发布时间 : 星期四 文章全新版大学英语综合教程1课文原文课文翻译更新完毕开始阅读dcb72a9e2f3f5727a5e9856a561252d381eb2002
16 At that point, Kevin Hanley 1990 wakes up, shaken by his dream. He is relieved to be away from
Ireland and the steel mill and Iwo Jima. He goes back to sleep.
就在这时， 凯文·汉利1990被自己的梦惊醒了。他离开了爱尔兰，离开了那家钢铁厂，离开了硫黄岛，不由松了口气。他又睡着了。 17
When he dreams again, he is his own son, Kevin Hanley 2020. There is gunfire all day and all
night. His whole generation forgot why there even was law, so there is none. People pay no attention to politics, and government offers no services to the working class.
他接着做梦，这次成了他自己的儿子凯文·汉利2020。枪声日夜不停。他那整个一代人忘却了过去为什么要有法律，因此现在没有法律了。人们丝毫不关心政治，政府不为工人阶级提供服务。 18
Kevin 2020's father, who is of course Kevin 1990 himself, works as a cleaner in a factory owned
by the Japanese. Kevin 2020 is a porter in a hotel for wealthy Europeans and Asians. Public education stops at the sixth grade. Americans have long since stopped demanding good education for their children.
凯文2020的父亲，自然就是凯文1990本人，在日本人开的一家工厂当清洁工。凯文2020在一家专为有钱的欧洲人和亚洲人开的酒店里当行李工。公共教育到六年级为止。美国人早就不再要求自己的孩子接受良好的教育。 19 The last person Kevin 1990 sees in his dream is his own grandson. Kevin 2050 has no useful skills. Machines built in Japan do all the complex work, and there is little manual work to be done. Without education, without discipline, he cannot earn an adequate living wage. He lives in a slum where there is no heat, no plumbing, no privacy and survives by searching through trash piles. 凯文1990最后梦见的是他自己的孙子。凯文2050没有有用的技能。日本制造的机器包揽了所有复杂的工作，没有什么体力活可做。没有受过教育，没有受过训练，他挣不到足够的钱养活自己。他住在贫民窟，没有暖气，没有卫生设备，无法不受四邻干扰，靠搜捡破烂度日。 20
In a word, he lives much as Kevin Hanley 1835 did in Ireland. But one day, Kevin Hanley 2050 is befriended by a visiting Japanese anthropologist studying the decline of America. The man explains to Kevin that when a man has no money, education can supply the human capital necessary to start to acquire financial capital. Hard work, education, saving and discipline can do anything.
\ashes after you defeated us in a war about a hundred years ago.\ 总之，他的生活就像凯文·汉利1835在爱尔兰时一模一样。可是有一天，凯文·汉利2050与一位研究美国衰亡史的来访日本人类学家交上了朋友。那人跟凯文解释说，如果一个人没有钱，教育能提供积累金融资本所必需的人力资本。勤奋、教育、节俭、纪律能成就一切。“我们就是这样从一百多年前你们打败我们的战争废墟中站起来的。” 21
\astonished. It seems as impossible as Brazil defeating the United States would sound in 1990. Kevin 2050 swears that if he ever has children, he will make sure they work and study and learn and discipline themselves. \make a living by one's mind instead of by stealing,\miracle.\
“美国在战争中打败日本”凯文2050问道。他惊讶之极。这听起来就像说巴西在1990年打败美国一样不可思议。凯文2050发誓，如果他有孩子的话，他一定要让他们工作、上学、学习并约束自己。“能凭自己的脑力，而不是靠偷窃为生，”他说，“那将会是个奇迹。” 22
When Kevin 1990 wakes up, next to him is his copy of The Wealth of Nations. He opens it and the first sentence to catch his eye is this: \man without the proper use of the intellectual faculties of a man is, if possible, more contemptible than even a coward.\
凯文1990醒了过来，身旁放着他的那本《各国的财富》。他打开书，跳入眼帘的第一句话就是：“一个不能恰当运用人类智力的人极可能比懦夫更可鄙。” 23
Kevin's father walks in. \
凯文的父亲走了进来。“好了，儿子，”他说，“咱们去看耳机吧。” 24
\Pop,\
“抱歉了，爸爸，”凯文1990说，“我得看书学习了。”
Part Text B Ditch the Calculator Ⅲ
Do you think the use of calculators in learning math is a good idea If you do, perhaps this article will change your mind.
你认为学数学时使用计算器好吗如果你认为好，也许这篇文章会改变你的看法。
Ditch the Calculator
Diane Hunsaker
1
I sigh inwardly as I watch yet another student, this one a ninth grader, struggle with an advanced math problem that requires simple multiplication. He mentally battles with 5×6, looks longingly at the off-limits calculator on the corner of my desk and finally guesses the answer: \
扔了计算器
黛安·亨萨克
看着又一个学生，这次是个九年级学生，费劲地解一道需要运用简单的乘法运算的高级数学题，我暗自叹气。他苦苦地心算着5×6，眼巴巴地望着我桌头那个可望不可及的计算器，最后凭空猜测了一个答案：35。 2
The growth in the use of calculators in the classroom amazes me. The students I tutor tell me
regularly that their teachers allow unlimited access to this tool. The National Council of Teachers of Mathematics actively encourages its use. Recently I attended a math seminar where the instructor casually stated that teachers were no longer reluctant to permit calculators in the classroom. Now \about the benefits of these devices in schools, the less surprised I am when middle- and high-school students who have difficulty with arithmetic call for tutoring in algebra and geometry. Having
worked six years as an electrical engineer before switching to teaching, I often suggest to my students that they consider technical and scientific careers, but I'm discouraged when I see an increasing number of kids who lack simple math skills.
课堂上使用计算器越来越多，这令我惊讶。我辅导的学生常常告诉我，他们的老师允许无限制地使用这一工具。全国数学教师协会积极鼓励使用计算器。最近我参加了一个数学研讨会，会上一位教师随口说，教师已不再不愿意让学生在课堂上使用计算器了。目前“人人”都认识到了计算器的重要性，她说。(1) 我听到教育机构谈论学校里使用这些工具的好处，听到越多，对于算术有困难的初、高中生需要家庭教师辅导几何、代数一事，我就越觉得不足为怪了。由于改行教书前我曾当过六年电气工程师，因此常常建议学生将来从事技术或科学工作，但看到越来越多的孩子缺乏基本的数学运算技能，我不由深感失望。 3
Educators have many arguments in defense of calculators, but each one ignores the reason that we
teach math in the first place. Math trains the mind. By this I mean that students learn to think logically and rationally, to proceed from known information to desired information and to become competent with both numbers and ideas. These skills are something that math and science teach and are essential for adolescents to become thinking, intelligent members of society.
教育工作者有诸多理由为使用计算器辩解，但每每都忽略了我们教数学的首要理由。数学能培养智力。我是说，学生能学会逻辑地、理性地思维，学会根据已知信息找到所需信息，进而变得既会运算又善于思维。这类技能是通过数学和科学课程传授的，对青少年成长为善于思考的、有才智的社会成员有着重要意义。 4
Some teachers argue that calculators let students concentrate on how to solve problems instead
of getting tied up with tedious computations. (2)Having a calculator doesn't make it any easier for a student to decide how to attack a math problem. Rather, it only encourages him to try every combination of addition, subtraction, multiplication or division without any thought about which would be more appropriate. Some of my elementary-school children look at a word problem and instantly guess that adding is the correct approach. When I suggest that they solve the problem this way without a calculator, they usually pause and think before continuing. A student is much more likely to cut down his work by reflecting on the problem first if he doesn't have a calculator in his hand. Learning effective methods for approaching confusing problems is essential, not just for math but for life.
有教师争辩道，计算器使学生集中精力解题，而不为繁琐的运算拖累。(2) 计算器并不能方便学生确定解数学题的方法。相反，计算器只会鼓励他乱试加减乘除的各种组合，而不去考虑哪种组合更加适当。我的一些小学生一看某道应用题立刻就猜测加法是正确的运算方法。当我建议他们不依赖计算器用加法解题时，他们往往在继续运算前先思考一番。如果手里没有计算器，学生更有可能停下来先对问题思考一番，以减少运算工作。学会用有效的方法解决复杂的问题是必要的，不仅学数学如此，在生活中也一样。 5
A middle-school teacher once said to me, \what if a student can't do long division Give him a
calculator, and he'll be fine.\I doubt it. I don't know when learning by heart and repetitious problem solving fell to such a low priority in education circles. How could we possibly communicate with each other, much less create new ideas, without the immense store of information in our brains
一位中学教师曾对我说：“学生不会运算长除法又怎么样给他个计算器，他就有办法了。”我不敢苟同。我不知道，从什么时候起，背诵和反复解题在教育界变得如此不受重视。没有大脑中储存的大量信息，我们如何相互交流更不用说创新出主意了。 6
Math is as much about knowing why the rules work as knowing what the rules are. A student who
cannot do long division obviously does not comprehend the principles on which it is based. A true understanding of why often makes learning by rote unnecessary, because the student can figure out the rules himself. My students who view the multiplication tables as a list of unrelated numbers have much more difficulty in math than those who know that multiplication is simply repeated addition. Calculators prevent students from seeing this kind of natural structure and beauty in math. 数学要讲有哪些规则，更要讲这些规则为什么成立。不会做长除法的学生显然不理解长除法所依据的原理。真正理解了所以然常常使得死记硬背毫无必要，因为学生自己就能算出这些规则。我的那些把乘法表看作一串不相关数字的学生在数学上的困难远比那些懂得乘法只是连加的学生多得多。计算器妨碍学生认识数学中这类自然结构和美。 7
A student who learns to handle numbers mentally can focus on how to attack a problem and then
complete the actual calculations easily. He will also have a much better idea of what the answer should be, since experience has taught him \ 学会心算的学生能把注意力集中到如何解题上，然后轻而易举地完成实际运算。他对答案该是个什么样儿心里也更有数，因为经验使他把握了“数字感”，或者说数字间的关系。 8
A student who has grown up with a calculator will struggle with both strategies and computations.
When youngsters used a calculator to solve 9×4 in third grade, they are still using one to solve the same problem in high school. By then they are also battling with algebra. (3)Because they never felt comfortable working with numbers as children, they are seriously disadvantaged when they attempt the generalized math of algebra. Permitting extensive use of calculators invites a child's mind to stand still. If we don't require students to do the simple problems that calculators can do, how can we expect them to solve the more complex problems that calculators cannot do
一个伴着计算器长大的学生既要对付解题策略又要对付实际运算。三年级时借助计算器算出9×4的孩子到了高中仍在借助计算器做同样的运算。届时他们还得应付代数。(3) 因为他们在孩提时代对数字计算从未感到过轻松，当他们试图攻读代数这一广义数学时就会处于极其不利的地位。允许广泛使用计算器会使孩子的智力发展停滞不前。如果我们不让学生做那些计算器能代劳的简单的运算，又怎么能期待他们去解决计算器解决不了的更为复杂的问题呢 9
Students learn far more when they do the math themselves. I've tutored youngsters on
practice
SAT exams where they immediately reach for their calculators. If they'd take a few seconds to understand the problem at hand, they most likely would find a simpler solution without needing a stick to lean on. I have also watched students incorrectly enter a problem like
12 + 32 into their
calculators as 112 + 32 and not bat an eye at the obviously incorrect answer. After all, they used a calculator, so it must be right.
学生自己进行数学运算所获得的收益远比依赖计算器多。我辅导过孩子做学业能力倾向测试的模拟试题，他们一坐下就拿计算器算。如果他们对手头的题目略加思考，就很可能不需要倚靠拐杖就能找到一种更简单的解题方