新理念大学英语2课文.doc

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全新版大学英语第二版综合教程2
Unit 1 Reading Task
Text A
[00:]Howard Gardner, a professor of education at Harvard U[02:]But I soon observed an interesting phenomenon.
[02:]Any Chinese staff member nearby would come over to watch Benjamin and,
[02:]noting his lack of initial success, attempt to assist.
[02:]He or she would hold onto Benjamin's hand and, gently but firmly,
[02:]guide it directly toward the slot, reposition it as necessary,
[02:]and help him to insert it.
[02:]The "teacher" would then smile somewhat expectantly at Ellen or me,
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[02:]as if awaiting a thank you — and on occasion would frown slightly,
[02:]as if considering us to be neglecting our parental duties.
[02:]I soon realized
[02:]that this incident was directly relevant to our assigned tasks in China:
[02:]to investigate
[02:]the ways of early childhood education (especially in the arts),
[03:]and to throw light on Chinese attitudes toward creativity.
[03:]And so before long
[03:]I began to introduce the key-slot anecdote
[03:]into my discussions with Chinese educators.
[03:]Two Different Ways to Learn
[03:]With a few exceptions
[03:]my Chinese colleagues displayed the same attitude
[03:]as the staff at the Jinling Hotel.
[03:]Since adults know how to place the key in the key slot,
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[03:]which is the ultimate purpose of approaching the slot,
[03:]and since the child is neither old enough nor clever enough
[03:]to realize the desired action on his own,
[03:]what possible gain is achieved by having him struggle?
[03:]He may well get frustrated and angry — certainly not a desirable outcome.
[03:]Why not show him what to do?
[03:]He will be happy,
[03:]he will learn how to accomplish the task sooner,
[03:]and then he can proceed to more complex activities,
[04:]like opening the door
[04