新概念雙語：緣何學(xué)者談中國教育方法在西方無效

The BBC billed it as a battle between Chinese and British styles of education, and after a month of long study hours and the rapid-fire delivery of maths and science, the British pupils in the "Chinese School" won.

英國廣播公司對中國和英國的教育模式宣戰(zhàn)。經(jīng)過一個(gè)月的長時(shí)間學(xué)習(xí)，高速的數(shù)學(xué)和科學(xué)知識輸入后，英國學(xué)生在“中國學(xué)校”取勝。

At least, that was the conclusion of the school-based reality show Are Our Kids Tough Enough? Chinese School, which has captured the imagination of chat forums across China for demonstrating Chinese superiority and the ill-discipline of lippy British teenagers and their ambivalent attitudes towards hard work.

至少，這是基于學(xué)校實(shí)際情況產(chǎn)生的結(jié)論，它表明“難道我們的孩子不堅(jiān)強(qiáng)嗎?“中國的學(xué)校通過占據(jù)中國論壇輿論，證明了中國教育的優(yōu)越性，英國叛逆青少年的不良紀(jì)律性和他們對于努力學(xué)習(xí)的矛盾態(tài)度。

Five teachers from China (some already teaching in Britain) were invited to deploy a harsh Chinese regime on a class of 50 students in Bohunt School in Hampshire.

五名來自中國的老師(有些已經(jīng)在英國任教)被邀請?jiān)谛潞辈紶柺睟ohunt學(xué)校由50名學(xué)生組成的班級中推行嚴(yán)苛的中國教育管理制度。

The show culminated in a contest to reveal which approach was better, based on exams sat by the "Chinese School" and the rest of Year Nine, and the conclusion that more of the Chinese approach was needed in Britain. The exams were overseen by an academic at the University College London Institute of Education. Behind this programme is a battleground. This is not between Chinese and British education, but what can and can’t be learned from the Organisation for Economic Cooperation and Development’s (OECD) Programme of International Student Assessments (Pisa) and the wisdom of trying to plant features of one model of schooling into a completely different context.

這 場表演以揭示哪種教學(xué)方法更好的測驗(yàn)結(jié)束，這場測驗(yàn)由“中國學(xué)校”命題。結(jié)論表明，英國需要更多的中國教育方法?？荚囉蓚惗卮髮W(xué)學(xué)院教育學(xué)院的學(xué)者監(jiān)考。 這是一場沒有硝煙的戰(zhàn)爭。這場較量無關(guān)乎中國和英國的教育，而是我們能否從經(jīng)濟(jì)合作與發(fā)展組織的國際學(xué)生評估項(xiàng)目中學(xué)到些什么，以及嘗試將一種學(xué)校教育模 式的特征移植入另外一種完全不同的內(nèi)容。

The programme was inspired by Pisa results that suggest students in Shanghai are, on average, three years ahead of their British peers in mathematics. It swallowed the British government and OECD line that such tests are a valid indicator of the health of an educational system; that they test what is important in education for individual students and the wider society (in terms of the skills needed to compete in the global economy); and that practices in Shanghai and other such Pisa leaders can be replicated elsewhere. At best, the outcomes demonstrated that pupils who studied twice as long and focused on preparing for an exam did better in that exam.

該 項(xiàng)目由國家學(xué)生評估組織發(fā)起，其結(jié)果顯示，上海學(xué)生在數(shù)學(xué)方面平均要領(lǐng)先其英國同齡人三年。該結(jié)果被英國政府接受，國家學(xué)生評估組織強(qiáng)調(diào)，這樣的測試是國 家教育體系健康性的有效指示器。該測試旨在檢測什么在教育中對于個(gè)體學(xué)生和社會大眾(就全球經(jīng)濟(jì)所需技能而言)重要。在上海和其他地方的實(shí)踐可以在任何地 方被復(fù)制。除此以外，結(jié)果顯示，那些在學(xué)習(xí)上花費(fèi)更多的時(shí)間并且專注準(zhǔn)備考試的學(xué)生在考試中表現(xiàn)更好。

These conclusions have resulted in not only this TV "experiment", but also a new British policy to import curriculums, textbooks and even teachers from Shanghai, Singapore and Hong Kong.

這些結(jié)論不僅導(dǎo)致了這場電視“實(shí)驗(yàn)”，也促成了英國從上海，新加坡和中國香港引進(jìn)課程，教科書甚至老師的政策。

However, many academics take an alternative view: that the performance of Chinese children is reinforced by the expectations and discipline they are exposed to at home and in society; that high scores on these tests are not the be-all and end-all of education (especially when the results are more complex than often suggested); and that imposing Chinese practices in a British classroom won’t address the challenges facing many schools and might be detrimental to their strengths.

然而，很多學(xué)者卻有不同的看法：中國孩子的表現(xiàn)是由他們在家庭和社會中的期望和紀(jì)律所固化的。高分并不是教育的開始和結(jié)束(尤其當(dāng)結(jié)果比平時(shí)所顯示的復(fù)雜的多時(shí))。在英國課堂中使用中國教育實(shí)踐并不能解決許多學(xué)校面臨的挑戰(zhàn)，而且可能會對學(xué)校的優(yōu)勢有所威脅。

Indeed, deeper research on the Pisa results shows that ethnic Chinese students perform just as well in these tests whether they are in Shanghai, Australia or Canada, regardless of the methods used to teach them.

事實(shí)上，國家學(xué)生評估組織的進(jìn)一步研究結(jié)果顯示，無論用什么方法，中國學(xué)生在上海，澳大利亞或者加拿大的測試成績一樣優(yōu)秀。

This type of experiment, constructed around crude ethnic stereotypes, is not the way to go about cultural and educational exchange. The TV producers were, first and foremost, seeking drama. The Chinese teachers told Chinese media they had been goaded into enforcing extra-long study hours and the type of drills they would no longer do back home.

這種基于原始民族特性的實(shí)驗(yàn)，并不適用于文化和教育的改變。電視制片商是第一個(gè)從中尋找戲劇性的人。中國教師向中國媒體說，他們被激勵(lì)延長學(xué)生學(xué)習(xí)時(shí)間并且不讓他們回家。

Yang Jun, the science teacher, delivered messages such as "Discipline is really important. Without discipline, you don’t learn", and that "Chinese education is not only teaching subject knowledge. Chinese education is cultivating human beings." Who would disagree with either of those?

科學(xué)教師楊軍傳遞出這樣的信息“你們沒有認(rèn)識到，在無紀(jì)律時(shí)的紀(jì)律非常重要，中國的教育不僅僅是傳授學(xué)科知識，更是培育人格。”誰能夠否認(rèn)這個(gè)觀點(diǎn)呢?

The problem in Britain is that the deeper purpose of education is getting lost in the competition with Shanghai, Hong Kong and Singapore in the Pisa league. Britain needs a more profound reflection on what students should be learning and how to achieve that goal, involving the whole community.

在與上海，中國香港和新加坡的競爭中，英國教育[微博]的問題是教育深層目標(biāo)的迷失。英國需要更進(jìn)一步反思，學(xué)生應(yīng)該學(xué)習(xí)什么，怎樣達(dá)到目標(biāo)，包括整個(gè)社會。