埃兹拉·米勒同志片:帮忙翻译一下

Think back to your youthful teenage years and the days of school that only remain as mere memories, whether good or bad.
Recall the big yellow bus that arrived so faithfully each and every morning, your friends, eager to learn of your most intimate secrets, your favorite teacher greeting you with a smile, and the class period that seemed it would never end.
We all have in our minds the way school should be,because that is how we remember it.But,if you have been into a school lately, whether it be elementary or secondary, you will quickly realize that the images you maintain in your mind do not accurately portray the environment that students of today are required to succeed in.
Children, in today's technologically advanced society, are growing up in an educational environment that is struggling to overcome the teacher centered classroom in which student achievement is based on a system of memorization and recitation of material contained in a single content area textbook. In order for students to succeed in today's competitive society, they must be given the opportunity and the guidance to develop not only knowledge level skills, but they should graduate from high school with the ability to use that knowledge in "real world" situations. Teachers are slowly realizing that traditional methods of teaching are no longer capable of providing students with an educational foundation that is strong enough to withstand the pressures of such a technologically dependent society.
Traditionally, textbooks have been the focal point for most of the instruction that students incur during class lectures or
other related educational activities.Whether listening to classroom discussion or working on class assignments, most students either use their textbooks exclusively and copy word for word, or they simple ignore the book because they feel it is too complicated or confusing.Often times this lack of meaningful integration that teachers expect with text books can be attributed to a student's lack of knowledge on how their textbook is organized and how they should approach the text when faced with a problem. Another problem with content area textbooks is that they often times provide for a more extensive, not intensive,treatment of subject matter. This leads to information that, instead of building a rich context and background for understanding difficult concepts, provides the bare minimum essentials necessary for understanding before moving on to another subject (Vacca & Vacca, 1999). Many teachers, who feel the pressure of covering a certain amount of specific material in a given amount of time, often view this static one-way instructional system involving textbooks as an efficient way of covering material.However, what teachers make up for in material covered and time saved, their students lose in comprehension and relevance.
就是Think back to your youthful teenage years and the days of school that only remain as mere memories, whether good or bad.
Recall the big yellow bus that arrived so faithfully each and every morning, your friends, eager to learn of your most intimate secrets, your favorite teacher greeting you with a smile, and the class period that seemed it would never end.
We all have in our minds the way school should be,because that is how we remember it.But,if you have been into a school lately, whether it be elementary or secondary, you will quickly realize that the images you maintain in your mind do not accurately portray the environment that students of today are required to succeed in.
Children, in today's technologically advanced society, are growing up in an educational environment that is struggling to overcome the teacher centered classroom in which student achievement is based on a system of memorization and recitation of material contained in a single content area textbook. In order for students to succeed in today's competitive society, they must be given the opportunity and the guidance to develop not only knowledge level skills, but they should graduate from high school with the ability to use that knowledge in "real world" situations. Teachers are slowly realizing that traditional methods of teaching are no longer capable of providing students with an educational foundation that is strong enough to withstand the pressures of such a technologically dependent society.
Traditionally, textbooks have been the focal point for most of the instruction that students incur during class lectures or
other related educational activities.Whether listening to classroom discussion or working on class assignments, most students either use their textbooks exclusively and copy word for word, or they simple ignore the book because they feel it is too complicated or confusing.Often times this lack of meaningful integration that teachers expect with text books can be attributed to a student's lack of knowledge on how their textbook is organized and how they should approach the text when faced with a problem. Another problem with content area textbooks is that they often times provide for a more extensive, not intensive,treatment of subject matter. This leads to information that, instead of building a rich context and background for understanding difficult concepts, provides the bare minimum essentials necessary for understanding before moving on to another subject (Vacca & Vacca, 1999). Many teachers, who feel the pressure of covering a certain amount of specific material in a given amount of time, often view this static one-way instructional system involving textbooks as an efficient way of covering material.However, what teachers make up for in material covered and time saved, their students lose in comprehension and relevance.
我也不知道？

向后地想到你的年青青少年数年和数天的只保持如只记忆的学校, 是否好的或坏。
取消每个到达如此的忠实大黄色的公共汽车和每个早晨,你的朋友, 热心的你最秘密的秘密学习,你的用一个微笑 , 和班级似乎它会无法结束的时期迎接你的喜爱老师。
我们全部在我们的思想中有方式学校应该是,因为那是我们记得 it.But 的方式,如果你已经是近来进入一所学校之内, 是否它是初步的或中级的,你将会很快地了解你在你的思想中维持的图像不正确地描写环境今天的学生要成功进入。
孩子,在今天的科技先进的社会中, 正在增加在正在奋斗克服被集中教室的老师教育的环境中上面在哪一学生成就以被包含在一本单一满足的区域教科书的材料凭记忆和详述的一个系统为基础。 以使学生在今天的竞争社会中成功，他们一定有机会和指导发展他们应该毕业于由于能力的中学使用那知识在 " 真正的世界 " 中情形的不但知识水平技术 , 而且。 老师慢慢地正在了解教学的传统方法不再能够提供一个够强壮来抵抗一个如此科技依赖的社会压力的教育基础给学生。
传统地，教科书已经是大部份的指导焦点的点，学生在班级演讲期间招致或
另外地相关了教育的活动。无论对教室讨论听或处理班级任务，大多数的学生或使用他们的教科书独家地和副本字对于字或他们简单的忽视指述书因为他们感觉它太复杂或困惑。时常乘老师以教科书期待的意义深长整合的这缺乏能被归因于学生的缺乏知识在当以一个问题面对，他们的教科书如何被组织，而且他们应该如何接近本文之上。满足的的另外一个问题区域教科书是他们时常乘的那为更广泛提供,不是强烈,服从物质的治疗。 这导致，取而代之的是为了解困难的观念建筑富有的上下文和背景，提供赤裸的最小要素必需的给在转移至另外的一个主题之前了解的数据。 (Vacca&Vacca,1999) 许多老师,感觉在给定量的时间内包含的特定量的特定材料的压力,时常看这个包括如包含的 material.However 的有效率方法的教科书的静态单行道的指导系统,什么老师在材料弥补复盖，而且时间节省,他们的学生在理解和中肯中失去。