劍橋雅思8Test4閱讀Passage1原文翻譯 Land of the Rising Sum

劍橋雅思8 Test4 Passage1閱讀原文翻譯

A部分

Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils’ attainments since the 1960s have established that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of ‘low’ attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?

日本的平均數(shù)學(xué)水平要比英格蘭和威爾士好得多。自20世紀(jì)60年代以來，國際上對(duì)學(xué)生學(xué)業(yè)成績的大量樣本比較表明，不僅13歲的日本學(xué)生的平均學(xué)業(yè)成績更高，而且英格蘭“低成績”學(xué)生的比例也更大，同時(shí)其成績差異也更明顯。兩國在教育上花費(fèi)的國民生產(chǎn)總值的百分比十分相似，那么數(shù)學(xué)上更高和更一致的成就是如何獲得的呢？

B部分-第1段

Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.

日本的初中涵蓋從7 年級(jí)（13歲）到9年級(jí)（15歲）的三個(gè)學(xué)年。目前，幾乎所有學(xué)生都在公立學(xué)校就讀：只有3％在私立學(xué)校。學(xué)校通常采用現(xiàn)代設(shè)計(jì)，遠(yuǎn)離道路，內(nèi)部寬敞。教室很大，學(xué)生們成排坐在單張桌子旁。上課時(shí)長為標(biāo)準(zhǔn)的50分鐘，之后總是有10分鐘的休息時(shí)間，這使學(xué)生有機(jī)會(huì)發(fā)泄精力。教師從正式的問候和互相鞠躬開始，然后專注于全班教學(xué)。

B部分-第2段

Classes are large – usually about 40 – and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the ‘better’ school in a particular area.

班級(jí)很大-通常約為40名學(xué)生-并且沒有按照成績分班。在整個(gè)學(xué)校的所有課程中，學(xué)生都待在同一個(gè)班級(jí)，并培養(yǎng)出可觀的班級(jí)認(rèn)同和忠誠度。學(xué)生在自己附近的學(xué)校上學(xué)。從理論上講，這可以消除學(xué)校的排名。在東京的實(shí)踐中，由于學(xué)校相對(duì)集中，進(jìn)入某個(gè)特定地區(qū)“更好”的學(xué)校會(huì)有一些競(jìng)爭。

C部分

Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture. ) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.

傳統(tǒng)的教學(xué)方法構(gòu)成了課程的基礎(chǔ)，而安靜的課堂則記下老師提出的觀點(diǎn)和所舉的例子。每個(gè)人都有自己的中央教育當(dāng)局（Monbusho）提供的教科書。它們是15歲以下免費(fèi)義務(wù)教育概念的一部分。這些教科書總體上很小，生產(chǎn)成本低廉，但是出發(fā)點(diǎn)很好，邏輯流暢。（一位老師特別熱衷于將色彩和圖片引入數(shù)學(xué)教科書中：他認(rèn)為這將使在卡通文化中成長的學(xué)生更容易使用它們。）除了批準(zhǔn)教科書之外，Monbusho 還決定了高度集中的國家課程以及如何教授這些課程。

D部分-第1段

Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them.

所有課程都遵循相同的模式。開始時(shí)，學(xué)生將家庭作業(yè)的解決方案寫在黑板上，然后老師進(jìn)行評(píng)論，根據(jù)需要進(jìn)行更正或解釋。學(xué)生批改自己的作業(yè)：這是日本學(xué)校教育中的一項(xiàng)重要原則，因?yàn)樗箤W(xué)生能夠了解他們?cè)谀睦镆约盀槭裁捶稿e(cuò)，以便將來可以避免。只要你準(zhǔn)備向錯(cuò)誤或無知學(xué)習(xí)，就不會(huì)有人介意它們。

D部分-第2段

After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make sure that all the pupils were coping well.

在討論完作業(yè)后，老師會(huì)慢慢地講解本節(jié)課的主題，并進(jìn)行大量重復(fù)和解釋。黑板上展示有例子；首先老師與全班一起處理教科書中的問題，然后學(xué)生獨(dú)立完成教科書上的習(xí)題。很少在數(shù)學(xué)課上分發(fā)補(bǔ)充練習(xí)題。給人的印象是，教科書的邏輯性質(zhì)以及它們對(duì)不同類型例子的全面覆蓋，再加上班級(jí)的相對(duì)同質(zhì)性，使練習(xí)題變得不必要。在這一點(diǎn)上，老師將四處巡視，并確保所有學(xué)生都很好地應(yīng)對(duì)。

E部分-第1段

It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other – anyway, it is in their interests since the class progresses together.

值得注意的是，在從6歲到15歲的所有義務(wù)教育階段中，數(shù)學(xué)課一直采用大型混合能力的班級(jí)形式。老師說，他們?cè)谡n程結(jié)束后或放學(xué)后會(huì)提供個(gè)人幫助，并在必要時(shí)布置額外的作業(yè)。在所觀察的課程中，任何掙扎的人都會(huì)得到老師的幫助，或者悄悄地尋求鄰居的幫助。精心培養(yǎng)的班級(jí)認(rèn)同使學(xué)生熱衷于互相幫助-無論如何，班級(jí)一起進(jìn)步符合他們的利益。

E部分-第2段

This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of ‘if you work hard enough, you can do almost anything’. Parents are kept closely informed of their children’s progress and will play a part in helping their children to keep up with class, sending them to ‘Juku’ (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.

這似乎不足以幫助緩慢的學(xué)習(xí)者跟上進(jìn)度。但是，日本人對(duì)教育的態(tài)度是“只要努力就可以做到幾乎所有事情”。父母會(huì)密切了解孩子的學(xué)習(xí)情況，并會(huì)在幫助孩子跟上課堂進(jìn)度。如果需要額外的輔助，他們會(huì)將孩子送至“ Juku ”（私人夜間補(bǔ)習(xí)），并鼓勵(lì)他們更加努力地學(xué)習(xí)。這似乎至少對(duì)95％的學(xué)校人口都很有效。

F部分-第1段

So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy.

那么，數(shù)學(xué)教學(xué)成功的主要因素是什么？顯然，態(tài)度很重要。在日本文化中，教育受到高度重視；數(shù)學(xué)被認(rèn)為是整個(gè)教育過程中的重要必修課；重點(diǎn)是努力學(xué)習(xí)和準(zhǔn)確性。

F部分-第2段

Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one’s own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good and one or two were inspirational.

其他相關(guān)要素涉及班級(jí)對(duì)較慢學(xué)生的支持態(tài)度，班級(jí)內(nèi)部缺乏競(jìng)爭，以及積極強(qiáng)調(diào)為自己學(xué)習(xí)和提高自己的水平。涉及到日本課堂時(shí)，有時(shí)會(huì)被引用的觀點(diǎn)認(rèn)為，它主要是無聊的重復(fù)和用心背誦事實(shí)。但這既不公平也不合理。沒有觀察到草稿的數(shù)學(xué)課程。它們大體而言都很好，還有一兩個(gè)十分具有啟發(fā)意義。

>> 雅思 托福 免費(fèi)測(cè)試、量身規(guī)劃、讓英語學(xué)習(xí)不再困難<<