【正文】 enceA. Teachers called on males in class far more than on female students. (para 2) i) Its consequence: This has a tremendous impact on the learning process. ii) The reason for this: Active classroom participants develop more positive attitudes and go on to higher achievement. iii) Two examples: a. In many of the former allwomen’s colleges, the boys were taking over the classroom discussions and active participation by women students had diminished noticeably. b. A similar subordination of female to male students has also been observed in law and medical school classrooms in recent years.B. Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para. 3) i) Its consequence: This prevented girls from participating as actively as boys in class. ii) An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials away.C. Genderbiased education is also reflected in the typical American teacher’ assumption. (para 4) i) The assumption: Boys will do better in the hard, masculine subjects of math and science while girls are expected to have better verbal and reading skills. ii) Three examples: a. American boys do develop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then on. b. In Germany, all studies are considered masculine and it is girls who develop reading problems. c. In Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading.(3) The educational bias begins at home. (para 5) A. Supporting evidence: i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoolers. ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules. B. The consequence when these lessons carry over from the home to the classroom: Girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than its content, and more anxious about being right in their answers than in being intellectually independent, analytical, or original.C. Conclusion: Through the educational process that occupies most of the child’s waking hours, society reinforces its established values and turns out each sex in its traditional and expected mold.2 CBDBCDVocabulary 1. 1) genetic 2) assign 3) noticeably 4) approved 5) Bias 6) deprived 7) constituted 8) participation 9) unintentional 10) postgraduate2. conscious – unconscious positive – negative encourage – discourage superior – inferior directly – indirectly biased – fair sexist – nonsexist limited – unlimited dependent – independent appropriately – inappropriately3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B4. 1) turn out 2) carry over 3) calling on 4) put away 5) fallen behind 6) take overUnit 4關(guān)于創(chuàng)造力的培養(yǎng)——鼓勵孩子思考1 教育界和商業(yè)界的專家們說, 具有創(chuàng)造性是通向光明前程的關(guān)鍵。于是，在課堂里我們常常可以看到女孩們更依賴教師，更注重作業(yè)的形式和整潔而非內(nèi)容，更在乎她們所給的答案是否“正確”而不在乎智力方面的獨立自主以及分析能力和創(chuàng)造能力的提高。女孩們不像男孩那樣受到鼓勵去發(fā)展求知欲和動手能力，盡管這些正是與外部世界打交道時有用的；對女孩灌輸?shù)慕Y(jié)果是：對自己家外面的世界充滿了恐懼，且期望別人對自己的優(yōu)良品格和循規(guī)蹈矩的服從精神加以認(rèn)可。5 在教育過程中對女孩和男孩的不同態(tài)度始于家庭。例如，在德國，讀書學(xué)習(xí)都被看作是“適合于男性的”，于是在閱讀上有問題的便是女孩子了。這成了預(yù)言自我應(yīng)驗的一個例子。這是教育中性別偏見的另一種表現(xiàn)。既然使用課堂材料動手操作是早期教育的一個重要方面，這些女孩子就這樣被剝奪了重要的學(xué)習(xí)經(jīng)歷，這會影響到她們今后的整個人生。3 賽德克夫婦所做的研究顯示，教師有時候會按照固有的性別模式給女孩子和男孩子不同布置的任務(wù)，這樣便不知不覺地使女孩子不能像男孩子一樣積極地參與。事實上，在20世紀(jì)60年代末期，當(dāng)美國東北部多所最好的女子學(xué)院向男生開放之后，教授們和女學(xué)生們都發(fā)現(xiàn)男孩們正在“接管”課堂討論，而女生積極參與的程度則明顯下降。從幼兒園到研究生課程，都可以看到教師們請男生回答問題的次數(shù)遠(yuǎn)比女生多。為了研究在教育中存在的性別偏愛，戴維?賽德克博士和邁拉?賽德克博士夫婦錄制了教師在課堂上課的情形。2 例如，最近對美國公立學(xué)校的一項研究顯示，在教育中存在一種男孩比女孩更受偏愛的文化偏見。也就是說，別人教孩子如何恰如其分地行事, 男有男的規(guī)矩, 女有女的標(biāo)準(zhǔn)。在成長的過程中，每個孩子學(xué)會了細(xì)微的行為舉止，數(shù)量之多數(shù)以百計，這一切都帶有文化的烙印，成了他們性別特征的一部分。 not clearly seenvulgar: not having or showing good taste or good manners。 faith 6) A. boost n. an encouraging act of cheering somebody up B. boost v. make someone feel more confident and less worried 7) A. note n. a short, usually informal, letter B. noted v. notice or pay careful attention to something 8) A. signed v. write your signature on a letter or document to show that you wrote it, agreed with it B. sign n. gesture used to express one’s meaning, idea, etc. 9) A. totaled v. e to a certain amount B. total n. the whole amount 10) A. stuffed v. fill something with a substance B. stuff n. substance or material 11) A. count n. the number that is reached when something is being counted B. count v. be important 12) A. last v. manage to remain in the same situation B. last n. the remaining part of something 13) A. plimented v. express praise or admiration of somebody B. pliment n. an expression of praise, admiration, approval, etc. 14) A. flood n. a large number or amount B. flooding v. arrive in large numbers 15) A. contact n. munication with a person, organization, country, etc. B. contact v. reach (someone) by message, telephone, etc.3. 1) thrives 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere 7) investments 8) enterprise 9) follow up 10) characterized 11) lingered 12) acknowledged 4. column: 1) D 2) A 3) B 4) C tough: 1) D 2) B 3) E 4) F 5) C 6) A5.1) A. plementary B. plimentary C. plimentaryplimentary: 1) expressing admiration, praise, etc. 2) given free of chargeplementary: making something plete or perfect。 flavor B. savored v. enjoy the taste or flavor of。正如我的朋友堂?沃爾夫所說的：使別人充滿信心，也就使我自己感覺很好。這張小小的便箋上滿