2019年06月四级第3套长篇阅读匹配原文翻译及答案

A) We've always been a hands-on, do-it-yourself kind of nation. Ben Franklin, one of America's founding fathers, didn't just invent the lightning rod. His creations include glasses, innovative stoves and more.

我们向来是一个动手实践、自力更生的民族。美国开国元勋之一本杰明·富兰克林不仅发明了避雷针，他的创造还包括眼镜、创新炉灶等。

B) Franklin, who was largely self-taught, may have been a genius, but he wasn't really an exception when it comes to American making and creativity.

富兰克林在很大程度上是自学成才的，他或许是个天才，但在美国的制造与创造力方面，他并非特例。

C) The personal computing revolution and philosophy of disruptive innovation of Silicon Valley grew, in part, out of the creations of the Homebrew Computer Club, which was founded in a garage in Menlo Park, California, in the mid-1970s. Members — including guys named Jobs and Wozniak — started making and inventing things they couldn't buy.

个人计算机革命和硅谷的颠覆性创新理念，部分源于“家酿计算机俱乐部”的创造。该俱乐部于20世纪70年代中期在加利福尼亚州门洛帕克的一个车库里成立。成员们——包括名为乔布斯和沃兹尼亚克的家伙——开始制造和发明他们买不到的东西。

D) So it's no surprise that the Maker Movement today is thriving in communities and some schools across America. Making is available to ordinary people who aren't tied to big companies, big defense labs or research universities. The maker philosophy echoes old ideas advocated by John Dewey, Montessori, and even ancient Greek philosophers, as we pointed out recently.

因此，创客运动今天在美国的社区和一些学校中蓬勃发展并不令人意外。创客活动向普通大众开放，他们无需依附于大公司、大型国防实验室或研究型大学。正如我们最近指出的，创客理念呼应了约翰·杜威、蒙台梭利，乃至古希腊哲学家们所倡导的古老思想。

E) These maker spaces are often outside of classrooms, and are serving an important educational function. The Maker Movement is rediscovering learning by doing, which is Dewey's phrase from 100 years ago. We are rediscovering Dewey and Montessori and a lot of the practices that they pioneered that have been forgotten or at least put aside. A maker space is a place which can be in a school, but it doesn't look like a classroom. It can be in a library. It can be out in the community. It has tools and materials. It's a place where you get to make things based on your interest and on what you're learning to do.

这些创客空间通常位于教室之外，并发挥着重要的教育功能。创客运动正在重新发现“从做中学”，这是杜威在一百年前提出的短语。我们正在重新发现杜威和蒙台梭利，以及他们开创但已被遗忘或至少被搁置的许多实践。创客空间可以设在学校，但它看起来不像教室；可以设在图书馆；也可以位于社区中。它提供工具和材料，是一个你可以根据自己的兴趣和所学技能动手创造的地方。

F) Ideas about learning by doing have struggled to become mainstream educationally, despite being old concepts from Dewey and Montessori, Plato and Aristotle, and in the American Context, Ralph Emerson, on the value of experience and self-reliance. It's not necessarily an efficient way to learn. We learn, in a sense, by trial and error. Learning from experience is something that takes time and patience. It's very individualized. If your goal is to have standardized approaches to learning, where everybody learns the same thing at the same time in the same way, then learning by doing doesn't really fit that mold any more. It's not the world of textbooks. It's not the world of testing.

“从做中学”的理念——尽管源于杜威、蒙台梭利、柏拉图和亚里士多德的古老观念，在美国语境下还有拉尔夫·爱默生关于经验和自立价值的论述——要成为主流教育理念仍面临困难。它不一定是高效的学习方式。从某种意义上说，我们通过试错来学习。从经验中学习需要时间和耐心，且高度个性化。如果你的目标是采用标准化的学习方式，让每个人在相同时间以相同方式学习相同内容，那么“从做中学”确实不再符合这种模式。它不属于教科书的世界，也不属于考试的世界。

G) Learning by doing may not be efficient, but it is effective. Project-based learning has grown in popularity with teachers and administrators. However, project-based learning is not making. Although there is a connection, there is also a distinction. The difference lies in whether the project is in a sense defined and developed by the student or whether it's assigned by a teacher. We'll all get the kids to build a small boat. We are all going to learn about X, Y, and Z. That tends to be one form of project-based learning.

“从做中学”可能效率不高，但效果显著。基于项目的学习在教师和管理者中日益普及。然而，基于项目的学习不等于创客活动。尽管二者存在联系，但也有区别。区别在于项目在某种意义上是由学生定义和开发的，还是由教师布置的。比如我们都让孩子们造一条小船，我们都将学习X、Y和Z知识。这往往只是基于项目学习的一种形式。

H) I really believe the core idea of making is to have an idea within your head — or you just borrow it from someone — and begin to develop it, repeat it and improve it. Then, realize that idea somehow. That thing that you make is valuable to you and you can share it with others. I'm interested in how these things are expressions of that person, their ideas, and their interactions with the world.

我坚信创客的核心理念在于：脑海中有一个想法——或从他人那里借鉴一个想法——然后开始发展、重复并改进它，接着以某种方式实现这个想法。你创造出来的东西对你而言具有价值，并且你可以与他人分享。我感兴趣的是，这些事物如何体现了创造者本人、他们的想法以及他们与世界的互动。

I) In some ways, a lot of forms of making in school trivialize (使变得无足轻重) making. The thing that you make has no value to you. Once you are done demonstrating whatever concept was in the textbook, you throw away the pipe cleaners, the cardboard tubes.

在某种程度上，学校里的许多创客形式将创客活动变得微不足道。你做出的东西对你没有价值。一旦你演示完教科书里的概念，就会扔掉毛根管和纸板筒。

J) Making should be student-directed and student-led, otherwise it's boring. It doesn't have the motivation of the student. I'm not saying that students should not learn concepts or not learn skills. They do. But to really harness their motivation is to build upon their interest. It's to let them be in control and to drive the car.

创客活动应由学生主导、学生领导，否则就会枯燥乏味，缺乏学生的参与动力。我并不是说学生不应学习概念或技能，他们确实需要。但要真正激发他们的动力，就要基于他们的兴趣，让他们掌舵并驱动前进。

K) Teachers should aim to build a supportive, creative environment for students to do this work. A very social environment, where they are learning from each other. When they have a problem, it isn't the teacher necessarily coming in to solve it. They are responsible for working through that problem. It might be that they have to talk to other students in the class to help get an answer.

教师的目标应是为学生开展这项工作营造一个支持性、创造性的环境，一个非常社交化的环境，让他们互相学习。当他们遇到问题时，不一定需要教师介入解决，他们需要自己负责解决。可能需要他们与班上其他同学交流以获得答案。

L) The teacher's role is more of a coach or observer. Sometimes, to people, it sounds like this is a diminished rote for teachers. I think it's a heightened role. You're creating this environment, like a maker space. You have 20 kids doing different things. You are watching them and really it's the human behaviors you're looking at. Are they engaged? Are they developing and repeating their project? Are they stumbling (受挫)? Do they need something that they don't have? Can you help them be aware of where they are?

教师的角色更像是教练或观察者。有时，对人们来说，这听起来像是教师角色的削弱。我认为这是一种角色的提升。你在创造环境，比如一个创客空间。你面对的是20个做着不同事情的孩子。你在观察他们，实际上你关注的是人的行为。他们是否投入？是否在发展和重复他们的项目？是否遇到挫折？是否需要他们没有的东西？你能帮助他们意识到自己所处的位置吗？

M) My belief is that the goal of making is not to get every kid to be hands-on, but it enable us to be good learners. It's not the knowledge that is valuable, It's the practice of learning new things and understanding how things work. These are processes that you are developing so that you are able, over time, to tackle more interesting problems, more challenging problems—problems that require many people instead of one person, and many skills instead of one.

我认为创客的目标不是让每个孩子都动手操作，而是使我们成为好的学习者。宝贵的知识本身并非关键，宝贵的是学习新事物、理解事物如何运作的实践过程。这些是你正在发展的能力，以便随着时间的推移，能够处理更有趣、更具挑战性的问题——需要多人协作而非单打独斗，需要多种技能而非单一技能的问题。

N) If teachers keep it form-free and student-led, it can still be tied to a curriculum and an educational plan. I think a maker space is more like a library in that there are multiple subjects and multiple things that you can learn. What seems to be missing in school is how these subjects integrate, how they fit together in any meaningful way. Rather than saying, 'This is science, over here is history,' I see schools taking this idea of projects and looking at: How do they support children in higher level learning?

如果教师保持其开放性和学生主导性，它仍然可以与课程和教学计划挂钩。我认为创客空间更像图书馆，有多个学科和多种可以学习的内容。学校中似乎缺失的是这些学科如何整合，如何以有意义的方式结合在一起。我认为学校正在采纳项目化的理念，并着眼于：如何支持孩子进行更高层次的学习？而不是说“这是科学，那边是历史”。

O) I feel like this is a shift away from a subject matter-based curriculum to a more experiential curriculum or learning. It's still in its early stages, but I think it's shifting around not what kids learn but how they learn.

我感觉这是一种从基于学科内容的课程向更注重体验的课程或学习方式的转变。它仍处于早期阶段，但我认为这种转变不在于孩子学什么，而在于他们如何学。