Unit1
12 One way of summarizing the American position is to state that we value
originality and independence more than the Chinese do. The contrast between our
two
cultures
can
also
be
seen
in
terms
of
the
fears
we
both
harbor.
Chinese
teachers are fearful that if skills are not acquired early, they may never be acquired;
there is, on the other hand, no comparable hurry to promote creativity. American
educators fear that unless creativity has been acquired early, it may never emerge;
on the other hand, skills can be picked up later.
缇庡浗浜虹殑绔嬪満鍙互姒傛嫭璧锋潵杩欎箞璇达紝鎴戜滑姣斾腑鍥戒汉鏇撮噸瑙嗗垱鏂板拰鑷珛銆傛垜浠袱绉嶆枃鍖?/p>
鐨勫樊寮備篃鍙互浠庢垜浠悇鑷墍鎬�鐨勫咖铏戜腑鏄剧ず鍑烘潵銆備腑鍥借�佸笀鎷呭績锛屽鏋滃勾杞讳汉涓嶅強鏃╂帉鎻?/p>
鎶�鑹猴紝灏辨湁鍙兘涓�杈堝瓙鎺屾彙涓嶄簡锛涘彟涓�鏂归潰锛屼粬浠苟涓嶅悓鏍峰湴鎬ヤ簬淇冭繘鍒涢�犲姏鐨勫彂灞曘�傜編
鍥芥暀鑲插伐浣滆�呭垯鎷呭績锛岄櫎闈炰粠涓�寮�濮嬪氨鍙戝睍鍒涢�犲姏锛屼笉鐒跺垱閫犲姏灏辨湁鍙兘姘镐笉鍐嶇幇锛涜�屽彟
涓�鏂归潰锛屾妧鑹哄彲浜庢棩鍚庤幏寰椼�?/p>
13 However, I do not want to overstate my case. There is enormous creativity
to be found in Chinese scientific, technological and artistic innovations past and
present. And there is a danger of exaggerating creative breakthroughs in the West.
When any innovation is examined closely, its reliance on previous achievements is
all too apparent (the "standing on the shoulders of giants" phenomenon).
浣嗘垜骞朵笉鎯冲じ澶у叾杈炪�傛棤璁哄湪杩囧幓杩樻槸鍦ㄥ綋浠婏紝涓浗鍦ㄧ瀛︺�佹妧鏈拰鑹烘湳闈╂柊鏂归潰閮?/p>
灞曠ず浜嗗法澶х殑鍒涢�犲姏銆?/p>
鑰岃タ鏂圭殑鍒涙柊绐佺牬鍒欐湁琚じ澶х殑鍗遍櫓銆?/p>
濡傛灉浠旂粏瀹¤浠讳綍涓�椤瑰垱鏂帮紝
鍏跺浠ュ線鎴愬氨鐨勪緷璧栧垯閮芥樉鑰屾槗瑙侊紙
鈥滅珯鍦ㄥ法浜鸿偐鑶�涔嬩笂鈥濈殑鐜拌薄锛?/p>
銆?/p>