雅思练习总结（二）-CSDN博客

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雅思练习总结（二）

1 文章原文及翻译

Early Childhood Education

翻译：儿童早教

New Zealand’s National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain.

翻译：新西兰国家党教育发言人洛克伍德·史密斯博士最近访问了美国和英国

Here he reports on the findings of his trip and what they could mean for New Zealand’s education policy

翻译：他在此报告了此次旅行的发现及其对新西兰教育政策的影响

A ‘Education To Be More’ was published last August. It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don’t normally send children to pre-schools until the age of three, are we missing out on the most important years of all?

翻译：新西兰政府于去年 8 月发布了关于幼儿保育和教育工作组织的总结报告《早教育苗》。该报告主张促进公平入学，并为儿童保育和幼儿教育机构提供更多资金支持。报告本身可谓是反应了当前早教领域的真实需求，但由于父母通常直到孩子三岁才送他们去早教幼儿园，这是否会导致我们让孩子们错过了最重要的几年呢？

B A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words - most of the language they will use in ordinary conversation for the rest of their lives.

Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.

翻译：一项哈佛大学开展的，为期 13 年的儿童早期发展研究表明，大多数的儿童到3岁就可以理解基本满足其后半生的普通对话需要的大约 1000 个单词了。

此外，研究还表明，到2岁或3岁之后，孩子们会基本失去与生俱来的好奇心。研究人员声称，孩子到2岁就会形成人格，到3岁就会习得之后的学习生活所需的基础技能。而3岁之后，孩子们只会在已有基础上对自己的世界观进行扩展。

C It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That’s observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called ‘Headstart’ was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.

Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, ‘Headstart’ children returned to the same disadvantaged home environment.

翻译：人们普遍认为，来自贫困社会经济背景的年轻人在我们的教育体系中表现较差。这一现象不仅在新西兰存在，在澳大利亚、英国和美国也存在。为了缩小这一差距，美国于 1965 年投入了大量资金，启动了一项全国性的“奋勇争先”计划。该计划通过将三岁儿童送入学前教育机构，来帮扶来自贫困家庭的孩子在学校中奋勇争先。

虽然砸了很多钱，其效果却令人大失所望。人们将其失败的原因总结为2点，1是计划的介入时机太晚了，在3岁的时候，很多小孩就已经在语言和可评估智力方面落后于人了。2是参与计划的孩子们的父母并没有介入到计划中。在每天的“奋勇争先”计划结束后，这些孩子们还是会回到原本的贫困家庭环境中。

D As a result of the growing research evidence of the importance of the first three years of a child’s life and the disappointing results from ‘Headstart’, a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers. The ‘Missouri’ programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.

The programme involved trained parent-educators visiting the parents’ home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child’s intellectual, language, social and motor-skill development. Periodic check-ups of the child’s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.

Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care.

翻译：在充分考虑越来越多的研究证据表明孩子1到3岁的重要性以及“奋勇争先”计划的失败，美国密苏里州又启动了一项试点计划，其重点关注父母作为孩子的第一任老师的作用。“密苏里”计划的思路主要来源于如下研究结果：与家庭紧密合作而不是绕过父母，是让孩子赢在起跑线上的最有效方式。这项为期四年的试点研究包括 380 个即将拥有第一个孩子的家庭，这些家庭在社会经济地位、年龄和家庭结构的水平上分布均匀，且包括单亲家庭和双亲家庭、父母双方都工作的家庭以及母亲或父亲在家的家庭。

该计划涉及受过培训的家长教育者，他们会对参与家庭进行家访，并与父母和孩子一起工作。他们还会给出有关儿童发展、孩子成长全程中注意事项的信息。关于培养儿童智力、语言、社交和运动技能发展的指导也会被提供。家长教育者还会定期检查孩子的教育和感官发育（听觉和视力），以发现可能影响成长和发育的障碍。其中，医疗问题会转介给专业人士。

家长教育者会开展家访，并每月与其他新父母举行小组会议，分享经验和话题讨论。位于校内的家长资源中心，可为家庭和儿童保育人员提供学习材料。

E At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.

Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child s development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.

翻译：参加“密苏里”计划的儿童会在3岁时接受评估，其对照组包括来自相同社会经济背景和家庭状况的儿童，和随机抽取的同龄儿童。评估结果令人惊叹。到3岁时，参加该计划的儿童在语言发展方面明显优于对照组的儿童，参加计划的孩子们在解决问题和其他智力技能、社交发展方面取得了较大进度。事实上，参加该计划的儿童在听觉理解、口头表达能力和语言能力等方面的表现平均水平，相当于与对照组中的排名前 15% 到 20%。

最重要的是，传统的“风险”衡量标准，例如父母的年龄和教育程度，或是否是单亲父母，与孩子们的学习成果和语言发展衡量标准几乎没有关系。参加该计划的儿童无论社会经济条件如何，表现都同样出色。而在家庭中，虐待儿童的现象几乎被消除。研究发现，影响孩子成长的一个因素是家庭压力导致亲子互动质量差。但在较贫困的家庭中，这种互动并不一定不好。

F These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalised early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.

翻译：这些研究结果是令人振奋的。在新西兰，有越来越多的证据表明，来自贫困社会经济背景的儿童入学时就与其他孩子有差距，而我们的教育体系往往会加具它。但上述的成功的试点计划，可以用于打破这种劣势滚雪球的现象。与父母在家中或工作场所进行合作的概念与早期儿童保育和教育工作组的报告形成了鲜明的对比。他们的重点是让儿童和母亲获得儿童保育和制度化的早期儿童教育。总的来说，在3至5岁时，对孩子的教育无疑是至关重要的，但如果不同样关注父母教育和1致3岁教育的重要性，就无法克服教育不平等的现象。

2 文章结构分析

这篇文章正好有分段 A，B，C，D，E，F 可以用来总结文章脉络

A部分通过新西兰的《早教育苗》报告引出了此文章探讨的早教问题的背景和研究意义，即让教育更加公平，给贫苦家庭出生的孩子一个更公平的成长平台，
B部分是当前学术界对于早教问题的研究结论：孩子的前3岁对于其之后的成长是尤为重要的
C部分是对“奋勇争先”项目研究结果的总结，由于没有考虑到家长对于孩子早教的影响，在投入了大量资金的情况，实验结果却令人失望
D部分介绍了吸取“奋勇争先”项目失败经验的“密苏里”项目，该项目在样本上考虑了多样化的家庭背景，重点关注了对家长的早教知识辅导
E部分总结了“密苏里”项目的成功成果，且发现了通过对父母教育方式的指导，这种良好的儿童早教结果，是与其家庭背景无相关性的
F部分是文章的最后一部分，通过“密苏里”项目的结论，鼓舞了新西兰教育界，让他们根据美国前辈的成功经验，在新西兰进行复刻

文章整体结构如下

4 重难点词汇总结

spokesman 根据剑桥词典，spokesman这个单词（出现在小标题部分）的意思是发言人，一般用于介绍演讲者信息这种

spokesman含义

unquestionably 根据剑桥词典，unquestionably这个单词（出现在第一段）的意思是毫无疑问的，无可质疑的

unquestionably含义

miss out 根据剑桥词典，miss out 这个短语（出现在第一段）有2个含义，1是遗漏，2是错失（享乐或获利的）机会

miss out 含义1

miss out 含义2

suppress 根据剑桥词典，suppress这个单词（出现在第三段）这里的意思是压抑，抑制，它还可以指暴力镇压

suppress 含义1

suppress 含义2

dramatically 根据剑桥词典，dramatically 这个单词（出现在第三段）这里的意思是剧烈地，它还有戏剧性地这个意思（第二个意思可以从 drama 这个单词中猜出来，比如这个事儿很抓马，哈哈哈哈 ^v）

dramatically 含义1

dramatically 含义2

existing 根据剑桥词典，existing 这个单词（出现在第三段）这里的意思是现存的，现有的，已有的

existing 含义

head start 根据剑桥词典，head start 这个短语（出现在第四段）原指赢在起跑线上，因为文中把它作为早教项目的名字，我就起名为 “奋勇争先”

head start 含义

programme 根据剑桥词典，programme 这个单词（出现在第五段）意指使计划、项目，它还可以指节目\节目单

programme 含义1

programme 含义2

programme 含义3

pour 根据剑桥词典，pour 这个单词（出现在第五段）意指，倒、灌、倾倒，但作为pour into 这个短语，意思是投资

pour into 含义

institution 根据剑桥词典，institution 这个单词（出现在第五段）意指，机构、组织，与 organization 同义，但它还可以指社会收容机构和习俗

institution 含义1

institution 含义2

institution 含义3

suppose 根据剑桥词典，suppose 这个单词（出现在第五段）除了熟知的猜想，猜测，推测的意思外，还有表示负面的情绪的猜想、预测这种意思，可以积累一下

suppose 含义1

suppose 含义2

suppose 含义3

predicate 根据剑桥词典，predicate 这个单词（出现在第六段）这个单词比较有迷惑性，它和预测 predict 这个单词是不一样的，读音也不一样，它作为名词是谓语，做为动词时是断言，肯定，与 assertion 是同义词，文中是它的第三个意思，作为 predicate on 出现时是基于… 的意思

predicate 含义1