英文辩论 天才儿童是否应该聚到一起

Grouping the Gifted: Pro

Kenneth Mott

Source : Stanley A. Clayes and David G. Spencer, Contexts for Composition , Second ed. (Meredith Corporation, 1969).

我认为天才的儿童是这样一些人：

他们具

备在各种测验仪器与观察仪器上得到识

别和确认的某些素质和天赋的能力。他们在体育、智力或艺术领域表现出兴趣并获得成功。

1 I regard gifted children as those who possess some quality or innate ability which has been recognized and identified by any number of testing and

observation devices and who manifest interest and success in either physical,

intellectual, or artistic pursuits.

这些儿童可能是天才的运动员，而在掌握学校的文化课程方面却有着很大的障碍；也可能是体育一无所长，却能攻克所有测试难题的高智”神童”；天才既可以指那些智力平平却在艺术或音乐方面有超凡能

力的学生；也可以指那些在任何方面都表现出色，智商为135的学生。

2 These might be children who are gifted athletes but who have real trouble mastering academic subject matter, or students who are poor athletes but are

highly intellectual “quiz kids” who knock the top off all measuring devices.

“Gifted” may describe pupils of average intelligence who have exceptional ability in art or music, or it may refer to the child with an IQ of 135 who excels in everything.

我们怎样对待这些天才呢？我坚信我们

应按兴趣和能力(天赋多少的程度)尽可

能接近地把他们分在一组，用能够帮助他们尽可能充分发挥他们的能力和才华的

教学计划给他们考验、刺激。

3 How can we deal with these gifted? I firmly believe that we should group them as nearly as possible according to interest and ability (giftedness) and challenge them with a type of program that will help them to grow to the fullest extent of their abilities and capacities.

在低年级可安排特别课程加以组班，即在

一天中的大部分时间里学生在多元化的班级学习，而在一些时间内，只按特别兴趣和能力分类组班，专门施教。在中学，可任意规定标准组织普通班，但基本上可按照对不同科目的兴趣和水平(或缺乏水平)为标准来分班。

4 This grouping could take the form of special subject arrangements in the elementary grades, a situation in which a class is heterogeneously grouped most of the day but is divided at times into special interest or ability class groups for

special instruction. In high school, it may take the form of grouping students in regular classes according to any number of criteria but basically those of interest and proficiency (or lack of proficiency) in various subject areas.

反对将天才学生集中起来的基本论点之

一是唯恐这样会造就一群自以为很有知

识，高人一等的人，同样地，一些教育工作者担忧那些智力平平、反应迟钝的学生

会认为自己低人一等。

5 One of the basic arguments against grouping the gifted is the fear of creating a caste of intellectual snobs. Similarly, some educators fear that the average and slow students would come to regard themselves as inferior. 如果我对天才的定义能够被接受，那么这些忧虑都是没有根据的，毕竟多年来许多学校已经将天才的运动员集中在一起，但又有多少运动员认为他们自己是精英名

流的一部分呢？大学体育代表队的运动

员们将别的学生视为低能吗?绝大多数显6 If my definition of the gifted is accepted, then these fears are groundless. After all, the schools have grouped gifted athletes for years. Yet how many

athletes regard themselves as part of an elite? Do varsity athletes look down upon other pupils as inferior? The vast majority apparently do not.

然不是这样的。

再看一下在演讲、音乐、美术和写字等方面将天才集中在一起的情况吧。许多学校已经集中这些方面的天才而无任何明显的不良影响。仅就我的观察来说，鼓励天才的辩论家、音乐家和作家，发展他们的特别才能并不会产生妒忌或在才能较低的学生中产生自卑感。

7Consider also the amount of “gifted grouping” in speech, music, art, and journalism. Schools have readily grouped the gifted in these areas without any apparent ill effect. To the extent of my observation, encouraging gifted debaters, musicians, artists, and writers to develop their special talents does not create envy or feelings of inferiority among less talented students.

如果教育者真心希望促进个人成长和自尊心，那么至少在我看来，他们没有理由为任何形式的分班集中而忧虑。决定学生对个人差异的态度是教师而不是班级的组织形式，在向学生灌输正确态度之前，教师应首先恰当分析自己对这种差异的态度。

8 If educators sincerely desire to promote individual growth and self-respect, they have no grounds, as far as I can see, to fear any kind of grouping. The teacher, not the manner in which a class is organized, determines students’ attitudes toward individual differences. Before he can hope to instill the proper attitude, however, the teacher needs to make a critical analysis of his own attitudes toward such differences.

如果一群有天赋的或没天赋的学生对于自身有错误概念，其错误在于教师、家长或管理人员。我有信心说，如果教师接受并尊重个人价值，如果他们激发和启迪年轻人的兴趣，那么每个学生都将成功地沿着兴趣和能力的方向长大成熟。让那些具有相似才能的人互相交往、共同计划，享受在一起的欢乐。

9 If a group of gifted or nongifted students form the wrong concept about themselves, the fault probably lies with the teachers, parents, or administrators. I have confidence that if teachers accept and respect individual worth, that if they challenge and spark interests in young people, the individual student will mature and grow successfully along the lines of his interests and abilities. I say, let those with similar “gifts” associate, plan, and enjoy being together.

许多教育者不同意将天才者集中在一起，因为他们认为这样做对成功没有显著影响。他们以试点研究为例，说明学生在被分为慢、快班时在成绩方面没有显著的变化。

10 Many educators disagree with the idea of gifted grouping because they believe that it does not affect achievement significantly. They cite pilot studies which indicate that no significant change in achievement results when children are separated into slow and accelerated classes.

然而，事实是，在绝大多数的试点研究中，孩子们只按智商高低分班，很不可靠，而结论又仅以掌握事实细节的分数为基础。

11 The fact is, however, that in a vast majority of pilot studies the children have been grouped only according to IQ scores, which are far from reliable, and the conclusions have been based on achievement scores which measure only mastery of factual detail.

不幸的是，在创造性、态度、自我调节能力、潜在的兴趣和才能，以及天赋的能力等方面还没有可靠的手段来衡量其长进。

12 Unfortunately, there are no reliable devices for measuring growth in such areas as creativity, attitudes, personal adjustment, latent interest and talent, and innate capacity.

基于十余年的课堂教学经验，我的观点是：当学生按照个人的兴趣和能力组班，给他以能产生某种程度成功感的学校作业，予以鼓舞、激发和启迪，其学识将会猛增。

13 My opinion, which is based on more than a decade in the classroom, is that learning skyrockets when individuals are grouped according to interest and ability and are motivated, challenged, and inspired by a type of schoolwork that will yield some measure of success to them.

多元化课堂常使一些孩子产生困惑，他们

总是不能完成其他孩子中多数人能完成的同样功课。在多元化课堂里常见的另一种困惑,则出现在聪明的学生身上，因为

他们没有受到学校作业的适当激励。

14 Heterogeneous classrooms frequently produce frustration in children who are persistently unable to do the same work that most of the other children do. Frustration is also produced when bright children are not properly challenged by their school work, as is too often the case in heterogeneous classrooms. 我丝毫不惧怕天才学生会被推到超出他们承受力的地步，因为我相信大多数教师有能力识别某一学生应被推至的极限；但我相信天赋不应该仅仅只是因为某一聪

明或有才能的学生满足于对他来讲简直

是蜗牛爬行的前进速度、或处于一个能力较差的学生班的最前列而被浪费。

15 I have little fear of gifted students’ being pushed beyond their endurance, for I have faith in the ability of most teachers to recognize the limits to which any student should be pushed. On the other hand, I don’t beli eve giftedness should be wasted away simply because a bright or talented student is content to proceed at what is? for him? a snail’s pace or to stand at the top of a class of students with less ability. 我熟悉的几所学校已经试验在阅读课中

将有天才者集中起来的分班做法。(过去其常规程式是一个老师教授一个班级中

的三至四个阅读小组，老师的时间平均分给这几个小组。)

16 Several schools with which I am familiar have experimented with grouping the gifted in a reading program. (Their regular procedure had been to have three or four reading groups in one classroom under one teacher. The teacher’s time was divided among several small groups.) 这个实验把来自不同班级阅读速度慢的学生分在一个班里，速度一般的学生分在另一个班里，而速度快的被分在还有一个班里。每个班仍有一位教师，但他不再需要把他的时间平分给几个小组了。对比班按照上面提到的常规方式组织施教。

17 The experiment involved putting slow readers from different classrooms in one classroom, average readers from different classrooms in another class, and fast readers in still another class. Each classroom still had one teacher, but he no longer had to divide his time among several different groups. The control group consisted of a class organized and taught under the regular procedure mentioned above. 两年以后，研究者发现，各阅读水平级的

学生的总体进步还是实验班的大。事实上，有些速度慢的学生加入到中等速度的行列，而有些中等速度的上升至快速班。在这一事例中，按专长分班使各班都得到

提高。

18 After two years, the researchers found greater overall progress at all reading levels in the experimental group. In fact, some slow readers joined the

average ones and some average ones moved up to the fast group. In this case,

special ability grouping paid dividends all around.

我相信，在科学、社会学、数学或英语等方面也会取得一样的成绩。借助于缩小兴趣和／或能力水平间的档次，教师能对个人的发展提供更多的帮助。

19 I believe the same results could have been achieved in science, social

studies, mathematics, or English. By decreasing the range of interest and/or ability levels, the teacher is able to do more toward helping individual growth.

虽然，我认为孩子们不应该被视为可模制的资源以适应社会的需求。但我确信作为个人，他们天生具有某种特点和特性──即天赋──代表了他们生活中潜在的成

功。当孩子们具有某种相同的天赋时，他们就应被准许在一起工作和学习

20 While I do not believe that children should be regarded as resources to be molded to the needs of society, I do believe that as individuals they are endowed with certain characteristics and attributes? “gifts” of nature? which represent their potential success in life. Where chi ldren have certain “gifts” in common, they should be allowed to work and study together.

Grouping the Gifted: Con

Bruno Bettelheim

Source : Stanley A. Clayes and David G. Spencer. Contexts for Composition . Second ed. Meredith Corporation, 1969.

关于为天才儿童组织特别班而经常提出的一个论点就是，在正常班级里这些儿童被拖了后腿，而他们的智力发展很可能被为一般儿童设计的学习环境受到挫伤。毫无疑问，天才儿童的特别班可以帮助他们早点毕业，提前走向社会。但是，将这些学生从普通班里抽调出来，则可能对他们以及社会带来严重的问

题。

1 An argument often advanced on behalf of special classes for gifted children is that in regular classrooms these children are held back and possibly thwarted in their intellectual growth by learning situations that are designed for the average

child. There can be little doubt that special classes for the gifted can help them to graduate earlier and take their place in life sooner. On the other hand, to take these students out of the regular classroom may create serious problems for them and for society.

例如，人们说在普通班，天才儿童会厌恶学习，提不起兴趣。顺便说一下，这种抱怨更多出自成年人、家长或教育工作者之口，而不是学生。不管怎样，因为有这些怨辞，一些家长和教育工作者就得出结论说应给有天赋者组建特别

班。

2 For example, in regular classrooms, we are told, the gifted child becomes bored and loses interest in learning. This complaint, incidentally, is heard more

often from adults, parents, or educators than from students. Nevertheless, on the strength of these complaints, some parents and educators conclude that special

classes should be set up for the gifted.

尽管一些在班上拔尖的学生的确抱

怨学校很令人厌倦，但他们感到厌倦的

原因却与在学校的功课相去甚远。如果

在情感方面的心理研究成果仍然有效，

厌倦感是深藏的焦虑心情引起的防御反

应。也就是说，厌倦即是焦虑。

3 Although some children at the top of their class do complain of being bored in school, the issue of why they are bored goes far beyond the work they have in school. If the findings of psychoanalytic investigation of feelings have any validity, feelings of boredom arise as a defense against deep feelings of anxiety. To be bored, therefore, is to be anxious. 对学习感到厌倦的学生往往不能自

我采取建设性手段来克服焦虑。结果，

他压抑或否认焦虑；他必须请别人，特

别是他老师，让他忙碌无暇，拚命学习

和参加智力竞赛，这样他才不再感到焦

虑。

4 The student who is bored by his studies is the student who can take few constructive measures of his own to manage his anxieties. Consequently, he represses or denies them; he must ask others, specifically his teachers, to keep him frantically busy, studying and competing intellectually so that he will not feel anxiety. 感到厌倦的天才儿童充满着焦虑，

满足他的神经机能防御反应可能会为社

会的某些需要服务。但助长他这种神经

机能病态对他做人却毫无帮助。

5 The gifted child who is bored is an anxious child. To feed neurotic defense mechanisms may serve some needs of society, but to nourish his neurosis certainly does not help him as a human being. 心理学和大自然一样，都不允许有

真空。如果因学习资料轻易就能掌握学

生失去了兴趣，其结果未必是厌倦。其

它的智力兴趣可以填补空余时间。天才

儿童只在教学课程的压力下才学习这种

假设合理吗？

6 Psychology, like nature, does not permit a vacuum. If study material does not hold the student’s attention because of his easy mastery of it, the result is not necessarily boredom. Other intellectual interests can fill the unscheduled time. Is it reasonable to assume that gifted children learn only when pressed by the curriculum? 几年前我观察了一些天才儿童身上所发生的事。他们被从一所高度超前、极富

7 Several years ago I observed what happened to a number of gifted children who were taken out of a highly accelerated, highly competitive, private school and

竞争性的私立学校抽调出来

,安排到一

所具有良好学术地位的公立学校。相比较而言，这里的功课简单得”令人厌倦”。

placed in a public high school of good academic standing where, by comparison, the work was so easy as to be “boring”.

详细检查揭示，转校的学生都有了

一个有趣而又值得注意的进步。在为天

才儿童组织的特别学校里，这些孩子们

很少有机会运用自己善于评论的判断

力，相反，他们过分依赖老师的指导。

在步子较慢的学校里，这些学生不再为

跟班犯愁，便很自然地对许多问题进行

反复思考，有些甚至不属于学校课程之

内。

8 Close inspection revealed an interesting and worthwhile development in most of the transplanted youngsters. In the special school for the gifted these children had shown little ability to use their own critical judgment. Instead, they had relied heavily on their teacher’s direction. In the slower -paced school, no longer having to worry about keeping up, these students began to reflect spontaneously on many problems, some of which were not in the school program. 学生们靠自己获得比其他人对生

活、艺术、文学更为深刻的欣赏。由于

不再被完成规定的学习任务拖得精疲力

尽，这些孩子有能力向课外发展，拓宽

兴趣，理解更为深刻。

9 The students acquired on their own a much deeper appreciation of life, art, literature, and other human beings. No longer exhausted by meeting assigned learning tasks, these youngsters had energy to branch out, broaden their interests, and understand far more deeply. 同时，长期很少受到挑战的优等生地位

可能是解决大难度智力问题的最好准备。因为天才儿童学起来容易，他在普通班里自然会有一种安全感；但是，如果这个孩子被安排在一个特别班里，他在一群有特别天赋的孩子中表现一般，可能会感到自己能力平平，不足以对付难题的挑战，这种情况屡见不鲜。

10 Prolonged, rarely assailed security may be the best preparation for tackling difficult intellectual problems. Because the gifted child learns easily, he acquires a feeling of security in a regular class. On the other hand, if such a child is put into a special class where learning is not easy for him, where he is only average among a group of extremely gifted youngsters, he may, as often happens, come to feel that he has only average abilities which are not up to coping with difficult challenges. 为天才组建特别班而提出的另一个

论点是，将非常有能力的学生从普通班抽调走可以减少学习吃力者的焦虑。可能是吧。但是，除了与比自己程度好的人，在这里亦即班里学习较好的人，建立友好的学习关系外，又怎能消除这种焦虑呢？

11 Another argument advanced for special classes for the gifted is that

removing highly capable students from the regular classroom lessens anxiety

among the slower learners. Possibly so. But how do anxieties become manageable except through a friendly working relationship with someone felt to be superior? in this case, the faster learners in the classroom?

当今的许多大城市里，那些不在上

学院课程的学生们被认为低人一等，确实，他们中的大多数家境贫寒、层次较低。这些孩子的周围都是对接受教育毫无兴趣的学生，没有好学的学生作伴，又得不到家庭的鼓励，如果班上再少可以仿效的好学生时，他们便更不会努力学习了。

12 In many of our big cities today, the students left behind in the noncollegiate programs are marked as a lower breed. Indeed, most of them, come from poor,

lower-class homes. Surrounded by students who have little interest in acquiring an education, lacking companionship with students who want to learn, and receiving no encouragement at home, these children apply themselves even less than they would if there were good students in class with whom to identify.

要读书好，许多家境贫寒的学生需要有榜样的挑战和激励。把天才聚集在13 In order to achieve educationally, many children from economically

impoverished homes need to be challenged and motivated by example. Grouping

一起，使这些孩子失去这种剌激，他们落在后面做二等生，这种情况更容易使

人看不到希望，而不是减轻焦虑。万一他们中有谁表现出超众的领导天才或能

力，他们就被送走，加入智力与他们同等的学生中去，使没有天赋的学生们倍

感寒微。

deprives these children of such stimulation. They are left behind as second-class students, a situation which is more likely to create hopelessness than to lessen

anxiety. Should some of them display outstanding leadership or ability, they are sent away to join their intellectual peers, leaving the nongifted group even more impoverished.

按智力为孩子分班与登山有许多相

似之处。登山时,好手往往将他们自己安

排在初学者或技术不熟练者之前或后

面，初学者排在既掌握登山所需的技术

又有协作精神的登山者中间会学得更

快、更好。

14 Grouping children intelligently has much in common with mountain climbing. In mountain climbing, the guides usually distribute themselves ahead of and behind beginners or less skilled climbers. Placed in the center of the group with people who have learned both the skill and the teamwork required in mountain climbing, the beginner is likely to learn quickly and well. 但是，如果所有的登山好手编在一

组，而所有技术不娴熟的登山者编在另

一组，那么第二组很可能惨败或全军覆

没。 15 If, however, all of the good climbers are put into one party, and all of the poor ones in another, the second group is likely to fail miserably or perish altogether.

当什么是孩子们应受的最好教育之争论走进死胡同时，争论时常转换成什么对社会最为有利。如今，有人说，我们的生存需要更多的科学家和工程师，所以，我们必须加速培养那些具有必要才能的年轻人，使其更快地成长。

16 When the debate over what is the “best “ education for the child reaches

an impasse, the argument is frequently switched to what is best for society. Toady

we are told that we need more scientists and more engineers to “survive.”

Therefore, we must speed the growth of young people who have the necessary

talent.

难道真有人知道，三十年后的社会

需要什么吗？科学一定能保障生存吗？难道社会不需要更多有关组建全球性社会的新鲜而富有想象力的想法吗？除了科学家，难道我们不更需要具有宽广的社会眼光的人吗？由于思想成熟缓慢，或许我们需要的不是加速而是放慢一切都已过快的步伐。

17 Does anyone really know what the needs of society will be thirty years

hence? Can science guarantee survival? Might society not have a greater need for fresh, imaginative ideas on how to organize a worldwide society? Might we not have a greater need for men of broad social vision than for scientists? And since ideas mature slowly, maybe what we need is not a speeding up but a slowing down of our all-too-fast pace.

我并不是说我们无须再关心有天赋

者，维持现状就够了，相反，我们的学

校能够而且必须改善。我仅仅说开展给

天才儿童以特别教育的讨论，尚缺乏科

学的牢固基础。我们现在所需要的不是

很快拿出良方妙药，而是进行仔细权衡

的对照实验，要多多思考和周详规划。 18 I am not suggesting that we dismiss our concern for the gifted, that we leave well enough alone. On the contrary, our schools can and must be improved. I am simply saying that arguments for the special education of gifted children do not yet rest on scientifically solid ground. What we need now is not quick remedies but carefully balanced and controlled experiments, based on hard thinking and planning.

Grouping the Gifted: Pro

The debate over whether to group the gifted students in schools appears to be heated. Some people who advocate grouping the gifted believe that it can be conducive to improve their capacities to the utmost extent. Others who oppose it adhere that it is unfair for non-gifted students. I am in favor of this practice because this homogeneous grouping is advisable.

Grouping the gifted refers to a practice of creating classes or small groups in which the students are learning and working together based on their similar ability, talent or interest.

Grouping the gifted clearly benefits the gifted students. They profit from an enriched curriculum appropriate to the pace, depth and complexity of their learning. For example, the gifted students can get some instruction such as the ability to deal with abstract concepts. Furthermore, it may increase their achievements and improve their ability because such kind of instruction allows the gifted students to perform at real levels which commensurate with their ability. Imagine for a second that if a student excels in playing the violin, would it make sense to let him/her have the basic lessons with the students who have no talent in music and know nothing about music, or to learn with the music teacher on more advanced lessons to facilitate her ability? Don’t the gifted students have the right to getting an upgrading education that benefits them and satisfies their special needs?

For the non-gifted students, grouping the gifted provides them more individual attention, repletion and encouragement. In heterogeneous classrooms, they are hardly able to do the school work as well as the gifted ones, which may produce frustration in them. Therefore, they may lose confidence and enthusiasm on study. While in optional

regrouped classrooms, the non-gifted students have no stress on study or competition with the gifted ones. It can stimulate their interest and eagerness for knowledge. What’s more, the teachers will pay more attention and give more encouragement to them. For instance, when coming up against a little bit difficult questions they fail to understand, the teachers can explain for them repeatedly until they totally comprehend. Through this way, the non-gifted students can keep learning in a positive, confident attitude.

The teachers can carry out the principle of teaching the students in accordance with their aptitude through grouping the gifted. There’s no need for them to vary the pace of instruction according to the students’ levels of readiness and learning rates in regrouped classes. Besides, the teachers are capable of providing adequate direct instruction for each group or even for every individual, which can enhance the quality and efficiency of teaching and the students’learning. This kind of teaching strategy can benefit the teachers as well as the students.

In conclusion, grouping the gifted inspires the gifted students to develop their capacities to the fullest degree, encourages the non-gifted students to do better than before and conveys a message of modifying the way of teaching to suit the requirements of each class or case. Thus, I strongly recommend grouping the gifted and firmly believe that it is a revolution in education system.

Grouping the Gifted: Con

Outline

A.Opening:

The introduction of the phenomenon of grouping the gifted, and raise my opinion about it.

B. The negative effect of grouping the gifted and give the evidences.

1. Cause rat race and lace of basic skills, TOEFL text in china as an example.

2. Cause some bad effects to the students’ psychosomatic health

3. Cause the teachers’ rat race and the education corruption.

C. The advantages of not grouping the gifted.

1. Help the gifted broaden their interests.

2. By co-working with the gifted can help the slower learners become faster learners

D. Closing:

Raise my opinion again, and call on to improve our education system

It is a common phenomenon that many junior and senior schools, students are divided into gifted and non-gifted classes according to their scores. Some people firmly believe that the examination is the most important criteria to determine the learning ability, as many schools, especially in China, are only concerned about the grade, based on which they divide students into classes. Should we divide students into classes only based on grade? In my opinion, I don’t agree with the idea that students should be divided into classes merely based on grade.

We should on no account ignore the influence of the test, however, we must make it clear that ultimate aim of learning is not absolutely for examination and test can not stand for everything. Divide students into different groups according to the test can cause rat races which students will only pay attention to the scores, but lace of many basic skills.

Many special language schools confirm that examination can test a student comprehensively, so they arrange a lot of Chinese students who want to go abroad in different classes only by their mark in English tests. In the best class, all of the students got very high marks in TOEFL, but when they study abroad, many of them can not adapt to their new life or the foreign style of education. Sometimes, they even can not communicate fluently with other people. On the contrary, other students who just got average mark in TOEFL study well in their new schools. Many newspaper offices reported that a lot of western educational organizations suspected the facticity of the TOEFL marks in China.

This phenomenon shows that students can only get remarkable scores but they are deficient in other abilities. This is a fearful thing that students can not adapt and live in modern society so we should decrease the phenomenon of high score and low abilities education as far as possible. Meanwhile, in a special class full of gifted students, the fierce competition will beyond imagination and student all under a great pressure which will do harm to the students’ psychosomatic health. I believe all of us had heard such bad news that a gifted student committed suicide just because he did a bad job in the exam. We cannot deny that in some degree it is a bad effect caused by the grouping of them.

Some supporter argue that grouping the gifted student to a special class can help teachers teach them according to their high learning ability, but how can we judge whether these teaching material and style suitable to all of the students. On the other hand, the special classes’ teachers usually have a high welfare than the regular class, in order to be a teacher of special classes, the rat race among the teachers will make the education foul atmosphere. As many students want to get into the special classes, some parents may bribe the teachers which will degrade social conduct.

Another argument argued that in the regular classes these gifted students are held back, and may thwarted in their intellectual growth in the learning situations that are designed for the average child. They think that special classes for the gifted can help them to graduate earlier and take their place in life sooner.

In fact, some researches shows that in the special classes for gifted, student had little ability to use

their own critical judgment, they just relied on their teachers’ direction. But in the regular classes, no longer having to worry about keeping, these students began to reflect spontaneously on many problems, some of which were not in the school program, so they can broaden their interests, and understand far more deeply.

There is also an reason for them to support the special classes for the gifted is that they think move the gifted students out of a regular class can alleviate the anxiety of the slower learners. But, I want to say only the slower learners have a friendly working relationship with the gifted students can they become the faster learners. At the same time, only in this way the slower learners may not feel themselves inferior.

All in all, grouping the gifted infringed equity of education, I firmly believe that we can not advocate it. But, I do not mean that we dismiss our concern for the gifted, I simply argue that the special education for the gifted is not a good way to help these students. The problem waiting to be solved is to improve our education system.

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常用英语语法术语表 语法grammar 句法syntax 词法morphology 结构structure 层次rank 句子sentence 从句clause 词组phrase 词类part of speech 单词word 实词notional word 虚词structrural word 名词noun 专有名词proper noun 普通名词common noun 可数名词countable noun 不可数名词uncountable noun 抽象名词abstract noun 具体名词concret moun 物质名词material noun 集体名词collective noun 个体名词individual noun 介词preposition 连词conjunction 动词verb 主动词main verb 及物动词transitive verb 不及物动词intransitive verb 系动词link verb 助动词auxiliary verb 情态动词modal verb 规则动词regular verb 不规则动词irregular verb 短语动词phrasal verb 限定动词finite verb 非限定动词infinite verb 使役动词causative verb 感官动词verb of senses 动态动词event verb 静态动词state verb 感叹词exclamation 形容词adjective 副词adverb 方式副词adverb of manner 程度副词adverb of degree 时间副词adverb of time 地点副词adverb of place 修饰性副词adjunct 连接性副词conjunct 疑问副词interogative adverb 关系副词relative adverb 代词pronoun 人称代词personal pronoun 物主代词possesive pronoun 反身代词reflexive pronoun 相互代词reciprocal pronoun 指示代词demonstrative pronoun 疑问代词interrogative pronoun 关系代词relative pronoun 不定代词indefinite pronoun 物主代词possecive pronoun 名词性物主代词nominal possesive prnoun 形容词性物主代词adjectival possesive pronoun 冠词article 定冠词definite article 不定冠词indefinite article 数词numeral 基数词cardinal numeral 序数词ordinal numeral 分数词fractional numeral 形式form 单数形式singular form 复数形式plural form 限定动词finite verb form 非限定动词non-finite verb form 原形base form 从句clause 从属句subordinate clause 并列句coordinate clause 名词从句nominal clause 定语从句attributive clause

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letmerephrasewhatIsaid.让我重申刚才所说的。 agreeingwithanopinion同意观点 ofcourse当然。 right.是的。 exactly.对。 that’strue.是那样。 sodoI.(neitherdoI.)我也这样认为。(不这样认为。) Iagreecompletely.我完全赞同。 Iagreewithyouentirely.我完全同意你所说的。 you’reabsolutelyright.显然你是对的。 that’sagoodpoint.这个看法不错。 Icouldn’tagreewithyoumore.我绝对赞成你。 Ifeelthesameway.我也持同样的想法。 disagreeingwithanopinion反对意见。 however，…然而…… Idon’tthinkso.我不那样认为d.Idon’tthink…我认为……不是那样的。 ontheotherhand…另一方面…… onthecontrary.相反的。 that’snot(entirely)true.那不(完全)正确。 Ican’tpossiblyagreewithyou.我不可能同意你。 Ihatetodisagreewithyou，but…我不喜欢反对你，但…… allright，butdon’tyouthink…?好吧，但难道你不觉得……

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documentary (film) 记录片,文献片filmdom 电影界literary film 文艺片 musicals 音乐片comedy 喜剧片tragedy 悲剧片dracula movie 恐怖片 sowordsmen film 武侠片 detective film 侦探片 ethical film 伦理片affectional film 爱情片 erotic film 黄色片western movies 西部片 film d’avant-garde 前卫片serial 系列片 trailer 预告片 cartoon (film) 卡通 片,动画片 footage 影片长度 full-length film, feature film 长片 short(film) 短片 colour film 彩色片 (美作:color film) silent film 默片,无 声片 dubbed film 配音复 制的影片,译制片 silent cinema, silent films 无声电 影 sound motion picture, talkie 有 声电影 cinemascope, CinemaScope 西涅玛 斯科普型立体声宽银 幕电影,变形镜头式宽 银幕电影 cinerama, Cinerama 西涅拉玛型立体声宽 银幕电影,全景电影 title 片名 original version 原 着 dialogue 对白 subtitles, subtitling 字幕 credits, credit titles 对原作者及其 他有贡献者的谢启和 姓名 telefilm 电视片 演员actors cast 阵容 film star, movie star 电影明星 star, lead 主角

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我方坚持认为” 应该是脱口而出We firmly insist that，“开头的观点the beginning viewpoint”，“最后的陈词the final statement” Honorable judges, distinguished guests, ladies and gentlemen..... Ways to open a debate ?To set the framework for our opinion, we believe it is necessary to state… ?We would like to introduce our stand by giving the following definitions. … ?In order to effectively debate this topic, we would like to propose…. ? A number of key issues arise which deserve closer examination. ?We will elaborate one of the most striki ng features of this problem, namely… ?In the first place we would like to make clear that….The main argument focuses on…. 1. Giving Reasons and offering explanations: ?To start with…, The reason why..., That's why..., For this reason..., That's the reason why..., ?Many people think...., Considering..., Allowing for the fact that..., When you consider that..., 2. Asking for an opinion from the other party ?I would be glad to hear your opinio n of … 我很乐意听听你对……的意见。 ?Are you of the same opinion as me? 你与我的看法一致吗？ ?I was wondering where you stood on the question of … 我想知道你对……问题怎么看。 ?well…what do you think (about ?Do you agree? (don't you agree?)你同意吗?(你是不是同意?) ?What's your view on the matter? how do you see it?你怎么看它? ?let‘s have your opinion.让我们听听你的意见！ ?do you think that…?你认为…吗 3. Stating an opinion陈述观点 ?I think..., In my opinion..., I believe… I'd like to point out that我想指出的是… ?Speaking for myself站在自己的立场上说…In my experience…根据我的经验… ?I'd like to say this：…我会这样说… I'd rather..., I'd prefer..., ?The way I see it..., As far as I'm concerned...,就我而言，… ?If it were up to me..., I suspect that..., ?I'm pretty sure that..., It is fairly certain that..., ?I'm convinced that..., I honestly feel that…, ?I strongly believe that..., Without a doubt...

专业术语中英文对照表

语文课程与教学论 名词术语中英文对照表 the Chinese Course and Teaching and Learning Theory in Chinese and English Teaching materials editing teaching materials /Chinese Teaching Materials /edit teaching materials /Uniformed Chinese Teaching Materials /Experimental Teaching Materials /Mother Tongue Teaching Materials /Teaching Materials of the New Course *textbook *reading book *teaching reference book *exercises book *studying plan Technology /Educational Technology /Modern Educational Technology /Educational Technology in Chinese Teaching /multi-media technology /net technology /cloud serving technology *white board *net meeting *chat room *blog Teaching Basic Theory of the Teaching teaching aim teaching task teaching objective teaching model teaching tactics teaching principle teaching program teaching reform teaching case Courseware teaching resources teaching experiment /mother tongue teaching A Term List of 1. 教材（ JC ） 教材编写 /语文教材 /编写教材 / 统编教材 /实验教材 /母语教材 /新课程教材 * 课本 * 读本 * 教学参考书（教参） * 练习册 *学案 2. 技术（ JS ） / 教育技术 /现代 教育技术 /语文 教育技术 /多媒 体技术 / 网络 技术 /云服务技 术 * 白板 *网 络会议 *聊天室 * 博克 3. 教学 （JX ） 教学基本理论 教学目的 教学 任务 教学目标 教学模式 教学 策略 教学原则 教学大纲 教学 改革 教学案例 教学课件 教学 资源 教学实验 /母语教学

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Thanks for the Chairman，please let me give my best wishes to everyone here。Now，I will give you the conclusion of this debate。 Reviewing all the debate，it’s not difficult for us to find that there are three important errors my opposite debaters had made. First of all，Perhaps you ignored to analysis the topic of our debate. What we are discussing is which is more important，instead of that which is important；If I understood you correctly, you said that we are dependent on the opportunity so that we woul d say “NO” to the hard work，which I’m What we want to express is that when someone has opportunity and the hard work at the same time，The former is more important for him to achieve success. Wha t’s more,as we all know，man proposes, god disposes. AS the competitive nature of our society are more and more Intense in today’s life，people have to learn much more knowledge，put in more by ourselves while we can do hard work as much as possible。Thus，we insist that luck and opportunity are more important than hard work for people if you want to get succeed. The power of hard work is limited. Some things are just out of our reach. For instance, We pray for good weather before our picnic day, we pray for a clear head for a big test, we pray for a long life free of illness and accidents. We say “good luck” a lot and we really mean it. Everyone of us will need luck and opportunity at some point in our life.

常用专业术语英文

组装、冲压、喷漆等专业词汇 Assembly line组装线 Layout布置图 OOBA开箱检查 fit together组装在一起 fasten锁紧(螺丝) fixture 夹具(治具) pallet栈板 barcode条码 barcode scanner条码扫描器 fuse together熔合 repair修理 operator作业员 QC quality品管 supervisor 课长 section supervisor课长 deputy section supervisor =vice section superisor副课长 ME制造工程师 MT制造生技 cosmetic inspect外观检查 inner parts inspect内部检查 thumb screw大头螺丝 lbs. inch镑、英寸 front plate前板 rear plate后板 chassis基座 bezel panel面板 power button电源按键 reset button重置键Hi-pot test of SPS高源高压测试 V oltage switch of SPS 电源电压接拉键 sheet metal parts 冲件 plastic parts塑胶件 SOP制造作业程序 material check list物料检查表 trolley台车 carton纸箱 sub-line支线 left fork叉车 personnel resource department 人力资源部 production department生产部门 planning department企划部 QC Section品管科 stamping factory冲压厂 painting factory烤漆厂 molding factory成型厂 punching machine 冲床 robot机械手 lathe车床 planer |'plein|刨床 miller铣床 grinder磨床 driller??床 linear cutting线切割 electrical sparkle电火花 welder电焊机 staker=reviting machine铆合机 position职务 president董事长 general manager总经理 special assistant manager特助 factory director厂长 department director部长 deputy manager | =vice manager副理 group leader/supervisor组长 line supervisor线长 thickness gauge厚薄规 gauge(or jig)治具 power wire电源线 buzzle蜂鸣器 defective product label不良标签 identifying sheet list标示单 iudustrial alcohol工业酒精 Tiana天那水 packaging打包 missing part漏件 wrong part错件 excessive defects过多的缺陷 critical defect极严重缺陷 major defect主要缺陷 minor defect次要缺陷 not up to standard不合规格 dimension/size is a little bigger尺寸偏 大(小) cosmetic defect外观不良 slipped screwhead/slippery screw head 螺丝滑头 speckle斑点 rust生锈 deformation变形 burr(金属)flash(塑件)毛边 poor staking铆合不良 excesssive gap间隙过大 grease/oil stains油污 inclusion杂质 painting peel off脏污 shrinking/shrinkage缩水 mixed color杂色 scratch划伤 poor processing 制程不良 poor incoming part事件不良 painting make-up补漆 discoloration羿色 water spots水渍 polishing/surface processing表面处理 exposed metal/bare metal金属裸露 lack of painting烤漆不到位 safety安全 quality品质 delivery deadline交货期 cost成本 engineering工程 die repair模修 enterprise plan = enterprise expansion projects企划 qualified products, up-to-grade products良品 defective products, not up-to-grade products不良品 to return material/stock to退料 scraped |'skræpid|报废 (be)qualfied, up to grade合格 not up to grade, not qualified不合格

辩论赛专用术语

1.正方the positive side 2.反方the con side一辩：FIRST DEBATER 二辩：SECOND DEBATER 对方辩友，my fellow debaters 辩论用语: 3.the positive side/the con side got the upper hand正方/反方占了上风 4.My dear friend give a a clear answear please now.亲爱的朋友,请现在就给我一个清楚的解释. 5.I guess what you said just now is too far from our topic to catch it ,we've no i nterest in it. 我想你刚才所说的离我们的话题太远了,我们对那不感兴趣. 6.show me a reason,give me a sign. 展示给我一个理由,给我一个令人信服的回答 7.If you keep on such stupid type like this,nobody will believe the simple lies that you fed. 如果你仍然坚持如此愚蠢的观点,没有人会相信你所说的谎言. 8.your word made me think of such a thing:though the stars shinning in the sky,t ell me why do you know how they can fall above,tell me why. 你的话让我想起了这样一件事:天上的星星在闪烁,告诉我你怎么会知道它能掉下里来呢,告诉我为什么!

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31. plug fuse 插头式保险丝 32. malfunction 故障 33. deenergize 不给… 通电 34. insulation 绝缘 35. generator 发电机 36. magneto 磁发电机 37. humidity 湿度 38. moisture 潮湿湿气 39. abbreviate 缩写，缩写为 40. transformer 变压器 41. thumb 检查，查阅 42. milliammeter 毫安表 43. multimeter 万用表 44. dynamometer 测力计，功率计 45. aluminum 铝 46. deteriorate 使….恶化 47. eddy current 涡流 48. gear 齿轮，传动装置 49. dial 刻度盘 50. semiconductor 半导体 51. squirrel 鼠笼式

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Honorable judges, ladies and gentleman, my fellow debaters., good evening. Our side firmly believes that “live to work” means more to people. First of all, let’s have a look at the definitions of these two words. According to Collins advanced English dictionary, live not only means someone in a particular kind of life, but also means live for something, in order to achieve something in their life. Workit's not just doing a job which can enable us to earn money. It's exerting ourselves by doing mental or physical work for a purpose or out of necessity. Following are some aspects which can support our argument. First of all, work is a source of self-esteem and

satisfaction. We are emotionally dependent on it. Because we live in this world, we have need and desire, so we have to find a way to satisfy our need and desire. Our enthusiastic passion for work enhances our quality of life. Second, living to work is a positive living attitude. Live to work make people keep step to society development and progress. In the case of we are living in a competitive world, a positive attitude of living to work can make us keep pace with the world. Last but not least, only by choosing the attitude of living to work can we be unselfish and do more contribution to our society and environment.On the one hand, it will promote human civilization.On the

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E如何礼貌地反对对方某一观点 I’m not sure really. Do you think so? Well, it depends. I’m not so certain. Well, I’m not so sure about that. I’m inclined to disagree with that. No, I don’t think so really. F如何强烈反对对方某一观点 I disagree. I disagree with you entirely. I’m afraid I don’t agree. I’m afraid you are wrong there. I wouldn’t accept that for one minute. You can't really mean that. You can’t be serious. 我觉得我们可以从以下方面去说： 国庆节的活动应有主题地开展，给每年的国庆节确定一个主题，围绕主题开展节日活动，以便让更多的人能通过这个特别的日子或产生对先辈们的敬意，或珍惜今天的幸福生活，或感

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