveshisthoughtsondifferentapproachestolearninginChinaandtheWest.

LEARNING,CHINESE-STYLE

HowardGardner

Foramonthinthespringof1987,mywifeEllenandIlivedinthebustlingeasternChinesecityofNanjingwithour18-month-oldsonBenjaminwhilestudyingartseducationinChinesekindergartensandelementaryschools.ButoneofthemosttellinglessonsEllenandIgotinthedifferencebetweenChineseandAmericanideasofeducationcamenotintheclassroombutinthelobbyoftheJinlingHotelwherewestayedinNanjing.

Thekeytoourroomwasattachedtoalargeplasticblockwiththeroomnumberonit.Whenleavingthehotel,aguestwasencouragedtoturninthekey,eitherbyhandingittoanattendantorbydroppingitthroughaslotintoabox.Becausethekeyslotwasnarrow,thekeyhadtobepositionedcarefullytofitintoit.

Benjaminlovedtocarrythekeyaround,shakingitvigorously.Healsolikedtotrytoplaceitintotheslot.Becauseofhistenderageandincompleteunderstandingoftheneedtopositionthekeyjustso,hewouldusuallyfail.Benjaminwasnotbotheredintheleast.Heprobablygotasmuchpleasureoutofthesoundsthekeymadeashedidthosefewtimeswhenthekeyactuallyfounditswayintotheslot.

NowbothEllenandIwereperfectlyhappytoallowBenjamintobangthekeynearthekeyslot.Hisexploratorybehaviorseemedharmlessenough.ButIsoonobservedaninterestingphenomenon.AnyChinesestaffmembernearbywouldcomeovertowatchBenjaminand,notinghislackofinitialsuccess,attempttoassist.HeorshewouldholdontoBenjamin'

shandand,gentlybutfirmly,guideitdirectlytowardtheslot,repositionitasnecessary,andhelphimtoinsertit.The"

teacher"

wouldthensmilesomewhatexpectantlyatEllenorme,asifawaitingathankyou—andonoccasionwouldfrownslightly,asifconsideringustobeneglectingourparentalduties.

IsoonrealizedthatthisincidentwasdirectlyrelevanttoourassignedtasksinChina:

toinvestigatethewaysofearlychildhoodeducation（especiallyinthearts）,andtothrowlightonChineseattitudestowardcreativity.AndsobeforelongIbegantointroducethekey-slotanecdoteintomydiscussionswithChineseeducators.

TWODIFFERENTWAYSTOLEARN

WithafewexceptionsmyChinesecolleaguesdisplayedthesameattitudeasthestaffattheJinlingHotel.Sinceadultsknowhowtoplacethekeyinthekeyslot,whichistheultimatepurposeofapproachingtheslot,andsincethechildisneitheroldenoughnorcleverenoughtorealizethedesiredactiononhisown,whatpossiblegainisachievedbyhavinghimstruggle?

Hemaywellgetfrustratedandangry—certainlynotadesirableoutcome.Whynotshowhimwhattodo?

Hewillbehappy,hewilllearnhowtoaccomplishthetasksooner,andthenhecanproceedtomorecomplexactivities,likeopeningthedoororaskingforthekey—bothofwhichaccomplishmentscan（andshould）induecoursebemodeledforhimaswell.

Welistenedtosuchexplanationssympatheticallyandexplainedthat,firstofall,wedidnotmuchcarewhetherBenjaminsucceededininsertingthekeyintotheslot.Hewashavingagoodtimeandwasexploring,twoactivitiesthatdidmattertous.Butthecriticalpointwasthat,intheprocess,weweretryingtoteachBenjaminthatonecansolveaproblemeffectivelybyoneself.Suchself-relianceisaprincipalvalueofchildrearinginmiddle-classAmerica.Solongasthechildisshownexactlyhowtodosomething—whetheritbeplacingakeyinakeyslot,drawingahenormakingupforamisdeed—heislesslikelytofigureouthimselfhowtoaccomplishsuchatask.And,moregenerally,heislesslikelytoviewlife—asAmericansdo—asaseriesofsituationsinwhichonehastolearntothinkforoneself,tosolveproblemsonone'

sownandeventodiscovernewproblemsforwhichcreativesolutionsarewanted.

TEACHINGBYHOLDINGHISHAND

Inretrospect,itbecamecleartomethatthisincidentwasindeedkey—andkeyinmorethanonesense.Itpointedtoimportantdifferencesintheeducationalandartisticpracticesinourtwocountries.

Whenourwell-intentionedChineseobserverscametoBenjamin'

srescue,theydidnotsimplypushhishanddownclumsilyoruncertainly,asImighthavedone.Instead,theyguidedhimwithextremefacilityandgentlenessinpreciselythedesireddirection.IcametorealizethattheseChinesewerenotjustmoldingandshapingBenjamin'

sperformanceinanyoldmanner:

InthebestChinesetradition,theywerebazheshoujiao—"

teachingbyholdinghishand"

—somuchsothathewouldhappilycomebackformore.

Theideathatlearningshouldtakeplacebycontinualcarefulshapingandmoldingappliesequallytothearts.Watchingchildrenatworkinaclassroomsetting,wewereastonishedbytheirfacility.Childrenasyoungas5or6werepaintingflowers,fishandanimalswiththeskillandconfidenceofanadult;

calligraphers9and10yearsoldwereproducingworksthatcouldhavebeendisplayedinamuseum.Inavisittothehomesoftwooftheyoungartists,welearnedfromtheirparentsthattheyworkedonperfectingtheircraftforseveralhoursaday.

CREATIVITYFIRST?

Intermsofattitudestocreativitythereseemstobeareversalofpriorities:

youngWesternersmakingtheirboldestdeparturesfirstandthengraduallymasteringthetradition;

andyoungChinesebeingalmostinseparablefromthetradition,but,overtime,possiblyevolvingtoapointequallyoriginal.

OnewayofsummarizingtheAmericanpositionistostatethatwevalueoriginalityandindependencemorethantheChinesedo.Thecontrastbetweenourtwoculturescanalsobeseenintermsofthefearswebothharbor.Chineseteachersarefearfulthatifskillsarenotacquiredearly,theymayneverbeacquired;

thereis,ontheotherhand,nocomparablehurrytopromotecreativity.Americaneducatorsfearthatunlesscreativityhasbeenacquiredearly,itmayneveremerge;

ontheotherhand,skillscanbepickeduplater.

However,Idonotwanttooverstatemycase.ThereisenormouscreativitytobefoundinChinesescientific,technologicalandartisticinnovationspastandpresent.AndthereisadangerofexaggeratingcreativebreakthroughsintheWest.Whenanyinnovationisexaminedclosely,itsrelianceonpreviousachievementsisalltooapparent（the"

standingontheshouldersofgiants"

phenomenon）.

ButassumingthatthecontrastIhavedevelopedisvalid,andthatthefosteringofskillsandcreativityarebothworthwhilegoals,theimportantquestionbecomesthis:

Canwegather,fromtheChineseandAmericanextremes,asuperiorwaytoapproacheducation,perhapsstrikingabetterbalancebetweenthepolesofcreativityandbasicskills?

（1182words）

Unit2TextATheRichestManInAmerica,DownHome

1.Whoisitabout?

2.Whathappenedtohimoneday?

3.Doyouthinkitwasworthwhiletowalktwoorthreemilestopaybackthesixandaquartercents?

4.Isthestoryrelatedtothethemeoftheunit—values?

Thefollowingwordsintherecordingmaybenewtoyou:

dismay

n.沮丧，失望

disturb

vt.使不安

conscientious

a.认真的，尽职的

Doesbeingrichmeanyouliveacompletelydifferentlifefromordinarypeople?

Not,itseems,ifyournameisSamWalton.

THERICHESTMANINAMERICA,DOWNHOME

ArtHarris

HeputonadinnerjackettoserveasawaiteratthebirthdaypartyofTheRichestManinAmerica.Heimaginedwhatsurelyawaited:

amansion,a"

Rolls-Royceforeverydayoftheweek,"

dogswithdiamondcollars,servantseverywhere.

Thenhewasofftothehouse,wheelingpastthesleepytownsquareinBentonville,aremoteArkansastownof9,920,whereSamWaltonstartedwithalittledimestorethatgrewintoa$6billiondiscountchaincalledWal-Mart.Hedrovedownacountryroad,turnedatamailboxmarked"

SamandHelenWalton,"

andjumpedoutatahouseinthewoods.

Itwasnice,butnopalace.Thefurnitureappearedalittleworn.Anoldpickuptrucksatinthegarageandamuddybirddogranabouttheyard.Heneverspottedanyservants.

"

Itwasarealdisappointment,"

sighswaiterJamieBeaulieu.

OnlyinAmericacanabillionairecarryonlikeplainfolksandgetawaywithit.Andthe67-year-olddiscountkingSamMooreWaltonstilltravelsthesewindybackroadsinhis1979Fordpickup,redandwhite,birddogsbyhisside,and,comeshootingseason,waitsinlinelikeeveryoneelsetobuyshellsatthelocalWal-Mart.

Hedoesn'

twantanyspecialtreatment,"

saysnightmanagerJohnnyBaker,whostrugglestocallthebossbyhisfirstnameasarecentcorporatememocommands.Fewherethinkofhisbillions;

theycallhim"

Mr.Sam"

andaccepthisfolksyways."

He'

sthesamemanwhoopenedhisdimestoreonthesquareandworked18hoursadayforhisdream,"

saysMayorRichardHoback.

Byallaccounts,he'

sfriendly,cheerful,afineneighborwhodoeshisbesttoblendin,neverflashy,neverthrowinghisweightaround.

NomatterhowbigatimehehadonS