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1、College English,Book 2,UNIT 1 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 ours
2、elves? 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 A Howard Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on differ
3、ent 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 elementa
4、ry 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
5、 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 vigo
6、rously. 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 t
7、imes 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 wa
8、tch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamins 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 i
9、f 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
10、 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
11、 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 certain
12、ly 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
13、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 p
14、rocess, 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
15、 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 ones own and even to discover new problems for w
16、hich 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 Benjamins rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme faci
