【正文】 秒、日復(fù)一日都被如此密切地注視著是什么滋味。我十分同情邁克爾誰(shuí)會(huì)愿意被拔得那樣高呢，那是能達(dá)到的標(biāo)準(zhǔn)嗎？ 設(shè)想一下，有人把你真人大小的照片掛在墻上，而且每晚睡覺(jué)前都要對(duì)著你的照片傾訴一番，這是很可怕的。”這就太過(guò)分了。他們有時(shí)把我們奉若神明，使我們感到是在走鋼索——在這么細(xì)的鋼索上我們最終必定會(huì)摔下來(lái)。作為運(yùn)動(dòng)員，我們不能取代父母，但是我們能協(xié)助他們?nèi)ゼ訌?qiáng)和鞏固他們努力教給孩子的那些思想。當(dāng)然，父母應(yīng)該成為自己孩子的行為榜樣。羅賓遜會(huì)那樣做嗎？”有時(shí)候，這是很管用的。皮蓬、查爾斯如果父母能對(duì)孩子說(shuō)：“你想想卡爾查爾斯在他的廣告中所說(shuō)的有一點(diǎn)我贊成，那就是“我能扣籃并不意味著我應(yīng)該養(yǎng)育你們的孩子。但做個(gè)好榜樣并不需要十全十美，而且人們也不應(yīng)該期盼完美。有些日子，我并不想同遇見(jiàn)的每個(gè)球迷都擺姿勢(shì)合影，不想抱起嬰兒擁抱、親吻（無(wú)論他們有多可愛(ài)）。我決非圣賢，我會(huì)犯錯(cuò)誤，而且有時(shí)還會(huì)做一些非常幼稚的事情。我喜歡成為榜樣，并努力去做個(gè)好榜樣。我認(rèn)為成了著名運(yùn)動(dòng)員后，我們不能只接受隨之而來(lái)的榮譽(yù)和金錢(qián)，卻拒絕承擔(dān)作為榜樣的責(zé)任，或者沒(méi)有意識(shí)到孩子們、甚至一些成年人正關(guān)注著我們，期望我們樹(shù)立起一個(gè)榜樣。我們沒(méi)想要做行為榜樣，而是大家要我們做。在那則廣告里，他強(qiáng)調(diào)說(shuō)：“我不是一個(gè)行為榜樣。而我們能很好相處的一個(gè)原因是，我倆都心里想什么就說(shuō)什么，不管別人會(huì)怎么想——這也意味著我們時(shí)常會(huì)意見(jiàn)不一致。巴克利，就像他是我的親兄弟一樣，而且除了比賽中在籃板下彼此沖撞的時(shí)候（我在猶他爵士隊(duì)；他在菲尼克斯太陽(yáng)隊(duì)），我們是很好的朋友。這是他們的一個(gè)最重要的特點(diǎn)。這種做法可能會(huì)使孩子迷惑不解，但這沒(méi)有關(guān)系。做決定有助于培養(yǎng)思維能力，即便只是在午餐的兩種食物的選擇上做決定也行。給孩子一些選擇的余地也很重要。從本質(zhì)上看，幽默跨越了常規(guī)界限，打破了固有模式。9具有幽默感對(duì)于開(kāi)發(fā)孩子的創(chuàng)造力也非常重要。思維能力和語(yǔ)言能力是緊密相關(guān)的。家長(zhǎng)可以幫助孩子了解不同的決策將會(huì)帶來(lái)的各種后果。在家里，家長(zhǎng)可以做一些鼓勵(lì)孩子發(fā)揮創(chuàng)造力的事情。最好的辦法是通過(guò)提問(wèn)來(lái)鼓勵(lì)孩子，同時(shí)對(duì)他們的想法和新點(diǎn)子表示贊賞。專(zhuān)家認(rèn)為，在課堂以及在家里，必須允許孩子們有些荒唐的念頭。要回答這一問(wèn)題，學(xué)生必須應(yīng)用自己掌握的關(guān)于哥倫布、紐約和加勒比地區(qū)的知識(shí)。一些教師把基礎(chǔ)知識(shí)和要求學(xué)生發(fā)揮想象力的活動(dòng)結(jié)合起來(lái)。比如，他們可能熟記乘法表，卻不會(huì)用它來(lái)解決數(shù)學(xué)應(yīng)用題。許多教育者十分看重考試分?jǐn)?shù)，強(qiáng)調(diào)閱讀、寫(xiě)作和數(shù)學(xué)能力，往往因追求正確的答案而犧牲了對(duì)創(chuàng)造性的培養(yǎng)。創(chuàng)造性是指能利用已有的資源想出新點(diǎn)子，而這些點(diǎn)子有助于解決某方面的問(wèn)題。5創(chuàng)造性并非與生俱來(lái)，也不一定就是高智慧的特征。受益于創(chuàng)造性的不只限于音樂(lè)和藝術(shù)領(lǐng)域。3現(xiàn)在這種策略已被越來(lái)越多的公司所采用，而且全國(guó)各地的專(zhuān)家認(rèn)為，對(duì)待孩子也應(yīng)仿效這種做法，無(wú)論是在家里還是在學(xué)校。這種膠帶現(xiàn)已被人們廣泛使用。但是老板卻不讓他做進(jìn)一步的研究。德魯當(dāng)時(shí)就職于“明尼蘇達(dá)制造和礦業(yè)公司”，通常稱(chēng)為3M公司。如果1925年迪克?德魯聽(tīng)從了他老板的意見(jiàn)，也許我們就不會(huì)有遮護(hù)膠帶這種用品 了。Understanding the Organization of the Text(1)Introduction(para 1)It has been proven repeatedly that the various types of behavior, emotions, andinterests that constitute being masculine and feminine are patterned by both heredityand culture.(2)There is a cultural bias in education that favors boys over girls.()Supporting evidence called on males in class far more than on female students.(para 2)i)Its consequence: This has a tremendous impact on the learning )The reason for this: Active classroom participants develop more positive attitudesand go on to higher )Two examples: many of the former allwomen’s colleges, the boys were taking over the classroom discussions and active participation by women students had diminished similar subordination of female to male students has also been observed in law and medical school classrooms in recent assigned boys and girls different tasks according to stereotyped gender roles.()i)Its consequence: This prevented girls from participating as actively as boys in )An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials 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 )Three examples: boys do develop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then Germany, all studies are considered masculine and it is girls who develop reading 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) evidence:i)Boy preschoolers were permitted to go away from home in a much wider area than girl )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 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 : 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 CBDBCD Vocabulary)genetic2)assign3)noticeably4)approved5)Bias6)deprived7)constituted8)participation9)unintentional10)postgraduate – unconsciouspositive – negativeencourage – discouragesuperior – inferiordirectly – indirectlybiased – fairsexist –nonsexistlimited – unlimiteddependent – independentappropriately – inappropriately)C2)D3)A4)E5)B6)C7)F8)B)turn out2)carry over3)calling on4)put away5)fallen behind6)take overUnit 4關(guān)于創(chuàng)造力的培養(yǎng)——鼓勵(lì)孩子思考教育界和商業(yè)界的專(zhuān)家們說(shuō), 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(lài)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(dú)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(lì)去發(fā)展求知欲和動(dòng)手能力，盡管這些正是與外部世界打交道時(shí)有用的；對(duì)女孩灌輸?shù)慕Y(jié)果是：對(duì)自己家外面的世界充滿(mǎn)了恐懼，且期望別人對(duì)自己的優(yōu)良品格和循規(guī)蹈矩的服從精神加以認(rèn)可。在教育過(guò)程中對(duì)女孩和男孩的不同態(tài)度始于家庭。例如，在德國(guó)，讀書(shū)學(xué)習(xí)都被看作是“適合于男性的”，于是在閱讀上有問(wèn)題的便是女孩子了。這成了預(yù)言自我應(yīng)驗(yàn)的一個(gè)例子。這是教育中性別偏見(jiàn)的另一種表現(xiàn)。既然使用課堂材料動(dòng)手操作是早期教育的一個(gè)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(huì)影響到她們今后的整個(gè)人生。3賽德克夫婦所做的研究顯示，教師有時(shí)候會(huì)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(jué)地使女孩子不能像男孩子一樣積極地參與。事實(shí)上，在20世紀(jì)60年代末期，當(dāng)美國(guó)東北部多所最好的女子學(xué)院向男生開(kāi)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(qǐng)男生回答問(wèn)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(ài)，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(duì)美國(guó)公立學(xué)校的一項(xiàng)研究顯示，在教育中存在一種男孩比女孩更受偏愛(ài)的文化偏見(jiàn)。也就是說(shuō)，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(zhǎng)的過(guò)程中，每個(gè)孩子學(xué)會(huì)了細(xì)微的行為舉止，數(shù)量之多數(shù)以百計(jì)，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 seen vulgar: not having or showing good taste or good manners。faith 6) encouraging act of cheering somebody up someone feel more confident and less worried 7) short, usually informal, letter or pay careful attention to something 8) your signature on a letter or document to show that you wrote it, agreed with it used to express one’s meaning, idea, ) to a certain amount whole amount10) something with a substance or material11) number that is reached when something is being counted important12) to remain in the same situation remaining part of something13) praise or admiration of somebody expression of praise, admiration, approval, ) large number or amount in large numbers15) with a person, organization, country, (someone)by message, telephone, )thrives