托福TPO閱讀真題及譯文：Early Children Education

第一段：

托福TPO閱讀原文：
　　Preschools—educational programs for children under the age of five—differ significantly from one country to another according to the views that different societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see preschools primarily as a way of giving children a good start academically, Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.

托福TPO閱讀翻譯：
　　由于不同社會持有的關(guān)于兒童早教目的觀點(diǎn)的不同，學(xué)前班（5歲以下兒童的教育項(xiàng)目）的形式在不同國家也大不相同。比如說，在一項(xiàng)中、日、美三國的跨國學(xué)前班調(diào)査中，調(diào)査者發(fā)現(xiàn)這三個國家的父母對學(xué)前教育的看法大相徑庭。中國的父母大都認(rèn)為上學(xué)前班可以幫孩子們打開學(xué)術(shù)上的大門，日本父母則把其看做是一個使孩子融入集體的好機(jī)會。相比之下，美國父母認(rèn)為學(xué)前班最主要的目的是讓孩子減少依賴性并變得更加自立，盡管獲得一個良好的學(xué)業(yè)開端和團(tuán)隊(duì)經(jīng)驗(yàn)同樣重要。

第二段：

托福TPO閱讀原文：
　　While many programs designed for preschoolers focus primarily on social and emotional factors, some are geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will experience when they start kindergarten. In the United Stated, the best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parental involvement, was designed to serve the “whole child”, including children’s physical health, self-confidence, social responsibility, and social and emotional development.

托福TPO閱讀翻譯：
　　許多為學(xué)齡前兒童設(shè)計(jì)的課程項(xiàng)目主要集中在社會因素和情感因素上，而有些主要是為提求學(xué)齡前孩子們的認(rèn)知能力和給他們提供開始上幼兒園后會經(jīng)歷的正規(guī)指導(dǎo)。在美國，眾所周知，為促進(jìn)未來學(xué)術(shù)成功設(shè)計(jì)的項(xiàng)目叫“Head Start”，在20世紀(jì)60年代美國開始“對貧窮開戰(zhàn)”時建立的。這個項(xiàng)目已經(jīng)為超過13000000孩子和其家庭提供服務(wù)。其強(qiáng)調(diào)的是家長的參與，為培養(yǎng)“全方位發(fā)展的兒童”所設(shè)計(jì)的，包括孩子的身體健康、自信心、社會責(zé)任感以及社交能力與情感的發(fā)展。

第三段：

托福TPO閱讀原文：
　　Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a disappointment. Although graduates of Head Start programs tend to show immediate IQ gains, these increases do lot last. On the other hand, it is clear that Head Start is meeting its goal of getting preschoolers ready for school. Preschoolers who participate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are modest.

托福TPO閱讀翻譯：
　　“Head Start”的成功與否取決于人們看待的角度。比如說，如果人們希望它可以帶來智商的長期増長，那它終將是令人失望。因?yàn)椋�盡管“Head Start”可以使智力迅速地提高，但這種増長并不會持續(xù)太久。另一方面，很顯然，“Head Start”的目標(biāo)是讓學(xué)齡前兒童做好上學(xué)的準(zhǔn)備。相對那些沒參與過“Head Start”計(jì)劃的孩子們而言，參加了這個項(xiàng)目的孩子們對學(xué)業(yè)有著更充分的準(zhǔn)備。而且，“Head Start”的畢業(yè)生今后的學(xué)習(xí)成績會更好。最后，調(diào)査表明，雖然收獲一般，但最終“Head Start”的畢業(yè)生在高中結(jié)束時會取得更高的學(xué)術(shù)成就。

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第四段：

托福TPO閱讀原文：
　　In addition, results from other types of preschool readiness programs indicate that those who participate and graduate are less like to repeat grades, and they are more like to complete school than readiness program, for every dollar spent on the program, taxpayers saved seven dollars by the time the graduated reached the age of 27.

托福TPO閱讀翻譯：
　　此外，從其他類型的學(xué)齡前預(yù)備項(xiàng)目的結(jié)果來看，那些參加過學(xué)前項(xiàng)目的畢業(yè)生很少重讀，他們更愿意完成學(xué)校而不是預(yù)備項(xiàng)目。在畢業(yè)生長到27歲時，納稅人在這個項(xiàng)目上曾經(jīng)花費(fèi)的每1美元都可省下7美元。

第五段：

托福TPO閱讀原文：
　　The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significant benefits, and that government funds invested early in life may ultimately lead to a reduction in future costs. For instance, compared with children who did not participate in early intervention programs, participants in various programs showed gains in emotional or cognitive development, better educational outcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good as relatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be substantial.

托福TPO閱讀翻譯：
　　最近關(guān)于早期介入項(xiàng)目的綜合評估表明，總的來說，學(xué)前項(xiàng)目可以帶來巨大的收益，政府在早期投入的資金最終會減少未來的花銷。比如說，與沒有參與早期介入項(xiàng)目的孩子相比, 參加了各種項(xiàng)目的孩子在情感和認(rèn)知能力上得到了提高，改善了教育成果，提高了經(jīng)濟(jì)的自足性，減少了犯罪行為的發(fā)生，健康行為得到了改進(jìn)。當(dāng)然，不是所有的項(xiàng)目都能產(chǎn)生這樣的收益，也不是每個孩子都能得到同等程度的提高。此外，一些調(diào)査者稱那些相對便宜的項(xiàng)目和昂貴項(xiàng)目結(jié)果一樣好。評估的結(jié)果仍然很樂觀，它認(rèn)為早期介入的潛在好處是不可估量的。

第六段：

托福TPO閱讀原文：
　　Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues that academic success is largely dependent upon factors out of parents’ control, such as inherited abilities and a child’s rate of maturation. Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development. In short, children require development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.

托福TPO閱讀翻譯：
　　并不是所有人都認(rèn)為在學(xué)前期追求學(xué)術(shù)上的提高是一件好事。事實(shí)上，據(jù)發(fā)展心理學(xué)家 大衛(wèi)艾爾凱德所說，美國社會急于催促逼迫孩子，以至于他們年紀(jì)小卻感到壓力。艾爾凱德認(rèn)為學(xué)術(shù)上的成功主要取決于父母控制以外的因素，如天生的能力和孩子的成熟程度。因此，如果不考慮特定年齡段孩子們目前的認(rèn)知發(fā)展水平，就不能期待他們掌握教材。總之，孩子們需要發(fā)展適當(dāng)?shù)慕逃龑?shí)踐，那就是基于孩子的典型發(fā)展和獨(dú)特性的教育。