有关教育的文章中英文对照
教育是完善人自身的一种方式。教育对人的完善，就是实现人的内在超越和外在超越的统一。下面是学习啦小编带来的有关教育的文章中英文对照，欢迎阅读!
有关教育的文章中英文对照1
美国纪念布朗案废除学校种族隔离六十周年
Sixty years ago this month, the highest court in the United States changed American education. On May 17, 1954, all nine judges of the Supreme Court ruled against racial separation in public schools. The court says such segregation in schools violates the United States constitution.
60年前的这个月，美国最高法院改变了美国教育。1954年5月17日，最高法院的九名法官否决了公立学校的种族隔离。最高法院称，学校的这类隔离违反了美国宪法。
Many school systems had separate schools for white students and black students at the time of the ruling. The system was the result of a court ruling from 1896 that decision had permitted so called "separate but equal" schools. Some schools had only white children, others had only black children.
在判决的那个年代，许多学校系统都有分别面向白人学生和黑人学生的学校。该体系源于1896年一家法院的判决，该判决允许学校中所谓的“隔离但平等”原则。当时一些学校只有白人儿童，另一些则只有黑人儿童。
About sixty years later, the case Brown vs the Board of Education came before the Supreme Court. It involved five separate legal actions, but it centered on an African-American child from the state of Kansas.
大约60年之后，布朗状告美国教育委员会一案走进了最高法院。该案涉及五个独立的法律行为，但都聚焦于堪萨斯州的一位非裔美国人的孩子。
Linda Brown lived just short distance from a school, but she was forced to travel across town to a black school because the school near her permitted only white students.
琳达?布朗当时住得离一所学校不远，但她被迫穿过市中心到一所黑人学校上学，因为她家附近的学校只接收白人学生。
Aderson Francois teaches law at Howard University in Washington D.C. He says the case ended official racial separation in the United States.
艾德尔森?弗朗索瓦在华盛顿特区的霍华德大学教法律。他说，这起案子结束了美国的官方种族隔离。
"Brown essentially ended American apartheid... if by that we mean the process by which the government officially classifies people by race," said Francois.
弗朗索瓦说：“布朗一案基本结束了美国的种族隔离，如果我们说的是政府官方按种族划分的过程的话。”
But Mr. Francois criticized the ruling because it did not set a time limit by which segregation had to end. As a result, some segregated schools in the south did not obey the Supreme Court ruling until the 1960s. Even today, many schools are still effectively segregated.
但弗朗索瓦对该判决提出了批评，因为它并未设定种族隔离必须结束的时间限制。其结果就是，一直到二十世纪六十年代，美国南方的一些种族隔离学校都不服从最高法院的判决。即使是在今天，许多学校仍然有效地隔离。
In 2012, the Civil Rights Project at the University of California studied racial populations in schools. The study showed that many schools are less racially mixed than forty years ago. The study says social and economic issues are partly to blame. It also says some court cases have weakened enforcement of desegregation.
2012年，加州大学的民权项目研究了学校的种族群体。该研究表明，和40年前相比，很多学校的种族融合更差。该研究称，社会和经济问题是部分原因。它还表示，一些法院案件削弱了废除种族隔离的执法。
That does not surprise education activist Jeanette Taylor. She came to Washington recently with other activists. They urged officials to act to stop putting more money into mainly white schools than those with many minority students.
这点并未让教育活动家珍妮特?泰勒感到奇怪。她最近和其他活动家来到了华盛顿，敦促官员们采取行动，停止把更多资金投入到白人为主的学校，而不是少数族群的学校。
"So we're here today to tell them to stop pushing bad policies," said Taylor.
泰勒说：“所以我们今天来到这里，告诉他们要停止推行不好的政策。”
Jitu Brown is with the Journey for Justice Alliance. He says separation based on race still exists. And he criticizes a recent Supreme Court decision, it ruled that the state of Michigan can bar public colleges and universities from considering a person's race when they decide whom to admit. Education officials say the number of African-American students has decreased at schools in states with similar bans.
布朗就职于正义联盟之旅。他说基于种族的隔离仍然存在。他还批评最高法院最近判决密歇根州禁止公立大专院校在录取学生时考虑其种族。教育官员说，在有着类似禁令的一些州，非洲裔学生人数有所下降。
有关教育的文章中英文对照2
每个孩子都需要一个冠军
have spent my entire life either at the schoolhouse, on the way to the schoolhouse, or talking about what happens in the schoolhouse. Both my parents were educators, my maternal grandparents were educators, and for the past 40 years I've done the same thing. And so, needless to say, over those years I've had a chance to look at education reform from a lot of perspectives. Some of those reforms have been good. Some of them have been not so good. And we know why kids drop out. We know why kids don't learn. It's either poverty, low attendance, negative peer influences. We know why. But one of the things that we never discuss or we rarely discuss is the value and importance of human connection, relationships.
我这辈子，要么是在学校，要么在去学校的路上， 要么是在讨论学校里发生了什么事。 我的父母都是教育家， 我的外祖父母也都是搞教育的， 过去40年我也在从事同样的事业。 所以，很显然，过去的这些年里， 我有机会从各个角度 审视教育改革。 一些改革是有成效的。 而另一些却收效甚微。 我们知道孩子们为什么掉队辍学。 我们知道孩子们为什么学不下去。 原因无非是贫穷，低出席率， 同龄人的坏影响。我们知道为什么。 但是我们从未讨论 或者极少讨论的是 人和人之间的那种联系的价值和重要性， 这就是“关系”。
James Comer says that no significant learning can occur without a significant relationship. George Washington Carver says all learning is understanding relationships. Everyone in this room has been affected by a teacher or an adult. For years, I have watched people teach. I have looked at the best and I've look at some of the worst.
James Comer (美国著名儿童精神科医师)说过 ，没有强有力的联系，学习就不会有显著的进步。 George Washington Carver(美国著名教育学家)说过，学习就是理解各种关系。 在座的各位都曾经被一位老师 或者一个成年人影响过。 这么多年，我都在看人们怎么教学。 我看过最好的也看过最差的。
A colleague said to me one time, "They don't pay me to like the kids. They pay me to teach a lesson. The kids should learn it. I should teach it. They should learn it. Case closed."
一次有个同事跟我说， “我的职责不是喜欢那些孩子们。 我的职责是教书。 孩子们就该去学。 我管教课，他们管学习。就是这么个理儿。”
Well, I said to her, "You know, kids don't learn from people they don't like."
然后，我就跟她说， “你知道，孩子们可不跟他们讨厌的人学习。”
(Laughter) (Applause)
(笑声)(掌声)
She said, "That's just a bunch of hooey."
她接着说，“一派胡言。”
And I said to her, "Well, your year is going to be long and arduous, dear."
然后我对她说，“那么，亲爱的，你这一年会变得 十分漫长和痛苦。”
Needless to say it was. Some people think that you can either have it in you to build a relationship or you don't. I think Stephen Covey had the right idea. He said you ought to just throw in a few simple things, like seeking first to understand as opposed to being understood, simple things like apologizing. You ever thought about that? Tell a kid you're sorry, they're in shock.
事实也果真如此。有些人认为 一个人或者天生可以建立一种关系 或者不具有这种能力。 我认为Stephen Covey(美国教育家)是对的。 他说你只需要做一些简单的事情， 比如试着首先理解他人，而不是想要被理解， 比如道歉。 你想过吗? 跟一个孩子说你很对不起，他们都惊呆了。
I taught a lesson once on ratios. I'm not real good with math, but I was working on it. And I got back and looked at that teacher edition. I'd taught the whole lesson wrong. (Laughter)
我有一次讲比例。 我数学不是很好，但是我当时在教数学。 然后我下了课，翻看了教师用书。 我完全教错了。(笑声)
So I came back to class the next day, and I said, "Look, guys, I need to apologize. I taught the whole lesson wrong. I'm so sorry."
所以我第二天回到班上说， “同学们，我要道歉。 我昨天的课都教错了。我非常抱歉。”
They said, "That's okay, Ms. Pierson. You were so excited, we just let you go." (Laughter) (Applause)
他们说，“没关系，Pierson老师。 你当时教得非常投入，我们就让你继续了。” (笑声)(掌声)
I have had classes that were so low, so academically deficient that I cried. I wondered, how am I going to take this group in nine months from where they are to where they need to be? And it was difficult. It was awfully hard. How do I raise the self-esteem of a child and his academic achievement at the same time?
我曾经教过程度非常低的班级， 学术素养差到我都哭了。 我当时就想，我怎么能在9个月之内 把这些孩子 提升到他们必须具备的水平? 这真的很难，太艰难了。 我怎么能让一个孩子重拾自信的同时 他在学术上也有进步?
One year I came up with a bright idea. I told all my students, "You were chosen to be in my class because I am the best teacher and you are the best students, they put us all together so we could show everybody else how to do it."
有一年我有了一个非常好的主意。 我告诉我的学生们， “你们进了我的班级，因为我是最好的老师，而你们是最好的学生， 他们把我们放在一起来给其他人做个好榜样。”
One of the students said, "Really?" (Laughter)
一个学生说，“真的吗?” (笑声)
I said, "Really. We have to show the other classes how to do it, so when we walk down the hall, people will notice us, so you can't make noise. You just have to strut." And I gave them a saying to say: "I am somebody. I was somebody when I came. I'll be a better somebody when I leave. I am powerful, and I am strong. I deserve the education that I get here. I have things to do, people to impress, and places to go."
我说，“当然是真的。我们要给其他班级做个榜样， 当我们走在楼道里， 因为大家都会注意到我们，我们不能吵闹。 大家要昂首阔步。” 我还给了他们一个口号：“我是个人物。 我来的时候是个人物。 我毕业的时候会变成一个更好的人物。 我很有力，很强大。 我值得在这里受教育。 我有很多事情要做，我要让人们记住我， 我要去很多地方。”
And they said, "Yeah!"
然后他们说：“是啊!”
You say it long enough, it starts to be a part of you.
如果你长时间的这么说， 它就会开始变成事实。
And so — (Applause) I gave a quiz, 20 questions. A student missed 18. I put a "+2" on his paper and a big smiley face.
所以 - (掌声) 我做了一个小测验，20道题。 一个孩子错了18道。 我在他了卷子上写了个“+2”和一个大的笑脸。
He said, "Ms. Pierson, is this an F?"
他说，“Pierson老师，这是不及格吗?”
I said, "Yes."
我说，“是的。”
He said, "Then why'd you put a smiley face?"
他接着说，“那你为什么给我一个笑脸?”
I said, "Because you're on a roll. You got two right. You didn't miss them all." I said, "And when we review this, won't you do better?"
我说，“因为你正渐入佳境。 你没有全错，还对了两个。” 我说，“我们复习这些题的时候， 难道你不会做得更好吗?”
He said, "Yes, ma'am, I can do better."
他说，“是的，老师。我可以做得更好。”
You see, "-18" sucks all the life out of you. "+2" said, "I ain't all bad." (Laughter) (Applause)
大家看，“-18”让人感觉想死。 “+2”意味着，“我没有那么糟。” (笑声)(掌声)
For years I watched my mother take the time at recess to review, go on home visits in the afternoon, buy combs and brushes and peanut butter and crackers to put in her desk drawer for kids that needed to eat, and a washcloth and some soap for the kids who didn't smell so good. See, it's hard to teach kids who stink. And kids can be cruel. And so she kept those things in her desk, and years later, after she retired, I watched some of those same kids come through and say to her, "You know, Ms. Walker, you made a difference in my life. You made it work for me. You made me feel like I was somebody, when I knew, at the bottom, I wasn't. And I want you to just see what I've become."
好多年了，我看着我妈妈利用课间休息时间批改作业， 下午去家访， 买梳子、刷子、花生酱和饼干，把他们放在自己的抽屉里给那些饿了的孩子们吃， 还有为那些脏孩子们准备了一条毛巾和一些肥皂。 看吧，教那些发臭的孩子是困难的一件事。 而孩子们有时也是比较“残忍”的。 所以她把这些东西都放在她的抽屉里， 然后过了很多年，在她退休以后， 我看到一些当年的孩子们回来告诉她， “您知道，Walker老师， 您改变了我的生活。 您让它有了意义。 您让我觉得我是个人物， 虽说在心底我知道我不是。 我就是想让您看看我现在成为了个什么样的人。”
And when my mama died two years ago at 92, there were so many former students at her funeral, it brought tears to my eyes, not because she was gone, but because she left a legacy of relationships that could never disappear.
当我妈妈两年前以92岁高龄去世的时候， 有好多好多的以前的学生来参加了她的葬礼， 我哭了，不是因为她去世了， 而是因为她留下了这些永远不会消失的各种联系。
Can we stand to have more relationships? Absolutely. Will you like all your children? Of course not. And you know your toughest kids are never absent. (Laughter) Never. You won't like them all, and the tough ones show up for a reason. It's the connection. It's the relationships. And while you won't like them all, the key is, they can never, ever know it. So teachers become great actors and great actresses, and we come to work when we don't feel like it, and we're listening to policy that doesn't make sense, and we teach anyway. We teach anyway, because that's what we do.
我们真的可以有更多的关系吗?当然可以。 你会喜欢你所有的学生吗?当然不。 你也知道那些最难搞的孩子总是很难甩掉。 (笑声) 永远不会。你不会喜欢每一个人， 然而难搞的那几个的出现也是有理由的。 这就是联系，是关系。 当你不会喜欢他们每一个人的时候， 关键就是他们永远也不会知道这一点。 所以老师们变成伟大的演员， 我们得强迫自己工作， 我们得听从那些毫无道理的政策， 我们还得上课。 我们还得上课，因为这是我们的责任。
Teaching and learning should bring joy. How powerful would our world be if we had kids who were not afraid to take risks, who were not afraid to think, and who had a champion? Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.
教学和学习应该是让人愉快的事情。 我们的世界会变得多么的强大 如果我们的孩子都不害怕接受挑战， 不害怕思考， 都赢得了一个冠军? 每个孩子都可以成为一个冠军， 一个成年人要永远不放弃他们， 懂得联系的强大力量， 坚信他们可以变成那个最好的自己。
Is this job tough? You betcha. Oh God, you betcha. But it is not impossible. We can do this. We're educators. We're born to make a difference.
这个职业很艰巨不?当然。上帝，毫无疑问。 但是这不是不可能的。 我们可以的，因为我们是教育家。 我们天生就是重塑他人的。
Thank you so much.
非常感谢大家。
(Applause)
有关教育的文章中英文对照3
美国应届毕业生就业面临四大挑战
Graduating college students face a mixed job market at best this year, and most will leave school without an offer in hand, despite an uptick in hiring by on-campus recruiters.
对于即将在今年毕业的美国大学生而言，他们面临的是一个充其量只能说是喜忧参半的就业市场。尽管进校园招聘的企业的招聘人数有所上升，大多数毕业生仍将无所斩获离开学校。
A survey of employers by the National Association of Colleges and Employers showed those that recruit on campuses plan to boost hiring of new grads by 10.2% from last year. However, on-campus recruiting is only a small slice of the pie -- the bulk of graduates find jobs on their own.
Associated Press全美高校与雇主协会(National Association of Colleges and Employers)对招聘企业展开的一项调查显示，参与校园招聘的企业今年的应届毕业生计划招聘人数比去年增加了10.2%。然而，校园招聘只占就业市场很小一部分，大多数毕业生还是得自己走出校园找工作。
In a study to be released Thursday, the John J. Heldrich Center for Workforce Development at Rutgers University found that recent graduates are taking awhile to find work. Only 49% of graduates from the classes of 2009 to 2011 had found a full-time job within a year of finishing school, compared with 73% for students who graduated in the three years prior.
罗格斯大学(Rutgers University)约翰•黑尔德里希人力发展中心(John J. Heldrich Center for Workforce Development)在上周发布的研究报告中指出，新近毕业的大学生要花不少时间才能找到工作。在2009年至2011年期间毕业的大学生中，只有49%的人在毕业一年内找到全职工作，2006至2008年期间毕业的大学生的这一比例为73%。
Overall, the unemployment rate among 20- to 24-year-olds with bachelor's degrees was 6.4% in April, compared with 8.1% for the overall population, according to the Labor Department.
根据美国劳工部(Labor Department)公布的数据，总体说来，4月份美国拥有学士学位的20岁至24岁年轻人的失业率为6.4%，而总人口的失业率为8.1%。
Experts say four broad issues will make it tougher for today's graduates to launch their careers and succeed over the long run.
就业问题专家称，当今的毕业生若要开启职业生涯并在未来获得成功更加艰难，他们将要面临四大挑战。
FIRST, the job market is still far from booming: March and April's disappointing job numbers -- employers added only 154,000 and 115,000 jobs, respectively, compared with an average gain of about 250,000 in the previous three months -- suggest the recovery remains fragile. The downbeat news echoes a pattern in the past two years, when much-heralded economic 'green shoots' early in the year failed to blossom into sustained improvement.
首先，就业市场还远远算不上繁荣。3月份和4月份的就业数据均令人失望，分别只增加了154,000个和115,000个工作岗位，而之前三个月平均每月约增加250,000个岗位，这表明经济复苏依然疲软。这个让人沮丧的消息与过去两年的模式颇为相似──年初大举宣扬的经济复苏苗头最终未能进一步发展为持续的改善。
On the positive side, Americans are quitting their jobs in higher numbers, leaving behind openings for which new graduates can apply. In February, the last month for which data are available, two million people gave notice, according to the Labor Department. While still historically low, it is the highest number of resignations since November 2008. That churn -- the natural turnover that occurs as workers quit or retire -- is a sign of slowly improving economic confidence and good news for new grads and all unemployed people.
积极的一面是，美国的辞职人数也有所增加，腾出的职位空缺可供新近毕业的大学生申请。据美国劳工部的数据显示，在2月份(有数据可查的最后一个月)，美国有200万人提出了辞职申请。虽然该数据依旧处于历史低点，却是2008年11月以来的最高值。人员流失率(因员工辞职或退休出现的人员的自然流动)上升是经济信心逐步缓慢回升的一个迹象，对刚毕业的大学生以及所有失业者来说都是个好消息。
SECOND, the class of 2012 faces tougher competition thanks to what Carl Van Horn, director of the Heldrich Center, calls 'the recession hangover.' Young adults who graduated into the dire labor market of 2008 and 2009 and have been out of work or underemployed since are applying for the same jobs as new grads are. The same goes for earlier grads who were laid off during the recession. Those job candidates, many of whom likely have more experience than new grads, may have an edge, Mr. Van Horn says.
其次，受到约翰·黑尔德里希人力发展中心主任卡尔•范霍恩(Carl Van Horn)所称的“衰退后遗症”的影响，2012年毕业的学生面临着更加残酷的就业竞争。一方面，毕业于2008年和2009年、一直未就业或者未充分就业的年轻人会与今年的应届毕业生竞争相同岗位;另一方面，早前毕业但在经济衰退期被解雇的人也会加入竞争。范霍恩称，这些求职者可能比应届毕业生更有优势，因为他们当中许多人的工作经验更丰富。
In a better position might be those seniors who took advantage of on-campus recruitment programs. Lauren Martinez, 22 years old, will graduate from Macalester College in St. Paul, Minn., on Saturday with an entry-level consulting job in hand. Competition during recruiting season felt 'hard but not terrible,' says Ms. Martinez, who received two job offers. Her friends who are graduating without full-time jobs, she adds, have mostly lined up volunteer work, internships and temporary research positions while they continue to search for permanent work.
境遇好些的可能是那些通过校园招聘得偿所愿的毕业班学生。现年22岁的劳伦•马丁内兹(Lauren Martinez)上周六刚从明尼苏达州圣保罗的马卡莱斯特学院(Macalester College)毕业，她即将从事一份初级的咨询工作。她说求职季的竞争“艰难但并不可怕”，最终她获得了两个工作机会。她还说，那些毕业没找到全职工作的朋友大多数找到了志愿者工作、实习工作以及临时性的研究工作，同时他们也在继续寻找固定工作。
THIRD, a debt burden looms. Two-thirds of students from the class of 2010, the latest figures available, graduated with student loans, with an average tab of ,250 -- up 5% from the previous year -- according to The Institute for College Access & Success, an independent group that promotes higher education affordability.
再次，债务负担也是一大隐患。据美国大学入学及成功协会(The Institute for College Access & Success)的数据显示，2010年(有最新数据可查的一年)毕业的学生中，有三分之二的人在毕业时背负着助学贷款，平均负债额为25,250美元，较上一年上升了5%。该协会是一家旨在提高高等教育可承受度的独立机构。
Tuition isn't getting any cheaper, so loan figures are expected to be even higher for the current crop of graduates. That means a greater share of any starting salaries they receive would go to repaying lenders, rather than to rent, furnishings or a down-payment fund for a house, delaying financial independence for many young adults.
如今的大学学费一点也不比以前便宜，因此当前这批毕业生的欠款额可能还会更高。这意味着他们初期获得的薪水将用于偿还贷款，而不是用来付房租、买家具或是支付房子的首付款，这使得许多年轻人财政独立的时间向后推迟。
LAST, even when new graduates do find jobs, their starting salaries tend to be lower than those for their counterparts who graduated a decade earlier, adjusted for inflation. With a lower base pay, research shows they may never catch up.
最后，即使新近毕业的学生找到了工作，他们的起薪经通胀因素调整后往往会比10年前的毕业生低。研究显示，由于基本工资更低，他们也许永远也赶不上以前毕业生的水平。
According to the Economic Policy Institute, a left-leaning think tank, entry-level, college-educated men age 23-29 earned an average .68 an hour in 2011, an inflation-adjust drop of 7.6% from 2000. For women, the corresponding figure fell 6%, to .80. Men and women both earn just a bit more than they did in 1989, when measured in 2011 dollars.
据美国左倾智库经济政策研究所(Economic Policy Institute)的数据显示，在2011年，受过大学教育、从事初级工作的23岁至29岁男性的平均时薪为21.68美元，经通胀因素调整后比2000年降低了7.6%;同样条件的女性的这一数据下降了6%至18.80美元。按照美元在2011年的购买力水平衡量，这些人的工资只比1989年高出些许。
Many students nonetheless express optimism, though perhaps that is simply the Lake Wobegon effect: They might believe they're all above-average after years of positive reinforcement from their parents. In the same vein, they may see themselves as exceptions to the rules of the job market.
许多学生还是表现出乐观态度，尽管这可能只是乌比冈湖效应(Lake Wobegon effect，注：指人们对于自身的性格和能力等抱有不切实际的乐观态度)的体现──他们可能是认为自己经过父母多年的积极培养后比普通人优秀。出于同样的道理，他们可能也认为自己能够免受就业市场规律的影响。
