troubled是什么意思ubled在线翻译读音例

外语更新时间:2025-05-01 15:50:02

阿维萨的英文翻译英语怎么说-2019年开学第一课内容

2023年4月19日发(作者：如何经营服装店)
Unit3 SectionA
The Hyde School operates on the principle that if
you teach students the merit of such values as tru
th, courage, integrity, leadership, curiosity and con
cern, then academic achievement naturally follows. Hy
de School founder Joseph Gauld claims success with
the program at the $18,000-a-year high school in Ba
th, Maine, which has received considerable publicity
for its work with troubled youngsters.
\"We don\'t see ourselves as a school for a type
of kid,\" says Malcolm Gauld, Joseph\'s son, who grad
uated from Hyde and is now headmaster. \"We see our
selves 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 controversia
l Character First idea to public, inner-city schools
willing to use the tax dollars spent on the trad
itional program for the new approach. The first Hyd
e public school program opened in September 1992. W
ithin months the program was suspended. Teachers pro
tested the program\'s demands and the strain associat
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ed with more intense work.
This fall, the Hyde Foundation is scheduled to begi
n a preliminary public school program in Baltimore.
Teachers will be trained to later work throughout
the entire Baltimore system. Other US school manag
ers are eyeing the program, too. Last fall, the Hy
de Foundation opened a magnet program within a publ
ic high school in the suburbs of New Haven, Connec
ticut, over parents\' protests. The community feared
the school wo杜甫草堂简介历史故事 uld attract inner-city minority and tro
ubled students.
As in Maine the quest for truth is also widespread
at the school in Connecticut. In one English clas
s, the 11 students spend the last five minutes in
an energetic exchange evaluating their class perfor
mance for the day on a 1-10 scale.
\"I get a 10.\"
\"I challenge that. You didn\'t do either your gramma
r or your spelling homework.\"
\"OK, a seven.\"
\"You ought to get a six.\"
\"Wait, I put my best effort forth here.\"
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\"Yeah, but you didn\'t ask questions today.\"
Explaining his approach to education, Joe Gauld sa
ys the conventional education system cannot be refor
med. He notes \"no amount of change\" with the horse
and carriage \"will produce an automobile\". The Hyd
e School assumes \"every human being has a unique p
otential\" that is based on character, not intelligen
ce or wealth. Conscience and hard work are valued.
Success is measured by growth, not academic achiev
ement. Students are required to take responsibility
for each other. To avoid the contr杨氏之子课文原文 oversy of other
character programs used in US schools, Gauld says t
he concept of doing your best has nothing to do w
ith forcing the students to accept a particular set
of morals or religious values.
The Hyde curriculum is similar to conventional sch
ools that provide preparation for college, complete
with English, history, math and science. But all st
udents are required to take performing arts and s
ports, and provide a community service. For each co
urse, students get a grade for academic achievement
and for \"best effort\". At Bath, 97% of the gradu
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ates 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 t
he school\'s philosophies and parents agree in writ
ing to meet monthly in one of 20 regional groups,
go to a yearly three-day regional retreat, and sp
end at least three times a year in workshops, disc
ussion groups and seminars at Bath. Parents of Main
e students have an attendance rate of 95% in the
many sessions. Joe and Malcolm Gauld both say child
ren tend to do their utmost when they see their p
arents making similar efforts. The biggest obstacle
for many parents, they say, is to realize their ow
n weaknesses.
The process for public schoo陈与义登岳阳楼原文及翻译 l parents is still be
ing worked out, with a lot more difficulty because
it is difficult to convince parents that it is w
orthwhile for them to participate. Of the 100 stude
nts enrolled in New Haven, about 30% of the parent
s attend special meetings. The low attendance is in
spite of commitments they made at the outset of
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the program when Hyde officials interviewed 300 fami
lies.
Once the problems are worked out, Hyde should work
well in public schools, says a teacher at Bath w
ho taught for 14 years in public schools. He is o
ptimistic that once parents make a commitment to th
e program, they will be daily role models for thei
r children, unlike parents whose children are in bo
arding schools.
One former inner-city high school teacher who now w
orks in the New Haven program, says teachers also
benefit. \"Here we really begin to focus on having
a fruitful relationship with each student. Our fo清明时节雨纷纷是什么天气系统 cus
is really about teacher 杜甫古诗大全 to student and then we t
ogether deal with the…academics. In the traditional
high school setting, it\'s teacher to the material
and then to the student.\" The teacher-student rela
tionship is taken even further at Hyde. Faculty eva
luations are conducted by the students.
Jimmy DiBattista, 19, is amazed he will graduate th
is May from the Bath campus and plans to attend a
university. Years ago, he had seen his future as
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\"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 spir
it positive.\'\"
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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应是绿肥红瘦全诗而开设的学校，”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狂吠的拼音注这个教学计划。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春眠不觉晓处处闻啼鸟夜来风雨声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
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－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”。海德中学认为“每一个人都有自己的独特潜能”，这种潜能的
基础是品格而不是智力或财富。良知和苦干受到推崇。成功由不断进
步来衡量，而不是由学习成绩来评定。学生必须相互负责。为了避免
美国中学使用的其他品格培养方案所引发的争议，高尔德解释说，“全
力以赴”这一概念并不是要强迫学生接受某一套道德原则或宗教观
念。
海德中学的课程与那些为升入大学做准备的传统学校所开设的课程
相似，包括英语、历史、数学和自然科学。但所有的学生都必须选修
表演艺术和体育，还要提供社区服务。在每门课程中，学生都会得到
一个综合了学习成绩和“努力程度”的分数。在巴思市，97%的海德
中学毕业生都升入了大学本科。
在海德中学的综合教育中，父母的参与是一个关键的组成部分。为了
使孩子被该校录取，家长也必须同意接受并实践学校的思想和观点。
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家长们签约同意每月出席一次区域小组会议(共20个区域小组)，每
年去区域休养所三天，每年至少参加三次巴思市的研修班、讨论组和
研讨会。在很多活动中，缅因州学生家长的出席率高达95%。乔和马
尔科姆高尔德都说，当孩子们见到自己的父母都在全力以赴时，他
们也会竭尽全力。他们说，对许多家长而言，最困难的是让他们意识
到自己的不足。
公立学校学生家长的活动计划仍在制定之中。这项工作的困难要大得
多，因为很难使家长相信他们的参与很有价值。在纽黑文市录取的
100名学生中，有30%左右的家长出席了各类特别会议。这一低出席
率违背了他们在教学计划开始实施时所做的承诺，当时海德中学的官
员曾与300个家庭进行了面谈。
巴思市一名在公立学校教书达14年之久的教师说，一旦问题得到解
决，海德教学计划就会在公立学校中获得成功。他乐观地认为，一旦
家长们投入到计划当中，他们就会成为孩子们日常行为的榜样，这与
寄宿学校的学生家长完全不同。
一名曾任教于旧城区学校的教师如今在从事纽黑文教学计划。他说，
教师也能从中受益。“在这里，我们真正开始集中精力与每一个学生
建立卓有成效的关系。我们的重点真的是先考虑师生关系，然后是师
生共同探讨学业。而在传统的中学里，是先考虑教师和教材的关系，
然后再考虑师生关系。” 师生关系在海德中学被进一步深化了。对
教职员工的评估由学生来进行。
19岁的吉米迪巴蒂斯塔今年5月将从巴思校区毕业，并准备升入
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大学。对此他感到惊奇。几年前，他还觉得自己的前途“是在监狱，
而不是在大学”。迪巴蒂斯塔还记得他刚到海德中学时的情景。
“我来这儿时，见人就侮辱，就咒骂。其他每所学校都会说：‘滚出
去！我们这儿不要你。’我来到这儿，他们却说：‘我们有几分喜欢这
种活力，但并不喜欢登楼赋重点句子翻译它消极的一面，我们要将它转化成积极的东西。’”
以国家为背景探讨解决问题或做出决策的方式就意味着研究许多复
杂的文化因素。它意味着设法评估这些因素对现代生活的影响，也意
味着把握目前正在发生的变化。
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