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Book2盧冠東編講QQ:403096966HenanUniversityofUrbanConstruction

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

TextALearning,Chinese-style

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

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

Somethingaboutthebeginning(paras1--5)

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

yourReference:

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

Therearethreetopicsinthemiddlethreepassagesunderthreesubtitles.

Topic1.Twodifferentwaystolearn:第8頁(yè)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(yè)Topic2.Teachingbyholdinghishand(paras8-10)Pointsinthissection:1.Theincidentmentionedabovewaskeyinmorethanonesense.2.TeachingbyholdinghishandisthebestChinesetradition3.ThatlearningshouldtakeplacebycontinualcarefulshapingandmoldingistheextensiveideainChina(eg:painting,calligraphy)Thissectionservesasafurtherstudyoftheprecedingkey-slotincidentandapreparationforthefollowingsection,acontrarytopic:creativity.第10頁(yè)Topic3.Creativityfirst(Paras11-13)Inthissection,theauthororganizescomparisionandcontrastbyusingpoint-by-pointmethod,examingtwosubjects(creativityandskills)atthesametime,discussingthempointbypoint.Para11.attitudestocreativityandbasicskills:areversalofpriorities.YoungWesternersmakingdeparturesfirstandthenmasteringthetradition.YoungChineseinseparablefromthetradition,butovertime,theoriginal.第11頁(yè)P(yáng)ara12.thecontrastsbetweentwocultures:1.WevalueoriginalityandindependencemorethantheChinesedo2.TwodifferentfearsorpositionsbetweenChineseteachersandAmericaneducators:1)Skillsareexpectedtoacquireearly,thenpromotecreativityinChina2)CreativityissupposedtoacquireearlyandskillslaterinAmericaPara13.Mainpoint:Thereisadangerofexaggeratingcreativebreakthroughsinthewest.It’stwogrounds:1.EnormouscreativityisfoundinChinapastandpresent2.Anyinnovationisreliantonpreviousachievements第12頁(yè)Foryourreference:

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

Canwegatherasuperiorwaytoapproacheducation,perhapsstrikingabetterbalancebetween…?Theendwindsupthetextwithasuggestioninaformofaquestion第13頁(yè)Foryourreference

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

譯文：手把手教，教得本杰明自己愉快要求再來(lái)一次。

Somuchsothat:tosuchanextentthat,甚至；…到要…，因?yàn)榉浅！?。例?/p>

Simon’sillsomuchsothathecan’tgetoutofbed.

西蒙病了，病下不來(lái)床了。第15頁(yè)2.Intermsofattitudestocreativitythereseemstobeareversalofpriorities(line79)譯文：從對(duì)創(chuàng)造力態(tài)度來(lái)說(shuō)，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(lái)是；（是therebe句型變體）。

reversaln.顛倒，倒轉(zhuǎn)。

reversev.a.第16頁(yè)本課出現(xiàn)同義詞或近義詞練習(xí)(見(jiàn)下面兩個(gè)圖表)1.找到他們各自在本文中出現(xiàn)位置,2.比較相同,對(duì)比差異3.有可替換,有不可,有需要調(diào)整后可替換:第17頁(yè)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(yè)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(gè)連詞:not…buteither…orneither…nor第19頁(yè)我們過(guò)去,現(xiàn)在和未來(lái)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(yǔ)寫(xiě)作一個(gè)特點(diǎn)，2.防止詞匯重復(fù)，使得語(yǔ)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(gè)有效記憶方法，4.尋找，比較這些詞及短語(yǔ)也是養(yǎng)成細(xì)讀習(xí)慣，認(rèn)真學(xué)習(xí)和檢驗(yàn)知識(shí)掌握程度一個(gè)有效伎倆。因?yàn)槲覀冋n堂教課時(shí)間有限，教師沒(méi)有時(shí)間在課堂上處理這些問(wèn)題，這里我僅以本單元作個(gè)示范，希望每個(gè)同學(xué)能夠自立堅(jiān)持每篇都這么做。如此，你將獲益匪淺。第20頁(yè)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(yè)

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

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

Examples:Scientistsdiscoveredtheycouldmeasurewindspeedbyattachingawindmetertoakiteandsendingitup.Attachedtothisletteryouwillfindacopyofthedocumentyouaskedfor.2topositionthekeyjustso:topositionthekeycarefullyfitintothenarrowkeyslot3.notintheleast:notatall一點(diǎn)也不（intheleast,一點(diǎn)點(diǎn)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(yè)5.phenomenon:(pl.phenomena)sth.thathappensorexistsandthatcanbeseenorexperienced現(xiàn)象

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

Example:Ifacarsuddenlypullsoutinfrontofyou.yourinitialreactionmayincludefearandanger.Theirinitialburstofenthusiasmdieddownwhentheyrealizedhowmuchworkthejobinvolved.7.assist:help(usedinthepattern:assistsb.todosth.,assistsb.withsth.)Examples:Theprofessorwasassistinghisstudentstopreparetheirproject.Thecollegestudentdecidedtoassisttheboywithhisstudy.第25頁(yè)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(yè)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(yè)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(yè)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(yè)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(yè)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(yè)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(yè)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(yè)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(yè)

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(yè)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(yè)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(yè)

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(guó)之行，闡述他對(duì)中西方不一樣學(xué)習(xí)方式看法。

中國(guó)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(gè)月兒子本杰明在繁忙中國(guó)東部城市南京住了一個(gè)月，同時(shí)考查中國(guó)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(yàn)并非來(lái)自課堂，而是來(lái)自我們?cè)谀暇┢陂g寓居金陵飯店大堂。我們房門(mén)鑰匙系在一塊標(biāo)有房間號(hào)大塑料板上。酒店勉勵(lì)客人外出時(shí)留下鑰匙，可以交給服務(wù)員，也能夠從一個(gè)槽口塞入鑰匙箱。因?yàn)榭谧营M小，你得留神將鑰匙放準(zhǔn)位置才塞得進(jìn)去。本杰明愛(ài)拿著鑰匙走來(lái)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(diǎn)也不在意。他從鑰匙聲響中得到樂(lè)趣大約跟他偶然把鑰匙成功地塞進(jìn)槽口而取得樂(lè)趣一樣多。我和埃倫都滿(mǎn)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(wú)任何壞處。但我很快就觀察到一個(gè)有趣現(xiàn)象。飯店里任何一個(gè)中國(guó)工作人員若在近旁，都會(huì)走過(guò)來(lái)看著本杰明，見(jiàn)他初試失敗，便都會(huì)試圖幫忙。他們會(huì)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(huì)有所期待地對(duì)著我和埃倫微笑，似乎等著我們說(shuō)聲謝謝——偶然他會(huì)微微皺眉，似乎以為我倆沒(méi)有盡到當(dāng)父母責(zé)任。我很快意識(shí)到，這件小事與我們?cè)谥袊?guó)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(guó)人對(duì)創(chuàng)造性活動(dòng)態(tài)度。所以，很快我就在與中國(guó)教育工作者討論時(shí)談起了鑰匙槽口一事。第38頁(yè)兩種不一樣學(xué)習(xí)方式我中國(guó)同行，除了少數(shù)幾個(gè)人外，對(duì)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(méi)有靈巧到能夠獨(dú)自完成要做動(dòng)作，讓他自己瞎折騰會(huì)有什么好處呢?他很有可能會(huì)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(huì)高興，他還能早些學(xué)會(huì)做這件事，進(jìn)而去學(xué)做更復(fù)雜事，如開(kāi)門(mén)，或索要鑰匙——這兩件事到時(shí)候一樣能夠(也應(yīng)該)示范給他看。我倆頗為同情地聽(tīng)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(kāi)心，而且在探索，這兩點(diǎn)才是我們真正看重。但關(guān)鍵在于，在這個(gè)過(guò)程中，我們?cè)噲D讓本杰明知道，一個(gè)人是能夠很好地自行處理問(wèn)題。這種自力更生精神是美國(guó)中產(chǎn)階級(jí)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(huà)只雞或是填補(bǔ)某種錯(cuò)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(shuō)，他就不太可能一如美國(guó)人那樣——將人生視為一系列情境，在這些情境中，一個(gè)人必須學(xué)會(huì)獨(dú)立思索，學(xué)會(huì)獨(dú)立處理問(wèn)題，進(jìn)而學(xué)會(huì)發(fā)覺(jué)需要?jiǎng)?chuàng)造性地加以處理新問(wèn)題。第39頁(yè)把著手教回想起來(lái)，當(dāng)初我就清楚地意識(shí)到，這件事正是表達(dá)了問(wèn)題關(guān)鍵之所在——而且不但僅是一個(gè)意義上關(guān)鍵之所在。這件事表明了我們兩國(guó)在教育和藝術(shù)實(shí)踐上主要差異。那些善意中國(guó)旁觀者前來(lái)幫助本杰明時(shí)，他們不是簡(jiǎn)單地像我可能會(huì)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(shí)切方向。我逐步認(rèn)識(shí)到，這些中國(guó)人不是簡(jiǎn)單地以一個(gè)陳舊方式塑造、引導(dǎo)本杰明行為：他們是在恪守中國(guó)傳統(tǒng)，把著手教，教得本杰明自己會(huì)愉快地要求再來(lái)一次。學(xué)習(xí)應(yīng)經(jīng)過(guò)不間斷精心塑造與引導(dǎo)而得以實(shí)現(xiàn)．這一觀念一樣適合用于藝術(shù)。我們觀看了孩子們?cè)诮淌依飳W(xué)習(xí)藝術(shù)情景，他們嫻熟技藝令我們?cè)尞?。年僅5、6歲孩子就帶著成人那種技巧與自信在畫(huà)魚(yú)和動(dòng)物；9歲、10歲小書(shū)法家寫(xiě)出作品滿(mǎn)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(shí)以完善他們技藝。第40頁(yè)創(chuàng)造力第一?從對(duì)創(chuàng)造力態(tài)度來(lái)說(shuō)，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(guó)年輕人則幾乎離不開(kāi)傳統(tǒng)，但是，隨著時(shí)間推移，他們同樣可能發(fā)展到具有創(chuàng)新境界。美國(guó)人立場(chǎng)可以概括起來(lái)這么說(shuō)，我們比中國(guó)人更重視創(chuàng)新和自立。我們兩種文化差異也可以從