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Book2盧冠東編講QQ:403096966HenanUniversityofUrbanConstruction

更多資源訪問：攀登英語網(wǎng)Unit2Unit4Unit1Unit3Unit5Unit6Unit7Unit8第1頁TeachingPlanObjectivesGraspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionofthetopicbyananecdoteelaborationbycomparisonandcontrastconclusionbyasuggestion);Appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);Unit1Waysoflearning

TextALearning,Chinese-style

第2頁3.Masterthekeylanguagepointsandgrammaticalstructuresinthetext;4.Conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit第3頁WaysoflearningReadingGuidanceCluesforreadingthetextandthemaincontents1.ThetextisanexpositiveaboutlearningofChineselearningstyleandAmericanlearningstyle,discussdifferentwaystoaccomplishatask,differentattitudestocreativityandskills,andtriestostrikeabetterbalancebetweenthepolesofcreativityandbasicskills.2.Likemostessays,thetextismadeupofabeginning,amiddle,andanend.第4頁Somethingaboutthebeginning(Paras.1—5)Thetextbeginswithananecdote:alittleboy,Benjamin,triestoplacethekeytotheirroomintotheslotanddifferentattitudestowardthis.Para.1.Therearetwosentenceshere:Thefirstonetellsustime,place,peopleconcerned(author,hiswife,theirsonBenjamin,hotelstaff),theirtaskstudingtheways

ofearlychildhoodeducationinChina.ThesecondoneintroducesthetopiconeofthemosttellinglessonstheygotinthedifferencebetweenChineseandAmericanideasofeducation.第5頁Somethingaboutthebeginning(paras1--5)

Somethingaboutthebeginning(paras1--5)

Paras.23Theauthortellsthekey-slotanecdoteitself,whyandhowithappensPara4Twodifferentattitudestowardtheindent:1.happytoallowBenjamintobangthekeyneartheslot,lethimexploreandenjoyhimself(hisparents)2.attempttoassisthimtoinsertit.(hotelstaff)Para5RealizingitsrelevancetotheirassignedtasksinChina,theauthordecidedtoworkthekey-slotincidentintohisdiscussionswithChineseeducators第6頁For

yourReference:

Therearemanywaysofintroducingatopicsuchas:StatesthetopicdirectlyBeginswithananecdoteoranincident(usedinthistext)IntroducesatopicbyposingaquestionBeginsbyquotingsomethingBeginswithanargumentbetweentwoparties,etc第7頁BSomethingaboutthemiddleofthetext(Paras6-7)Amiddleisthemainpartofatext,andthetextisdevelopedherebyanalysisusingcomparisonandcontrast.Simplyput,acomparisonbringsoutthesimilaritiesbetweentwoormorethingsofthesamethekind,whileacontrastthedifferencesbetweenthem.Inacomparisonandcontrastessay,youspendmoretimeeithercomparingorcontrasting,dependingonyourpurpose.Inthecaseofthistext,theemphasisisoncontrast.

Therearethreetopicsinthemiddlethreepassagesunderthreesubtitles.

Topic1.Twodifferentwaystolearn:第8頁Theauthororganizesthissectionbyusingone-side-at-a-timemethod,examiningonesubjectthoroughlyandthenstartanotherPara6.Chinesewaytolearn:Whynotshowhimwhattodo?Reason-(omitted);advantages–happy,learnsomethingsoonerandthenthechildcanproceedtomorecomplexactivitiesPara7.Americanwaytolearn:Weteachchildrentosolveaproblemeffectivelybyoneself.Reasons–(omitted),advantages–likelytofigureoutoneselfhowtoaccomplishatask;likelytolearntothinkforoneself,tosolveproblemsonone’sown,andeventodiscovernewproblems…第9頁Topic2.Teachingbyholdinghishand(paras8-10)Pointsinthissection:1.Theincidentmentionedabovewaskeyinmorethanonesense.2.TeachingbyholdinghishandisthebestChinesetradition3.ThatlearningshouldtakeplacebycontinualcarefulshapingandmoldingistheextensiveideainChina(eg:painting,calligraphy)Thissectionservesasafurtherstudyoftheprecedingkey-slotincidentandapreparationforthefollowingsection,acontrarytopic:creativity.第10頁Topic3.Creativityfirst(Paras11-13)Inthissection,theauthororganizescomparisionandcontrastbyusingpoint-by-pointmethod,examingtwosubjects(creativityandskills)atthesametime,discussingthempointbypoint.Para11.attitudestocreativityandbasicskills:areversalofpriorities.YoungWesternersmakingdeparturesfirstandthenmasteringthetradition.YoungChineseinseparablefromthetradition,butovertime,theoriginal.第11頁Para12.thecontrastsbetweentwocultures:1.WevalueoriginalityandindependencemorethantheChinesedo2.TwodifferentfearsorpositionsbetweenChineseteachersandAmericaneducators:1)Skillsareexpectedtoacquireearly,thenpromotecreativityinChina2)CreativityissupposedtoacquireearlyandskillslaterinAmericaPara13.Mainpoint:Thereisadangerofexaggeratingcreativebreakthroughsinthewest.It’stwogrounds:1.EnormouscreativityisfoundinChinapastandpresent2.Anyinnovationisreliantonpreviousachievements第12頁Foryourreference:

Wehavemanywaystodevelopasubjectoratopic,whichcanbedevelopbyanalysisusingcauseandeffect(asintextA,unit8,book1);withexamples;byanalysisusingcomparisonandcontrast(asinthistext),andmanyothers.C.Somethingabouttheend(para.14.)

Canwegatherasuperiorwaytoapproacheducation,perhapsstrikingabetterbalancebetween…?Theendwindsupthetextwithasuggestioninaformofaquestion第13頁Foryourreference

Manywaysofconcludinganessay:Aconclusionoranendmaybearestatementofthemainpointspreviouslymentioned,aproposedsolution,aquestionfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy(whichisusedinthistext),etc.Youshouldlearntovaryyourownwritingbyadoptingvarioustypesoftopicintroduction.第14頁Analyzethedifficultsentences1.“teachingbyholdinghishand”somuchsothathewouldhappilycomebackformore.(lines67-69)

譯文：手把手教，教得本杰明自己愉快要求再來一次。

Somuchsothat:tosuchanextentthat,甚至；…到要…，因為非?！?。例：

Simon’sillsomuchsothathecan’tgetoutofbed.

西蒙病了，病下不來床了。第15頁2.Intermsofattitudestocreativitythereseemstobeareversalofpriorities(line79)譯文：從對創(chuàng)造力態(tài)度來說，優(yōu)先次序似乎是顛倒了。intermsof:依，據(jù)，從…方面，用…詞句；

thereseemstobe似乎是，好像是，看起來是；（是therebe句型變體）。

reversaln.顛倒，倒轉(zhuǎn)。

reversev.a.第16頁本課出現(xiàn)同義詞或近義詞練習(xí)(見下面兩個圖表)1.找到他們各自在本文中出現(xiàn)位置,2.比較相同,對比差異3.有可替換,有不可,有需要調(diào)整后可替換:第17頁表格1tender,gentleoutcomecriticalpoint,keypurpose,gainsituation,settingcraft,skillmaywellsituation,settingislikelytoproduce,workoninvestigaterear,fosterexploresee,findbyoneself,foroneselfoverstateonone’sown,himselfexaggerateexamine,observethink,figureoutharbor,havenote,realizecritical,principallearn,studyinnovation,originalityimportantpickupbreakthroughextreme,poleapproach,solveget,achieve,pickupacquireapparent,cleardevelop,stateassumingthatsolongasstyle,mannerlove,likeaccomplish,takeplacerealize第18頁表格2

because,becauseofcome,emergealso,aswellsinceprobably,perhapsturnin,handtoalso,aswellaspossibleperformance,behaviorplace,insert,fit(into)value,ideafinditsway(into)throwlighton,explainsuccessprecisely,exactlygivethoughtonachievementattempt,trylack,incompletepointtothrowlightonteacher,educatorassist,helpsoon,beforelongguide,teachdisplay,show,modelanecdote,incident反義詞:initialultimateadultchilduncertainlyexactlyold,tender,youngpastpresent幾個連詞:not…buteither…orneither…nor第19頁我們過去,現(xiàn)在和未來所閱讀每一篇課文中都有不少同義詞,近義詞及反義詞,要注意學(xué)習(xí)及研究。1.這是英語寫作一個特點，2.防止詞匯重復(fù)，使得語言活潑，多彩，準(zhǔn)確，3.同義詞，近義詞，反義詞聯(lián)想記憶是一個有效記憶方法，4.尋找，比較這些詞及短語也是養(yǎng)成細(xì)讀習(xí)慣，認(rèn)真學(xué)習(xí)和檢驗知識掌握程度一個有效伎倆。因為我們課堂教課時間有限，教師沒有時間在課堂上處理這些問題，這里我僅以本單元作個示范，希望每個同學(xué)能夠自立堅持每篇都這么做。如此，你將獲益匪淺。第20頁TextAnalysisAnessayisusuallymadeupofthreeparts:abeginningwherethetopicisintroduced;thebodypartwherethetopiciselaboratedon,andaconclusion.Besidesstatingthetopicdirectly,therearemanyotherwaystointroduceatheme.Inthistext,ananecdoteoranincidentisused.TheauthorofTextA,Unit6,Book1(whatanimalsreallythink)introduceshistopicbyposingaquestion:”Doanimalsallhavethoughts,whatwecallconsciousness?”TextB,Unit3,Book1(Howtomakesenseoutofscience)beginsbyquotingnewspaperheadlines:

“NewDrugsKillCancerDevastationbyE1Nino-aWarning6:30pm.October26,2028:CouldThisBethedeadlinefortheApocalypse?”第21頁

TextBofthisunit,ChildrenandMoney,beginswithanimaginedargumentbetweenachildandhisparentoverthecontrolofpocketmoney.Discoverotherformsofintroductionasyoureadon.However,themoreimportantpointisthatyoushouldlearntovaryyourownwritingbyadoptingvarioustypesoftopicintroduction.Withoutaconclusion,anessaylacksasenseofcompleteness.Aconclusionmaybearestatementofthemainpoints第22頁previouslymentioned,aproposedsolution,aquotationfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy,etc.TextB,Unit3,BookIendsbygivingasimile,comparingscientificresearchtomountainclimbing,“aprocessfilledwithdisappointmentsandreverses,butsomehowwekeepmovingahead,“Inthistext,HowardGardnermakesasuggestionintheformofaquestion.

第23頁第一課：LanguageStudy1.attach:fastenorjoin(onethingtoanother)(usedinthepattern:attachsth.tosth.)系，貼，連接

Examples:Scientistsdiscoveredtheycouldmeasurewindspeedbyattachingawindmetertoakiteandsendingitup.Attachedtothisletteryouwillfindacopyofthedocumentyouaskedfor.2topositionthekeyjustso:topositionthekeycarefullyfitintothenarrowkeyslot3.notintheleast:notatall一點也不（intheleast,一點點兒，極少）

Examples:1amnotintheleasttouchedbytheMarilynMonroekindofbeauty.Anndidn'tseemintheleastconcernedaboutherstudy.4.findone'sway:reachadestinationnaturally;arriveat抵達(dá)，進(jìn)入，流入

Examples:Shanghaiisnotaneasycitytofindyourwayaround.Drunkashewas,Peterstillfoundhiswayhome第24頁5.phenomenon:(pl.phenomena)sth.thathappensorexistsandthatcanbeseenorexperienced現(xiàn)象

Examples:HurricanesarearelativelycommonphenomenonintheCaribbean.Stress-relatedillnessisacommonphenomenoninbigcities.Thunderandlighteningarenaturalphenomena 6.initial:oforatthebeginning,first(adj.,usedonlybeforen.)開始，最初

Example:Ifacarsuddenlypullsoutinfrontofyou.yourinitialreactionmayincludefearandanger.Theirinitialburstofenthusiasmdieddownwhentheyrealizedhowmuchworkthejobinvolved.7.assist:help(usedinthepattern:assistsb.todosth.,assistsb.withsth.)Examples:Theprofessorwasassistinghisstudentstopreparetheirproject.Thecollegestudentdecidedtoassisttheboywithhisstudy.第25頁8.insert:put,fit,place(in,into,between)Examples:Waitforacoupleofminuteswithyourmouthclosedbeforeinsertingthethermometer.Thedoctorcarefullyinsertedtheneedleintomyleftarm.9.somewhat:tosomedegree,alittleExamples:ItisreportedthatconditionsindievillagehaveimprovedsomewhatsinceNovember.--"Areyouconcernedaboutyourexamresults?"--"Somewhat."10.await:(fml)waitforAwaitisafairlycommonwordinformalwriting,butyoudonotusuallyuseitinconversation.Insteadyouuse"waitfor."Examples:Wemustawaitdieresultsoffieldstudiesyettocome.After1sentdieletteraskingforajob,Ihadnothingtodobutawaittheanswer.11.onoccasion:nowandthenExamples:Iwasusuallydieonlyforeignparticipant,althoughonoccasionIbroughtotherAmericansinasguests.Stevespentalmostallhistimedoinghisresearch,but,onoccasion,hewouldtakehissontoseeafilm.第26頁12.neglect:givetoolittleattentionorcaretoExamples:Hegavetoomuchattentiontohiscareer,workinglonghoursandneglectinghiswife.Theirinvestmentminedouttobeafailureandthemanagerwasaccusedofneglectinghisduties.Cf.:ignore:paynoattentiontosb./sth.onpurpose,orasifsth.hasnothappenedExamples:Isaid"Goodmorning"toher,butshejustignoredmeandwalkedon.13.relevant:directlyconnectedwiththesubject(followedbyto,oppositeirrelevant)Examples:Onlyafewpeoplefeelthedebateaboutthecloningofhumanbeingsisrelevanttotheirdailylives.WhilewritingmytermpaperIwasabletoborrowalltherelevantbooksfromtheschoollibrary.第27頁14.investigate:trytofindoutinformationabout(usedindiepattern:investigatesth.,investigate+whclause)Examples:Policearestillinvestigatinghowthecaraccidenthappened.Wecanassureyouthatyourcomplaintwillbefullyandproperlyinvestigated15.exception:sb./sth,thatacommentorstatementdoesnotapplytoExamples:Normally,parentsaren'tallowedtositinontheclasses,butinyourcasewecanmakeanexception.Wefeelthatallthestudentsinthisclass,withoneortwoexceptions,supporttheeducationalreforms.Withoutexceptionallouryoungsterswantedtoleaveschoolandstartwork.Whenyouarementioninganexception,youoftenusetheexpression"withtheexceptionof'.Examples:Weallwenttoseethefilm,withtheexceptionofOtto,whocomplainedoffeelingunwell.16.onone'sown:1)withoutanyone'shelpExamples:Youneedn'tgivemeanyhelp.Iamabletomanageonmyown.Therearejobsyourchildcandoonherown.2)aloneExamples:Thechildwasleftonherownforhoursashermornhadtodealwiththeemergency.I'drathernotgotodanceonmyown.Idowishyou'dcomewithme.第28頁17.accomplish:managetodo(sth,)Examples:~acticeyou'llaccomplishnothing,Consideringtheircapacity,thepossibilityofaccomplishingthetaskisnothigh.IfIworkhard，IthinkIcanaccomplishmygoalofgetting6A'sattheendofthesemester.18.induecourse:atthepropertime;eventuallyExamples:Yourbookwillbepublishedinduecourse.Bepatient.You'llgetyourpromotioninduecourse.19.critical:I)veryimportantExamples:Environmentalistssayacriticalfactorinthecity'spollutionisitspopulation.Howwellyouaccomplishthistaskwillbecriticaltothesuccessofyourcareer.2)veryseriousordangerousExamples:Inyesterday'scaraccident,tenpeoplewerekilledandfivepeoplearestillinacriticalcondition.AsthesituationinAfghanistanbecamecritical,theUNSecretary-Generalappointedaspecialrepresentativetotackleit.第29頁20.principal:(ratherfml)main,chiefExamples:Thecouple’sprincipalconcernistoearnenoughmoneytosendtheirchildrentoschool.Herprincipalinterestinlifewastobeaworld-renownedpianist.n.Theprincipalofaschoolorcollegeisthepersoninchargeofit.Example:Complaintsfromthestudentsbeganarrivingattheprincipal'soffice.Cf.:principle(seeConfusableWords)21.makeupfor:repaywithsth.good,compensateforExamples:1didn'ttravelmuchwhenIwasyounger,butI'mcertainlymakingupforlosttimenow.Herhusbandboughtherapresenttomakeupforquarrelingwithherthedaybefore.22.inretrospect:onevaluatingdiepast;uponreflectionExamples:TheyoungmanknewinretrospectthatheshouldhavemarriedhisfirstloveEmily.Inretrospect,IwishthatIhadchosenbiologyasmymajor.第30頁23.extreme:verygreatExample:Thegirlswereafraidofsnakesandwalkedalongthemountaintrailwithextremecaution.n.diefurthestpossiblelimit,anextremedegreeExample:IknowIalwayssaythatyoueattoomuch,butthereisnoneedtogototheotherextreme.(phrase:gotoextremes:dosth.somuch,statesth.sostrongly,thatpeopleconsideryouractionsunacceptableandunreasonableExamples:Johnwenttosuchextremestogethispromotionthateveryoneattheofficehateshimnow.Thefilmisnotverygood,butsomecriticshavegonetoextremes,sayingitistheworstofthedecade.)24.performance:1)thestandardachievedbyapersonorgroupofpeopleincarryingoutaparticularjoboractivityExamples:Theathletewasawarded$10,000forhisgoodperformanceintheOlympics.Afterseveralbadperformances,diesoccerteamfoundtheirformagain.2)sth.performedinfrontofanaudience,e.g,aplay,adanceorotherentertainmentExamples:StevieWonderfoughtbackfromtheshadowofdeathandwentontogivemoreperformances.HisperformanceindienewproductionofHamletreceivedmuchpraise.第31頁25.somuchsothat:tosuchanextentExamples:Americanstreattheirchildrenasseparateindividuals,somuchsothatsomeonewhoremainsdependentontheirparentslongerthanthenormmaybethoughttobe"immature."Someparentsspoiltheirchildren,somuchsothattheyneveraskthemtodoanystudying.26.continual:happeningagainandagain,repeatedExamples:Theconstructionoftheairportcontinueddespitecontinualcomplaintsfromlocalresidents.Thedog'scontinualbarkingdisturbedthewholeneighborhood.Cf.:continuous(seeConfusableWords)27.apply:1)berelevant(tosb./sth.);haveaneffect(usedinthepatternapplytosb./sth.)Examples:Thenewpensionarrangementswon'tapplytopeoplebornbefore1960.Theadvicegivenbytheprofessoronlyappliestosomeofthecollegestudents.2)writealetterorfillinaforminordertoaskformallyforsth.(usedinthepattern:applyforsth.,applytodo:th.)Examples:Howmanyjobshadyouappliedforbeforeyouwereofferedthisone?Wewenttothesportsclubsooftenthatwedecidedthatwemightaswellapplytojoin.第32頁28.workon/at:tryhardtoachieveorimprove(sth.)Examples:Sophianeedstoworkat/onhertypingspeed.Johncamebackaheadoftimetocontinueworkingonhisthesis.29.priority:1)sth.thatonemustdobeforeanythingelseExamples:Beingaqualifiedteacherisherfirstpriority.Earningenoughmoneytomaintainhisfamilyisahighpriority.2)sth.thatholdsahighplaceamongcompetingclaimsExamples:TheschoolwillgiveprioritytoEnglishandcomputerstudies.Theproposalsdeservesupportastheygiveprioritytotheneedsofchildren.30.evolve:(causeto)developgradually(followedbyinto/from)Examples:Thestoryevolvesintoaviolenttragedy.Popularmusicevolvedfromfolksongs.Asknowledgeofgeneticengineeringevolves,beliefschange.Ifyouwanttobeapoet,youmustevolveyourownstyleofwriting.第33頁31.summarize:makeashortaccountofthemainpointsof(sth,)Examples:Basically,thearticlecanbesummarizedinthreesentences.Theworkers'demandscanbesummarizedasfollows:shorterhoursandmorepay.32.contrast:compare(twopeopleorthings)sothatdifferencesaremadeclear(usedinthepattern:contrastAand/withB)Examples:Carriecontrastedthesituationthenwiththepresentcrisis.StudentswereaskedtocontrastErnestHemingwaywithMarkTwain.n.actionofcontrastingExamples:IwasalwaysreadingwhenIwasakid,butmydaughter,incontrast,justwatchesTVallday.Incontrasttothehotdays,thenightsarebitterlycold.第34頁

33.ontheonehand...ontheotherhand:tointroducetwocontrastingcircumstancesExamples:Ontheonehandhertemperwaslikelytocausetrouble,butontheotherhandweneededherexpertise.Ontheonehand,wehavegoodreasontofeelpleasedwithourprogress.Ontheotherhand,wemustn'tgetcomplacent.34.promote:helptogrowordevelopExamples:Youdon'thavetosacrificeenvironmentalprotectiontopromoteeconomicgrowth.Regularexercisewillhelppromotephysicalandmentalhealth.35.emerge:comeout(followedbyfrom)Examples:Thepostmanemergedfromhisvansoakedtotheskin.Themagicianemergedfrombehindthecurtain.n.emergence(TellthedifferencebetweenemergenceandemergencytoSs)36.pickup:gain,learnExamples:HepickedupquitealotofEnglishduringhisone-yearstayinAmerica.Ihadpickedupabitofdata-processingfrommyson.第35頁37.enormous:extremelylarge(sameashuge,immense)Examples:Catherineinheritedanenormousfortunefromherparents.TheNewYear'sconcertwasanenormoussuccess.38.exaggerate:make(sth.)seemlarger,better,etc.thanitreallyisExamples:Inherresume,shehasclearlyexaggeratedhertalentsalittle."lambleedingtodeath!"--"Don'texaggerate--it'sonlyalittlecut."Petersayshe'sseen"Titanic"atleast20timesbutIthinkhe'sexaggerating.39.assuming(that):Youuseassumingthatwhenyouareconsideringapossiblesituationorevent,sothatyoucanthinkabouttheconsequences.Examples:Assumingthatweallworkatthesamerate,weshouldbefinishedbyJanuary.AssumingthatthispaintingreallyisaVanGogh,howmuchdoyouthinkit'sworth?第36頁40.valid:basedontruthorsoundreasoningExamples:Theyputforwardmanyvalidreasonsfornotbuildingtheskyscraper.Itisvalidtoconsidermemorytheoldestmenialskill.Scientifictheoriesmustbebackedupwithvalidevidence.41.worthwhile:worthdoing,worththetroubletakenExamples:Itmightbeworthwhiletoconsiderbuyinganinsurancepolicy.Atriptothemuseumisalwaysworthwhile.Teachingisconsideredaworthwhilejob.Cf.:worth42.superior:betterthanaverageorthanothersofthesametype(followedbyto)Examples:Long-termstockmarketinvestmentshaveproducedsuperiorreturnscomparedwithcashdeposits.Thewomanwasgreatlysuperiortoherhusbandineducation.Thiswineisfarsuperiortotheonewehadlastweek.第37頁

ChinesetransIationsoftextsA(Units1—8)參考譯文第一單元學(xué)習(xí)方式課文A

哈佛大學(xué)教育學(xué)教授霍華德·加德納回想其中國之行，闡述他對中西方不一樣學(xué)習(xí)方式看法。

中國式學(xué)習(xí)格調(diào)霍華德·加德納

1987年春，我和妻子埃倫帶著我們18個月兒子本杰明在繁忙中國東部城市南京住了一個月，同時考查中國幼稚園和小學(xué)藝術(shù)教育情況。然而，我和埃倫取得相關(guān)中美教育觀念差異最難忘體驗并非來自課堂，而是來自我們在南京期間寓居金陵飯店大堂。我們房門鑰匙系在一塊標(biāo)有房間號大塑料板上。酒店勉勵客人外出時留下鑰匙，可以交給服務(wù)員，也能夠從一個槽口塞入鑰匙箱。因為口子狹小，你得留神將鑰匙放準(zhǔn)位置才塞得進(jìn)去。本杰明愛拿著鑰匙走來走去，邊走邊用力搖擺著。他還喜歡試著把鑰匙往槽口里塞。由于他還年幼，不太明白得把鑰匙放準(zhǔn)位置才成，所以總?cè)贿M(jìn)去。本杰明一點也不在意。他從鑰匙聲響中得到樂趣大約跟他偶然把鑰匙成功地塞進(jìn)槽口而取得樂趣一樣多。我和埃倫都滿不在意，任由本杰明拿著鑰匙在鑰匙槽口鼓搗。他探索行為似乎并無任何壞處。但我很快就觀察到一個有趣現(xiàn)象。飯店里任何一個中國工作人員若在近旁，都會走過來看著本杰明，見他初試失敗，便都會試圖幫忙。他們會輕輕握緊本杰明手，直接將它引向鑰匙槽口，進(jìn)行必要重新定位，并幫他把鑰匙插入槽口。然后那位“老師”會有所期待地對著我和埃倫微笑，似乎等著我們說聲謝謝——偶然他會微微皺眉，似乎以為我倆沒有盡到當(dāng)父母責(zé)任。我很快意識到，這件小事與我們在中國要做工作直接相關(guān)：考查兒童早期教育(尤其是藝術(shù)教育)方式，揭示中國人對創(chuàng)造性活動態(tài)度。所以，很快我就在與中國教育工作者討論時談起了鑰匙槽口一事。第38頁兩種不一樣學(xué)習(xí)方式我中國同行，除了少數(shù)幾個人外，對此事態(tài)度與金陵飯店工作人員一樣。既然大人知道怎么把鑰匙塞進(jìn)槽口——這是處理槽口一事最終目標(biāo)，既然孩子還很年幼，還沒有靈巧到能夠獨自完成要做動作，讓他自己瞎折騰會有什么好處呢?他很有可能會氣餒喪氣發(fā)脾氣——這當(dāng)然不是所希望結(jié)果。為何不教他怎么做呢?他會高興，他還能早些學(xué)會做這件事，進(jìn)而去學(xué)做更復(fù)雜事，如開門，或索要鑰匙——這兩件事到時候一樣能夠(也應(yīng)該)示范給他看。我倆頗為同情地聽著這一番道理。解釋道，首先，我們并不在意本杰明能不能把鑰匙塞進(jìn)鑰匙槽口。他玩得開心，而且在探索，這兩點才是我們真正看重。但關(guān)鍵在于，在這個過程中，我們試圖讓本杰明知道，一個人是能夠很好地自行處理問題。這種自力更生精神是美國中產(chǎn)階級最主要一條育兒觀。假如我們向孩子演示該怎樣做某件事——把鑰匙塞進(jìn)鑰匙槽口也好，畫只雞或是填補(bǔ)某種錯誤行為也好——那他就不太可能自行想方設(shè)法去完成這件事。從更廣泛意義上說，他就不太可能一如美國人那樣——將人生視為一系列情境，在這些情境中，一個人必須學(xué)會獨立思索，學(xué)會獨立處理問題，進(jìn)而學(xué)會發(fā)覺需要創(chuàng)造性地加以處理新問題。第39頁把著手教回想起來，當(dāng)初我就清楚地意識到，這件事正是表達(dá)了問題關(guān)鍵之所在——而且不但僅是一個意義上關(guān)鍵之所在。這件事表明了我們兩國在教育和藝術(shù)實踐上主要差異。那些善意中國旁觀者前來幫助本杰明時，他們不是簡單地像我可能會做那樣拙笨地或是猶猶豫豫地把他手往下推。相反，他們極其熟練地、溫和地把他引向所要抵達(dá)確實切方向。我逐步認(rèn)識到，這些中國人不是簡單地以一個陳舊方式塑造、引導(dǎo)本杰明行為：他們是在恪守中國傳統(tǒng)，把著手教，教得本杰明自己會愉快地要求再來一次。學(xué)習(xí)應(yīng)經(jīng)過不間斷精心塑造與引導(dǎo)而得以實現(xiàn)．這一觀念一樣適合用于藝術(shù)。我們觀看了孩子們在教室里學(xué)習(xí)藝術(shù)情景，他們嫻熟技藝令我們詫異。年僅5、6歲孩子就帶著成人那種技巧與自信在畫魚和動物；9歲、10歲小書法家寫出作品滿能夠在博物館展示。有一次去兩位小藝術(shù)家家里參觀，我們從孩子父母處得知，他們天天練習(xí)數(shù)小時以完善他們技藝。第40頁創(chuàng)造力第一?從對創(chuàng)造力態(tài)度來說，優(yōu)先次序似乎是顛倒了：西方年輕人先是大膽創(chuàng)新，然后逐漸深諳傳統(tǒng)；而中國年輕人則幾乎離不開傳統(tǒng)，但是，隨著時間推移，他們同樣可能發(fā)展到具有創(chuàng)新境界。美國人立場可以概括起來這么說，我們比中國人更重視創(chuàng)新和自立。我們兩種文化差異也可以從