新视野大学英语3读写教学课件(第二版~)Unit3SectionA课文和翻译
嘉庚学院教务部-运动会开幕式致辞
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Unit3 SectionA
The Hyde School
operates on the principle that if you teach
students the
merit of such values as truth,
courage, integrity, leadership, curiosity and
concern, then academic achievement naturally
follows. Hyde School foun
der Joseph Gauld
claims success with the program at the
$$18,000-a-year
high school in Bath, Maine,
which has received considerable publicity for
its work with troubled youngsters.
ld,
Joseph's son, who graduated from Hyde and is now
headmaster.
ee ourselves as preparing kids for
a way of life — by cultivating a compre
hensive
set of principles that can affect all
kids.
Now, Joe Gauld is trying to spread his
controversial Character First idea t
o public,
inner-city schools willing to use the tax dollars
spent on the tradi
tional program for the new
approach. The first Hyde public school progra
m
opened in September 1992. Within months the
program was suspended
. Teachers protested the
program's demands and the strain associated
with
more intense work.
This fall, the
Hyde Foundation is scheduled to begin a
preliminary public
school program in
Baltimore. Teachers will be trained to later work
throu
ghout the entire Baltimore system. Other
US school managers are eyeing
the program,
too. Last fall, the Hyde Foundation opened a
magnet progra
m within a public high school in
the suburbs of New Haven, Connecticut,
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over parents' protests. The community feared
the school would attract inn
er-city minority
and troubled students.
As in Maine the quest
for truth is also widespread at the school in
Connec
ticut. In one English class, the 11
students spend the last five minutes in a
n
energetic exchange evaluating their class
performance for the day on a
1-10 scale.
ework.
Explaining his
approach to education, Joe Gauld says the
conventional e
ducation system cannot be
reformed. He notes
h the horse and carriage
assumes
acter, not intelligence or wealth.
Conscience and hard work are valued. S
uccess
is measured by growth, not academic achievement.
Students are re
quired to take responsibility
for each other. To avoid the controversy of
ot
her character programs used in US schools,
Gauld says the concept of doi
ng your best has
nothing to do with forcing the students to accept
a partic
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ular set of morals or
religious values.
The Hyde curriculum is
similar to conventional schools that provide
prep
aration for college, complete with
English, history, math and science. But
all
students are required to take performing arts and
sports, and provide a
community service. For
each course, students get a grade for academic
a
chievement and for
ur-year colleges.
Commitment among parents is a key ingredient
in the Hyde mixture. For
the student to gain
admission, parents also must agree to accept and
demo
nstrate the school's philosophies and
parents agree in writing
to meet monthly in
one of 20 regional groups, go to a yearly three-
day reg
ional retreat, and spend at least three
times a year in workshops, discussio
n groups
and seminars at Bath. Parents of Maine students
have an attenda
nce rate of 95% in the many
sessions. Joe and Malcolm Gauld both say
c
hildren tend to do their utmost when they see
their parents making similar
efforts. The
biggest obstacle for many parents, they say, is to
realize their
own weaknesses.
The process
for public school parents is still being worked
out, with a lot
more difficulty because it is
difficult to convince parents that it is
worthw
hile for them to participate. Of the 100
students enrolled in New Haven, a
bout 30% of
the parents attend special meetings. The low
attendance is in
spite of commitments they
made at the outset of the program when Hyde
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officials interviewed 300
families.
Once the problems are worked out,
Hyde should work well in public scho
ols, says
a teacher at Bath who taught for 14 years in
public schools. He i
s optimistic that once
parents make a commitment to the program, they
w
ill be daily role models for their children,
unlike parents whose children a
re in boarding
schools.
One former inner-city high school
teacher who now works in the New Ha
ven
program, says teachers also benefit.
n having
a fruitful relationship with each student. Our
focus is really abou
t teacher to student and
then we together deal with the…academics. In
the
traditional high school setting, it's
teacher to the material and then to the
student.
aculty evaluations are conducted
by the students.
Jimmy DiBattista, 19, is
amazed he will graduate this May from the Bath
campus and plans to attend a university. Years
ago, he had seen his future
as
was,
'Get out, we don't want to deal with you. 'I came
here and they said, '
We kind of like that
spirit. We don't like it with the negative
attitudes. We
want to turn that spirit
positive.'
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海德中学的办学宗旨是：如果你向学生传授诸如求真
、勇敢、正直、
领导能力、好奇心和关心他人等美德的话，学生的学习成绩自然就会
提高。该校
的创始人约瑟夫·高尔德声称学校的教学很成功。海德中
学位于缅因州巴思市，每年的学费高达1.8万
美元，因其教导问题少
年有方而闻名遐迩。
“我们并不把自己看作一所专为某一类孩子而开设
的学校，”马尔科
姆·高尔德说。他是约瑟夫的儿子，毕业于海德中学，现任海德中学
校长。“
我们把帮助孩子培养一种生活方式看作自己的职责，办法是
倡导一整套能影响所有孩子的价值观念。”
现在，乔·高尔德(约瑟夫·高尔德)正试图将他尚有争议的“品德第
一”的理念向旧城区的公
立学校推广。这些学校愿意将用于传统教学
计划的税金用于实施这一新的教学方法。海德公立学校第一个
教学计
划始于1992年9月。但几个月后，该计划即告暂停。教师们对教学
计划的高要求以及
高强度工作所带来的压力表示抗议。
今年秋天，海德基金会计划在巴尔的摩启动初步的公立学校教学计
划。教师要接受培训，以便今后能在整个巴尔的摩体系内胜任工作。
美国其他学校的领导们也在
关注这个教学计划。去年秋天，在家长的
一片抗议声中，海德基金会在康涅狄格州纽黑文市郊区的一所中
学内
启动了一个引人注目的教学计划。当地居民担心该校可能招进来旧城
区的少数民族学生和问
题学生。
就像在缅因州那样，求真也在康涅狄格州的这所中学得到广泛推崇。
在一堂英语课上
，11名学生用最后的5分钟展开激烈的讨论，依照1
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－10的评分标准相互评价他们当天的课堂表现。
“我得10分。”
“我有意见。你既没做语法作业，也没做拼写练习。”
“那好，就7分吧。”
“你只能得6分。”
“等等，我可是全力以赴的。”
“是的，可你今天没提问。”
在解释自己的教育方法时，乔·高尔德指出，对传统的教育体制不能
只是改革。他说“无论怎样
改革”，用马和马车“是改革不出汽车
的”。 海德中学认为“每一个人都有自己的独特潜能”，这种潜
能的
基础是品格而不是智力或财富。良知和苦干受到推崇。成功由不断进
步来衡量，而不是由学
习成绩来评定。学生必须相互负责。为了避免
美国中学使用的其他品格培养方案所引发的争议，高尔德解
释说，“全
力以赴”这一概念并不是要强迫学生接受某一套道德原则或宗教观
念。
海
德中学的课程与那些为升入大学做准备的传统学校所开设的课程
相似，包括英语、历史、数学和自然科学
。但所有的学生都必须选修
表演艺术和体育，还要提供社区服务。在每门课程中，学生都会得到
一个综合了学习成绩和“努力程度”的分数。在巴思市，97%的海德
中学毕业生都升入了大学本科。
在海德中学的综合教育中，父母的参与是一个关键的组成部分。为了
使孩子被该校录取，家长也
必须同意接受并实践学校的思想和观点。
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家长们签约同意每月出席一次区域
小组会议(共20个区域小组)，每
年去区域休养所三天，每年至少参加三次巴思市的研修班、讨论组和
研讨会。在很多活动中，缅因州学生家长的出席率高达95%。乔和马
尔科姆·高尔德都说，当
孩子们见到自己的父母都在全力以赴时，他
们也会竭尽全力。他们说，对许多家长而言，最困难的是让他
们意识
到自己的不足。
公立学校学生家长的活动计划仍在制定之中。这项工作的困难要大得<
br>多，因为很难使家长相信他们的参与很有价值。在纽黑文市录取的
100名学生中，有30%左右
的家长出席了各类特别会议。这一低出席
率违背了他们在教学计划开始实施时所做的承诺，当时海德中学
的官
员曾与300个家庭进行了面谈。
巴思市一名在公立学校教书达14年之久的教师说，一
旦问题得到解
决，海德教学计划就会在公立学校中获得成功。他乐观地认为，一旦
家长们投入到
计划当中，他们就会成为孩子们日常行为的榜样，这与
寄宿学校的学生家长完全不同。
一名曾
任教于旧城区学校的教师如今在从事纽黑文教学计划。他说，
教师也能从中受益。“在这里，我们真正开
始集中精力与每一个学生
建立卓有成效的关系。我们的重点真的是先考虑师生关系，然后是师
生
共同探讨学业。而在传统的中学里，是先考虑教师和教材的关系，
然后再考虑师生关系。”
师生关系在海德中学被进一步深化了。对教
职员工的评估由学生来进行。
19岁的吉米·迪巴蒂斯塔今年5月将从巴思校区毕业，并准备升入
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大学。对此他感到惊奇。几年前，他还觉得自己的前途“是在监狱，
而不是在大学”。
迪巴蒂斯塔还记得他刚到海德中学时的情景。
“我来这儿时，见人就侮辱，就咒骂。其他每所学校都会
说：‘滚出
去！我们这儿不要你。’我来到这儿，他们却说：‘我们有几分喜欢这
种活力，但并
不喜欢它消极的一面，我们要将它转化成积极的东西。’”
以国家为背景探讨解决问题或做出决策的方式
就意味着研究许多复
杂的文化因素。它意味着设法评估这些因素对现代生活的影响，也意
味着把
握目前正在发生的变化。