新理念大學英語2課文-資料下載頁
2025-04-06 23:57本頁面
【正文】 astering the tradition。[07:]and young Chinese being almost inseparable from the tradition,[07:]but, over time, possibly evolving to a point equally original.[07:]One way of summarizing the American position[07:]is to state that we value originality[07:]and independence more than the Chinese do.[07:]The contrast between our two cultures[07:]can also be seen in terms of the fears we both harbor.[07:]Chinese teachers are fearful that if skills are not acquired early,[07:]they may never be acquired。 there is, on the other hand,[08:]no parable hurry to promote creativity.[08:]American educators fear that unless creativity has been acquired early,[08:]it may never emerge。 on the other hand, skills can be picked up later.[08:]However, I do not want to overstate my case.[08:]There is enormous creativity to be found in Chinese scientific,[08:]technological and artistic innovations past and present.[08:]And there is a danger of exaggerating creative breakthroughs in the West.[08:]When any innovation is examined closely,[08:]its reliance on previous achievements[08:]is all too apparent[08:](the standing on the shoulders of giants phenomenon).[08:]But assuming that the contrast I have developed is valid,[08:]and that the fostering of skills and creativity[08:]are both worthwhile goals,[08:]the important question bees this:[08:]Can we gather, from the Chinese and American extremes,[09:]a superior way to approach education,[09:]perhaps striking a better balance[09:]between the poles of creativity and basic skills?
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