中英互译文章

What we get wrong about China Global Public Square

By Bhaskar Chakravorti, Special to CNN

Editor’s note: Bhaskar Chakravorti is senior associate dean of International Business and Finance and founding executive director of the Institute for Business in the Global Context at The Fletcher School at Tufts University. The views expressed are the author's own.

We now know who will be leading the two most important nations for the global economy – for the next four years in the United States’ case, and for a deca de in China’s. By the time President Obama is ready to leave office, China will have passed the U.S. in GDP terms, at least according to a report by the OECD. But with GDP no longer Chinese leaders’ top concern, the country has its sights set on catching up with the U.S. in another area –innovation.

On a recent to visit to speak at the World Economic Forum's Summer Davos in Tianjin, I was struck by the sense of urgency among Chinese leaders to close the gap when it comes to innovation. It was clear to me that it is time for the U.S. to pay

close attention, because urgency in China is generally followed by execution.

Unfortunately, America has worked itself up over the wrong issues as far as “competitiveness” is concerned: we bemoan the fact that China has taken our jobs (and 42 percent of Americans believe that China is already the world’s largest economy, a Pew survey suggested). But those worried about the country’s future would be better served focusing on U.S. competitiveness in innovation, something that has the potential to put this country’s growth back on track.

The problem is that there is a general (and misplaced) belief that China will always be a loser, that it can only imitate, not innovate. Critics argue that its society is too top-down and that American innovation will always be buoyed by Silicon Valley. More from CNN: U.S. needs an infrastructure bank

But the reality is that it is na?ve to believe China cannot narrow the gap in innovation, and the second Obama administration would do well to consider that America could actually learn a thing or two from across the Pacific. And it could start by grappling with some widely held myths:

1. There is no innovation in China, only piracy and imitation. Most innovation begins with imitation; America got its start by imitating inventions from the Old World. Meanwhile, many Chinese "imitations, " such as Alibaba, Tencent or Sina Weibo, have moved far beyond being mere copies of their U.S. counterparts. Each is solving problems uniquely relevant to Chinese businesses and consumers, something that could create platforms for innovations that are propelled into global markets.

2. The Chinese approach to innovation is too top-down and state-led – real innovation only comes from the bottom-up. The Chinese state is committed to bringing China to the ranks of the innovative nations by 2020. Silicon Valley entrepreneurs might shudder at this top-down approach. Yet consider, for example, where the American entrepreneur would be if the U.S. government had not funded the Defense Advanced Research Projects Agency that gave birth to the Internet. The state must play a role in investing in foundational innovations, such as the Internet and mobile technologies. Once these foundations are laid, then a competitive bottom-up ecosystem will encourage

creative destruction. But sadly, U.S. government investment in such foundational innovations has been on a steady decline.

3. Intellectual property rights protection in China is too weak to encourage innovation.

China's weaker intellectual property protection could, arguably, make it easier to foster a climate conducive to open innovation. Of course, a balance needs to be struck between open access to intellectual property and protecting it – with no protection, innovation will stall, because investors need returns on their investment. Unfortunately, in the U.S., intellectual property protections block innovation just as much as they promote it.

4. In a globalized economy, sustaining innovation requires investment in international markets; China's brand and soft power abroad is weak and dated.

Despite several unresolved issues such as territorial disputes and balance of trade, China's influence in the world's

fast-growing regions, including Africa, Latin America and East Asia, is growing more rapidly than that of the United States. When Chinese innovations look for inputs or consumers and they turn to these markets, they are likely to have as many

opportunities as well-known U.S. brands – perhaps even a better chance. Indeed, when it comes to ties with Africa and Latin America, China is often one step ahead of the U.S.

5. China's education model emphasizes rote learning; innovation can only flourish in environments that encourage exploration, critical thinking and a broad education in the liberal arts tradition.

The danger with the Chinese approach is that if you don’t expose students to other disciplines and encourage critical thinking, they may lack the breadth to blossom into creative problem-solvers and risk takers. However, the U.S. system has some severe deficits of its own. A recent U.S. Department of Commerce report, for example, highlights a growing gap in science, technology, engineering and mathematics education. Notably, immigrants are the ones filling the education gap –half the start-ups in Silicon Valley were founded by immigrants. Sure, the Chinese model of innovation needs plenty of work, but in many ways China is also learning from the U.S. and following in our early footsteps. As China moves up the curve and adds the uniqueness of its own experience and approach,

it may create a new hybrid model that has lessons for other nations, including the United States.

Remember, it’s true that the global positioning system is a product of the U.S. Department of Defense. But the Chinese were the ones who gave us the compass in the first place. Chakravorti is author of “The Slow Pace of Fast Change: Bringing Innovations to Market in a Connected World.”

编辑注：巴斯卡·查卡拉沃迪是塔夫茨大学弗莱彻学院（Fletcher School at Tufts University）全球商业研究院的国际商业和金融高级副院长和创始人执行董事。本文仅为作者个人观点。

我们现在已经知道，在全球经济中最重要的两个国家，美国在今后的四年，中国在今后的十年，谁将是国家的领导人。当奥巴马总统将要离任时，中国的GDP将已经超过美国，至少经济合作与发展组织的报告是这样认为的。但是，GDP并不是中国领导人最关心的问题，中国将眼光放在了另一个领域--创新，在创新领域追赶美国。

我最近一次访问天津，在世界经济论坛夏季达沃斯会议上发言，中国的领导人们在谈到创新时，表现出要缩小差距的紧迫感，我对此感到了震惊。在我看来，很显然，美国是时候对此予以关注了，因为在中国，一般来说紧迫接下来就是要有行动了。

很不幸，在“竞争力”问题上，美国一直存在错误的认识：我们哀叹中国抢了我们的工作（皮尤的一项调查显示，42%的美国人相信，中国已经是世界上最大经济体）。但是，那些担忧美国国家未来的人，最好是去关注美国创新方面的竞争力，这是让美国回到经济增长轨道的潜在动力。

问题是，人们普遍相信（并且是错误地相信）中国将永远是输家，它只会模仿而不是创新。批评家们称，中国社会太过于自上而下，硅谷将永远是美国创新的支撑力量。

但现实是，相信中国不可能在创新方面缩小差距的看法太幼稚了，并且奥巴马的第二任政府将认真考虑，美国真的可以从太平洋彼岸学到些东西。它可以从纠正一些流传广泛的错误认识开始：

1、中国没有创新，只有盗版和仿造。

大多数的创新都始于模仿；美国也是从模仿旧世界的发明开始的。同时，中国的许多“模仿”，例如阿里巴巴、腾讯或者新浪微博则远不是仅仅复制其美国同行的产品。他们每一家都是解决特别与中国的商业和消费者相关的问题，有些产品可以创建创新的平台，并推进到全球市场。

2、中国的创新太偏重自上而下，而真正的创新只能是自下而上。

中国承诺要在2020年之前将中国带入创新国家行列。硅谷的企业家们也许会对这种自上而下的计划不寒而栗。是的，例如，想想如果美国政府没有设立国防部高级研究计划局，创建英特网，美国的企业家们将会是怎样。国家在投资基础创新方面必须有所作为，例如英特网和移动技术。一旦这些基础技术建立了，有竞争性的自下而上的生态系统将能够鼓励创造性的破坏。但是，很可悲，美国政府在基础性创新上的投资一直在稳定下降。

3、中国的知识产权保护太弱，无法鼓励创新。

可以说，中国知识产权保护的弱势可以更容易地培育一个开放创新的环境。当然，需要在知识产权的开放和保护两方面找到平衡，如果没有保护，创新就将熄灭，因为投资者的投资需要获得回报。不幸的是，在美国，知识产权的保护阻碍创新抵消了其推动创新的作用。

4、在一个全球化的经济中，持续创新要求投资于国际市场；中国在国外的品牌和软实力是弱的且过时的。

尽管中国有一些不能解决的问题，例如领土纷争和贸易平衡问题，但是，中国在世界上高速发展地区，包括非洲、拉丁美洲和东亚的影响力比美国要增长得快得多。当中国的创新寻找投入或者消费者时，他们会转向这些市场，他们可能与知名的美国品牌

有同样多的机会，甚至可能有更好的机会。实际上，在与非洲和拉丁美洲的关系上，中国经常走在美国的前面。

5、中国的教育模式强调死记硬背；创新只有在鼓励开放、批判性思维的环境和广泛的文化传统教育中培育出来。

中国方式的危险是，如果学生不接触其他领域并且不被鼓励批判性思维，他们可能缺乏成为有创造性的问题解决者和风险承担者。但是，美国的体系有它自己的严重问题。例如，美国商务部最近的一项报告显示，美国在科学、技术、工程和数学教育方面的差距在扩大。值得注意的是，移民填补了教育的差距，硅谷中有一半的新创公司是移民创建的。

当然，中国创新的模式还有很长的路要走，但是中国在许多方面也是在学习美国，并且沿着我们早期的路在走。随着中国在前进，并且加入他们自己的经验和方法的独特性，它可能创造出一种新的混合体模式，包含有其他国家，包括美国的经验。

不要忘记，全球定位系统确实是美国国防部的产品。但是，中国是首先为我们提供指南针的国家。

英语原文及其翻译

Exploring Filipino School Counselors’ Beliefs about Learning Allan B. I. Bernardo [Abstract] School reform efforts that focus on student learning require school counselors to take on important new roles as advocates of student learning and achievement.But how do school counselors understand the process of learning? In this study, we explore the learning beliefs of 115 Filipino school counselors who indicated their degree of agreementwith 42 statements about the process of learning and the factors thatinfluence this process.A principal components analysis of the responses to the 42 statements suggested three factors:(F1)social-cognitive constructivist beliefs, (F2) teacher-curriculum-centered behaviorist beliefs,and (F3) individual difference factors.The preliminary results are briefly discussed in terms of issues related to how Filipino school counselors’ conceptions of learning may guide their strategies for promoting student learning and achievement. [Key words]beliefs about learning, conceptions of learning, school counselors, student learning, Philippines School reform efforts in different parts of the world have focusedon students’learning. In particular,most school improvement programsnow aim to ensure that students acquire the high-level knowledge and skills that help them to thrive in today’s highly competitive globaleconomy (e.g., Lee & Williams, 2006). I n this regard, school reform programs draw from various contemporary theories and research on learning (e.g.,Bransford,Brown, & Cocking, 1999; Lambert & McCombs, 1998).The basic idea is that all school improvement efforts should be directed at ensuring students achieve high levels of learning or attainment of well-defined curricular objectives and standards.For example, textbooks (Chien & Young, 2007), computers and educational technology (Gravoso, 2002; Haertnel & Means, 2003;Technology in Schools Task Force, 2003), and educational assessment systems (Black & Wiliam2004; Cheung & Ng, 2007; Clark, 2001; Stiggins, 2005) are being reconsidered as regards how they can effectively provide scaffolds and resources for advancing student learning. Likewise,the allocation and management of a school’s financial resources are assessed in terms ofwhether these are effectively mobilized and utilized towards improving student learning (Bolam, 2006; Chung & Hung, 2006; Retna, 2007). In this regard, some advocates have also called for an examination of the role of school counselors in these reform efforts (Herr, 2002). Inthe United States, House and Hayes (2002) challenged school counselors to take proactive leadership roles in advocating for the success of all

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仁爱英语八年级上册Unit 2 Topic 1 课文原文英汉互译

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英语原文及翻译

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英文翻译(原文)

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英汉互译原文

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