stem教育的研究价值（题源外刊第八期）

stem教育的研究价值（题源外刊第八期）树靶(第一段)———反驳(第二至四段)———立论(第五、六段)脉络：STEM教育：STEM是科学（Science），技术（Technology），工程（Engineering），数学（Mathematics）四门学科英文首字母的缩写，其中科学在于认识世界、解释自然界的客观规律；技术和工程则是在尊重自然规律的基础上改造世界、实现与自然界的和谐共处、解决社会发展过程中遇到的难题；数学则作为技术与工程学科的基础工具。通识教育：通识教育是英文“Liberal Arts Education"的译名。通识教育重在“育”而非“教”，因为通识教育没有专业的硬性划分，它提供的选择是多样化的。而学生们通过多样化的选择，得到了自由的、顺其自然地成长，可以说，通识教育是一种人文教育，它超越功利性与实用性。本文选自《大西洋月刊》2019年9月10日刊出的一篇文章，主题是对高等教育管理者“重STEM 教育轻通

「题源外刊」第八期：STEM教育被高估了

原文期刊：大西洋月刊

原文标题：STEM Is Overrated

考研英语阅读话题-教育

STEM教育：STEM是科学（Science），技术（Technology），工程（Engineering），数学（Mathematics）四门学科英文首字母的缩写，其中科学在于认识世界、解释自然界的客观规律；技术和工程则是在尊重自然规律的基础上改造世界、实现与自然界的和谐共处、解决社会发展过程中遇到的难题；数学则作为技术与工程学科的基础工具。

通识教育：通识教育是英文“Liberal Arts Education"的译名。通识教育重在“育”而非“教”，因为通识教育没有专业的硬性划分，它提供的选择是多样化的。而学生们通过多样化的选择，得到了自由的、顺其自然地成长，可以说，通识教育是一种人文教育，它超越功利性与实用性。

本文选自《大西洋月刊》2019年9月10日刊出的一篇文章，主题是对高等教育管理者“重STEM 教育轻通识教育”这一观点进行批判，指出该观点的诸多不合理之处，并提出自身观点。

脉络：

树靶(第一段)———反驳(第二至四段)———立论(第五、六段)

Part 1

原文

Ⅰ A chorus of politicians policy experts and economically minded columnists have located the value of college in preparing young people for jobs. They argue that students should train in science technology engineering and math—the STEM fields—rather than devote themselves to pursuits seen as less pragmatic and the development of skills portrayed as less in demand.

Ⅱ This argument presents itself as hardheaded but it mischaracterizes the realities of the job market that it boasts. For one the presumption that a liberal arts education would prevent students from getting jobs is false. Graduates with a broad-based education are in demand.

Writing for the National Bureau of Economic Research the economist David J. Deming argues that employers are currently seeking skills that come from a more exploratory college education like the one that students receive by studying liberal arts. What's more these workers' “soft skills”—their capacity to communicate and work with others—are in short supply.

Ⅲ The argument also fails to acknowledge that the high cost of college makes it a doubtful proposition if the only purpose is to find a well-paying job.

The economists John Schmitt and Heather Boushey found that among 24-to-35-year-olds almost 20 percent of college graduates “actually do no better than their counterparts who left school after high school ” even before taking college debt into account.

Ⅳ The argument also denies the turbulent job market graduates will face. College students will enter a world in which many jobs are designed to be temporary. This means that college graduates can expect to face spikes and dips in income as they lose or finish one job and worry about when the next will come and from where.

On top of this volatility they also have to contend with the rapid transition to automation in white-collar work. If students accept the argument that their college years should be dedicated to job preparation graduates cannot be certain that the high-paying jobs they envision will still be available let alone secure.

Ⅴ Rather than impressing on college students that they should commit to particular jobs and the direction of corporate executives colleges and universities ought to enhance students' ability to experiment and prepare them for an open future even one in which automation may play a significant role.

When universities can broaden “their reach to become engines of lifelong learning ” Northeastern University President Joseph E. Aoun has argued they will also “robot proof” education.

VI Today's students need universities and colleges that will help them navigate a world where constant changes are the norm and where learning how to adapt is the central problem of living and of citizenship. The idea that the college years should be primarily about potential is not idealistic or naive; it is prescient.

Part 2

词汇短语

1.a chorus of 异口同声(表示同意或反对)

2.pragmatic [præɡˈmætɪk] a.务实的

3.presumption [prɪˈzʌmpʃən] n.推定 假设

4.liberal arts education人文教育

5.exploratory [ɪkˈsplɒrətəri] a.探索的

6.hardheaded [ˈhɑːdˈhedɪd] a.冷静的 讲究实际的 精明的

7.proposition [ˌprɒpəˈzɪʃn] n.命题 观点

8.counterpart [ˈkaʊntəpɑːt] n.职位(或作用)相 当 的人

9.take...into account 把……考虑在内

10.turbulent [ˈtɜːbjələnt] a.动荡的

11.spike [spaɪk] n.猛增 急升

12.dip [dɪp] n.减少 下降

13.volatility [ˌvɒləˈtɪləti] n.波动

14.contend with 应对 与……斗争

15.secure [sɪˈkjʊə] a.可靠的 牢靠的

16.envision [ɪnˈvɪʒn] v.想象 展望

Part 3

长难句语法点拨

本句主句为they argue that 宾语从句，宾语从句的主语是students，argue（认为）的内容为：“学生应该（should）接受科学、技术、工程和数学（STEM领域）等方面的培训，而不是（rather than）致力于(devote to )追求那些被认为不那么务实的领域、培养那些给人印象是需求较少的技能。

Part 4

写作句型借鉴

A chorus of AA BB and CC have located the value of XX in YY. AA BB 和 CC 异口同声地表示，xx的价值在于YY.

原文例句：A chorus of politicians policy experts and economically minded columnists have located the value of college in preparing young people for jobs.政客、政策专家以及有经济头脑的专栏作家异口同声地表示，大学的价值在于帮助年轻人做好就业准备 在被称作“隐私悖论”的现象中 消费者经常告 诉民意调查者他们重视隐私 哪怕同时还在使用恣意侵犯其隐私的服务。

This argument presents itself AA but it mischaracterizes …. 这一观点看似AA 但是它曲解了……（micharacterize动词可以换成任何其它动词或短语）

原文例句：This argument presents itself as hardheaded but it mischaracterizes the realities of the job market that it boasts.这一观点看似冷静理智，但曲解了它所吹嘘的就业市场的真实情形。

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