高考问答蒙阴刘长山年龄:分析一个英文句子
来源：百度文库 编辑：高考问答 时间：2024/04/29 08:48:04
And there would be loud protests from parents were schools to suggest a move to mixed-ability math teaching right up to the fifth year.
我搞不明白这个句子的结构，请说明句子的主谓语，还有从句之类的结构，最好能翻译一下。下面是句子的出处（第二段末尾）
Text 3
Recently a mathematics paper taken by all 15-year-olds in Osaka Province, Japan, in 1984, was set to British 15-year-olds at grammar school, reckoned to be among the brightest 10 per cent. Yet only 5 out of 60 beat the average Japanese mark. There is no doubt at all that if we set the Osaka test to all British 15-year-olds, they would score much lower than their Japanese counterparts. But this does not prove that the Japanese are cleverer or better taught. It does suggest some fundamental differences in our respective views on the nature of the human mind and the process of education itself.
The one really striking feature of the test is that the Japanese set it to all 15-yaer-olds. You only set all pupils the same test if you believe they can all do it or, in other words, that all pupils are capable of the same level of achievement. This may or may not be true, but the simple fact is that it is not a view widely held in Britain. Here, the view is that different people have different potential levels of achievement. That is why most of our math teaching above the first year of secondary school is done in sets or bands and why we teach different sorts of mathematics to pupils of differing abilities . And there would be loud protests from parents were schools to suggest a move to mixed-ability math teaching right up to the fifth year.
Yet this is exactly how the Japanese organize their classes for math. They believe that under-achievement is the result not of inability but of laziness or inattention on the part of the pupil, or poor teaching. So in Japan they have a single syllabus, taught to all pupils in unsettled classes, with a single exam. Which system is better? Before you answer that question, you must first make decisions about your view of human intellectual capacity and about the aims of education. The test does not even prove that Japanese pupils are better mathematicians. It is difficult to judge from one example but, with its evident bias towards traditional geometry, it seems that many areas of the British curriculum are excluded. Graphs, statistics, trigonometry and social arithmetic are among the missing topics. The Japanese questions are also curiously impractical. (384 words)
#######################################################那这里的right是不是权利的意思？是teaching right```还是right up to the fifth year?
我搞不明白这个句子的结构，请说明句子的主谓语，还有从句之类的结构，最好能翻译一下。下面是句子的出处（第二段末尾）
Text 3
Recently a mathematics paper taken by all 15-year-olds in Osaka Province, Japan, in 1984, was set to British 15-year-olds at grammar school, reckoned to be among the brightest 10 per cent. Yet only 5 out of 60 beat the average Japanese mark. There is no doubt at all that if we set the Osaka test to all British 15-year-olds, they would score much lower than their Japanese counterparts. But this does not prove that the Japanese are cleverer or better taught. It does suggest some fundamental differences in our respective views on the nature of the human mind and the process of education itself.
The one really striking feature of the test is that the Japanese set it to all 15-yaer-olds. You only set all pupils the same test if you believe they can all do it or, in other words, that all pupils are capable of the same level of achievement. This may or may not be true, but the simple fact is that it is not a view widely held in Britain. Here, the view is that different people have different potential levels of achievement. That is why most of our math teaching above the first year of secondary school is done in sets or bands and why we teach different sorts of mathematics to pupils of differing abilities . And there would be loud protests from parents were schools to suggest a move to mixed-ability math teaching right up to the fifth year.
Yet this is exactly how the Japanese organize their classes for math. They believe that under-achievement is the result not of inability but of laziness or inattention on the part of the pupil, or poor teaching. So in Japan they have a single syllabus, taught to all pupils in unsettled classes, with a single exam. Which system is better? Before you answer that question, you must first make decisions about your view of human intellectual capacity and about the aims of education. The test does not even prove that Japanese pupils are better mathematicians. It is difficult to judge from one example but, with its evident bias towards traditional geometry, it seems that many areas of the British curriculum are excluded. Graphs, statistics, trigonometry and social arithmetic are among the missing topics. The Japanese questions are also curiously impractical. (384 words)
#######################################################那这里的right是不是权利的意思？是teaching right```还是right up to the fifth year?
不知道正不正确啊～～
如果学校要建议到第五年进行数学综合能力教学，那么将会受到家长的强烈反对
个人理解：要从parents后面断开～而那个were schools to……则应该是一个虚拟语气的倒装形式～就是if schools were to……的变型～
And 连词
there would be loud protests from parents 主语从句
were谓语动词
schools 宾语
to suggest a move to mixed-ability math teaching right 宾语补足语
up to the fifth year. 时间状语
如果学校提议将数学综合能力教学延后到第五学年的话，恐怕会受到家长们的强烈反对。
先晕者
晕