新视野大学英语3读写教程(第二版)Unit3 SectionA课文和翻译

新视野大学英语3读写教程(第二版)Unit3SectionA课文和翻译新视野大学英语3读写教程(第二版)Unit3SectionA课文和翻译新视野大学英语3读写教程(第二版)Unit3SectionA课文和翻译资料仅供参考文件编号：2022年4月新视野大学英语3读写教程(第二版)Unit3SectionA课文和翻译版本号：A修改号：1页次：1.0审核：批准:发布日期：Unit3

SectionAThe

Hyde

School

operates

on

the

principle

that

if

you

teach

students

the

merit

of

such

values

as

truth,

courage,

integrity,

leadership,

curiosity

and

concern,

then

academic

achievement

naturally

follows.

Hyde

School

founder

Joseph

Gauld

claims

success

with

"We

don't

see

ourselves

as

a

school

for

a

type

of

kid,"

says

Malcolm

Gauld,

Joseph's

son,

who

graduated

from

Hyde

and

is

now

headmaster.

"We

see

ourselves

as

preparing

kids

for

a

way

of

life

—

by

cultivating

a

comprehensive

set

of

principles

that

can

affect

all

kids."

Now,

Joe

Gauld

is

trying

to

spread

his

controversial

Character

First

idea

to

public,

inner-city

schools

willing

to

use

the

tax

dollars

spent

on

the

traditional

program

for

the

new

approach.

The

first

Hyde

public

school

program

opened

in

September

1992.

Within

months

the

program

was

suspended.

Teachers

protested

the

program's

demands

and

the

strain

associated

with

more

intense

work.

This

fall,

the

Hyde

Foundation

is

scheduled

to

begin

a

preliminary

public

school

program

in

Baltimore.

Teachers

will

be

trained

to

later

work

throughout

the

entire

Baltimore

system.

Other

US

school

managers

are

eyeing

the

program,

too.

Last

fall,

the

Hyde

Foundation

opened

a

magnet

program

within

a

public

high

school

in

the

suburbs

of

New

Haven,

ConnecticutAs

in

Maine

the

quest

for

truth

is

also

widespread

at

the

school

in

Connecticut.

In

one

English

class,

the

11

students

spend

the

last

five

minutes

in

an

energetic

exchange

evaluating

their

class

performance

for

the

day

on

a

1-10

scale.

"I

get

a

10."

"I

challenge

that.

You

didn't

do

either

your

grammar

or

your

spelling

homework."

"OK,

a

seven."

"You

ought

to

get

a

six."

"Wait,

I

put

my

best

effort

forth

here."

"Yeah,

but

you

didn't

ask

questions

today."

Explaining

his

approach

to

education,

Joe

Gauld

says

the

conventional

education

system

cannot

be

reformed.

He

notes

"no

amount

of

change"

with

the

horse

and

carriage

"will

produce

an

automobile".

The

Hyde

School

assumes

"every

human

being

has

a

unique

potential"

that

is

based

on

character

The

Hyde

curriculum

is

similar

to

conventional

schools

that

provide

preparation

for

college,

complete

with

English,

history,

math

and

science.

But

all

students

are

required

to

take

performing

arts

and

sports,

and

provide

a

community

service.

For

each

course,

students

get

a

grade

for

academic

achievement

and

for

"best

effort".

At

Bath,

97%

of

the

graduates

attend

four-year

colleges.

Commitment

among

parents

is

a

key

ingredient

in

the

Hyde

mixture.

For

the

student

to

gain

admission,

parents

also

must

agree

to

accept

and

demonstrate

the

school's

philosophies

and

outlook.The

parents

agree

in

writing

to

meet

monthly

in

one

of

20

regional

groups,

go

to

a

yearly

three-day

regional

retreat,

and

spend

at

least

three

times

a

year

in

workshops,

discussion

groups

and

seminars

at

Bath.

Parents

of

Maine

students

have

an

attendance

rate

of

95%

in

the

many

sessions.

Joe

and

Malcolm

Gauld

both

say

children

tend

to

do

their

utmost

when

they

see

their

parents

making

similar

efforts.

The

biggest

obstacle

for

many

parents,

they

say,

is

to

realize

their

own

weaknesses.

The

process

for

public

school

parents

is

still

being

worked

out,

with

a

lot

more

difficulty

because

it

is

difficult

to

convince

parents

that

it

is

worthwhile

for

them

to

participate.

Of

the

100

students

enrolled

in

New

Haven,

about

30%

of

the

parents

attend

special

meetings.

The

low

attendance

is

in

spite

of

commitments

they

made

at

the

outset

of

the

program

when

Hyde

officials

interviewed

300

families.

Once

the

problems

are

worked

out,

Hyde

should

work

well

in

public

schools,

says

a

teacher

at

Bath

who

taught

for

14

years

in

public

schools.

He

is

optimistic

that

once

parents

make

a

commitment

to

the

program,

they

will

be

daily

role

models

for

their

children,

unlike

parents

whose

children

are

in

boarding

schools.

One

former

inner-city

high

school

teacher

who

now

works

in

the

New

Haven

program,

says

teachers

also

benefit.

"Here

we

really

begin

to

focus

on

having

a

fruitful

relationship

with

each

student.

Our

focus

is

really

about

teacher

to

student

and

then

we

together

deal

with

the…academics.

In

the

traditional

high

school

setting,

it's

teacher

to

the

material

and

then

to

the

student."

The

teacher-student

relationship

is

taken

even

further

at

Hyde.

Faculty

evaluations

are

conducted

by

the

students.

Jimmy

DiBattista,

19,

is

amazed

he

will

graduate

this

May

from

the

Bath

campus

and

plans

to

attend

a

university.

Years

ago,

he

had

seen

his

future

as

"jail,

not

college".

DiBattista

remembers

his

first

days

at

Hyde.

"When

I

came

here,

I

insulted

and

cursed

everybody.

Every

other

school

was,

'Get

out,

we

don't

want

to

deal

with

you.

'I

came

here

and

they

said,

'We

kind

of

like

that

spirit.

We

don't

like

it

with

the

negative

attitudes.

We

want

to

turn

that

spirit

positive.'"

海德中学的办学宗旨是：如果你向学生传授诸如求真、勇敢、正直、领导能力、好奇心和关心他人等美德的话，学生的学习成绩自然就会提高。该校的创始人约瑟夫·高尔德声称学校的教学很成功。海德中学位于缅因州巴思市，每年的学费高达1.8万美元，因其教导问题少年有方而闻名遐迩。“我们并不把自己看作一所专为某一类孩子而开设的学校，”马尔科姆·高尔德说。他是约瑟夫的儿子，毕业于海德中学，现任海德中学校长。“我们把帮助孩子培养一种生活方式看作自己的职责，办法是倡导一整套能影响所有孩子的价值观念。”现在，乔·高尔德(约瑟夫·高尔德)正试图将他尚有争议的“品德第一”的理念向旧城区的公立学校推广。这些学校愿意将用于传统教学计划的税金用于实施这一新的教学方法。海德公立学校第一个教学计划始于1992年9月。但几个月后，该计划即告暂停。教师们对教学计划的高要求以及高强度工作所带来的压力表示抗议。今年秋天，海德基金会计划在巴尔的摩启动初步的公立学校教学计划。教师要接受培训，以便今后能在整个巴尔的摩体系内胜任工作。美国其他学校的领导们也在关注这个教学计划。去年秋天，在家长的一片抗议声中，海德基金会在康涅狄格州纽黑文市郊区的一所中学内启动了一个引人注目的教学计划。当地居民担心该校可能招进来旧城区的少数民族学生和问题学生。就像在缅因州那样，求真也在康涅狄格州的这所中学得到广泛推崇。在一堂英语课上，11名学生用最后的5分钟展开激烈的讨论，依照1－10的评分标准相互评价他们当天的课堂表现。“我得10分。”“我有意见。你既没做语法作业，也没做拼写练习。”“那好，就7分吧。”“你只能得6分。”“等等，我可是全力以赴的。”“是的，可你今天没提问。”在解释自己的教育方法时，乔·高尔德指出，对传统的教育体制不能只是改革。他说“无论怎样改革”，用马和马车“是改革不出汽车的”。

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