聯(lián)接與跨越 Bridging the Gap 【連載.中學(xué)篇1】

【此專欄以一位華裔美國中學(xué)生的親身體驗，為了解美國中學(xué)學(xué)習(xí)環(huán)境、學(xué)習(xí)方式、校園生活、課余活動、升學(xué)準(zhǔn)備、交友與聚會等中國中學(xué)生和家長感興趣的話題，提供短小精悍的中英雙語介紹。本專欄分中學(xué)篇和小學(xué)篇，分別在《中學(xué)教師》與《小學(xué)教師》中以連載的方式刊出。本期刊出的為中學(xué)篇的第一期短文?！?/p>

作者簡介：王若桑，出生于美國康涅狄格州?，F(xiàn)為美國羅德島州南郡高中3年級學(xué)生。

Connie R. Wang is currently a junior student of the South Kingstown High School, South Kingstown, Rhode Island, USA.

前言（Foreword）：

千里海域、萬里高空，紛繁的時空斷隙，需要溝通和跨越。雖然中國與美國之間陸地與海洋之間的巨大分隔無法通過有形的橋梁來連接，但中美之間的社會與文化之間的溝通和聯(lián)接應(yīng)該是相對容易的。這種聯(lián)接就存在于社會和我們之間。我們是誰呢？我們是美國和中國社會中的新一代，我們在準(zhǔn)備著，去承擔(dān)社會賦予我們的使命。我們有同樣的對未來的希望、渴望、愿望和理想，然而我們不得不面對山水空間的巨大阻隔。每當(dāng)提及中國的變化及其對世界的影響，看到越來越多的與我同齡的中國小留學(xué)生到美國來留學(xué)和訪問，看到同樣年齡的美國青少年到中國去學(xué)習(xí)和旅行，便想起我到中國旅行時遇到的值得記憶的一切。畢竟是兩個不同的社會，如何準(zhǔn)備和應(yīng)對所面臨的一切，一定是充滿了挑戰(zhàn)。為此，我希望通過本系列短文，來分享一位美國中學(xué)生的校園學(xué)習(xí)與生活，實現(xiàn)與中國青少年朋友的交流。

對青少年一代而言，中美兩個世界的差異或許不像想象中那么大。比如和中國同齡朋友一樣，我很喜歡一些體育項目。我參加學(xué)校的曲棍球隊和田徑隊，在體育競技的過程中，我經(jīng)常體驗令人沮喪的挫折、令人興奮的勝利，或者來自各方面的壓力。體育之外，我還喜歡屬于我的音樂。我可以演奏單簧管和鋼琴，有時也撥拉一下吉他。除了音樂優(yōu)美旋律，我也常常會玩出刺耳的噪音。盡管音樂通常是用以帶來享受的，伴隨著對完美的追求而帶來的卻是壓力。當(dāng)然，在我們這個年齡段里，面對最多的內(nèi)容，還是教育，或者說是學(xué)習(xí)。美國的高中教育是四年制，課程涉及語文、數(shù)學(xué)、科學(xué)和社會科學(xué)等。作為高中三年級的學(xué)生，我感覺到文學(xué)和科學(xué)課程是我所喜愛的。誠懇的講，雖然人們通常認(rèn)為中國或華裔學(xué)生的數(shù)學(xué)功課會很好，我可是一個例外。我們承認(rèn)美國和中國的教學(xué)安排和課程計劃有區(qū)別，但我認(rèn)為對教育的基本要求是一致的。更重要是我認(rèn)為中美教育對課堂、作業(yè)、考試和要求學(xué)生的責(zé)任和義務(wù)是一致的。我們正處于所謂不知疲倦的年齡，在這種年齡，我們的父母要求我們是最出眾的，他們已經(jīng)知道了什么是最好的。但我們卻常常被自己無止境的對個性和自由的追求所慫恿，以至于不能認(rèn)同來自父母的忠告。通常我們必須要經(jīng)歷一些不盡完美的行為，來學(xué)習(xí)和認(rèn)識到我們是如此的天真。我猜想這樣的開篇，設(shè)立了一個慣例，即無論我們是中國學(xué)生還是美國學(xué)生，我們都要經(jīng)歷來自父母的、同學(xué)的和我們自身的，要求我們是最優(yōu)秀的那種壓力。我們漸漸遠(yuǎn)離我們的孩童時期，在這個過程中，我們所面對的世界逐漸變得越來越清晰、越來越現(xiàn)實。在接下來的段落里，我會與大家分享在美國校園的生活。通過每一篇短文，我們或許會認(rèn)識到雖然我們遠(yuǎn)隔半個地球，我們卻有很多認(rèn)同，而這些認(rèn)同正是在這不斷變化的世界中聯(lián)接我們這些不同社會未來主人們的紐帶。

一、美國中學(xué)的課程設(shè)置與學(xué)生的課程選擇

教育與知識本身的最基本的概念是源于個性。美國許多學(xué)校在常規(guī)的數(shù)學(xué)、生物學(xué)、物理學(xué)等課程之外，都有各種其他課程設(shè)置，以便學(xué)生們會有機(jī)會根據(jù)自身的興趣和將來的發(fā)展來選取特殊的課程。美國的高中教育是四年，一年級新生往往從選擇同樣的常規(guī)課程開始。學(xué)生們可以選擇是否參加所謂的高級班，普通的一年級課程包括數(shù)學(xué)中的幾何學(xué)、科學(xué)中的地球科學(xué)、英語、以及社會學(xué)中的西方文明史。除此四門課程外，每個學(xué)生可以選擇兩門選修課。選修課可以是更具挑戰(zhàn)性的課程，或者是更具娛樂性的。大部分選修課對所有年級的學(xué)生開放。通常受歡迎的是烹飪藝術(shù)、不同檔次的藝術(shù)課、表演課、管弦樂隊、合唱隊等。但很多同學(xué)通常選擇一門語言課，并延續(xù)至高年級。因為到申請大學(xué)時，很多學(xué)校要求申請者有語言課基礎(chǔ)，包括至少一門外語。高中二年級時，同學(xué)之間的選課開始有了較大的不同。課程開始更加具有挑戰(zhàn)性。學(xué)生可以選擇超過一門以上的科學(xué)課。許多我的同學(xué)希望以后從事與科學(xué)有關(guān)的個人發(fā)展方向，另外在申請大學(xué)時，兩門以上的科學(xué)課程會使成績單更具有競爭力。標(biāo)準(zhǔn)的二年級課程包括數(shù)學(xué)課中的代數(shù)、科學(xué)課中的生物、英語課中的美國文學(xué)、社會學(xué)課中的世界常識。選修課與一年級時相同，學(xué)生可以增加科學(xué)課，例如化學(xué)?；瘜W(xué)是標(biāo)準(zhǔn)的三年級課程。所以二年級學(xué)生選修化學(xué)就會使其比其他同年級學(xué)生提前一年完成此課。三年級時的選修課與前述相同，不同的是三年級時可以選修四年級的物理或生物課。如果在二年級時已經(jīng)選修了三年級的化學(xué)，這些同學(xué)還可以選修四年級的化學(xué)。標(biāo)準(zhǔn)的三年級課程包括數(shù)學(xué)課中的初級微積分，（為四年級時的微積分課做準(zhǔn)備）科學(xué)課中的化學(xué)、英語課中的文學(xué)、社會學(xué)課中的美國歷史。三年級時的壓力非常大。因為課程的分量急劇增加，包括四門所謂高級班，或大學(xué)階段的課程。三年級學(xué)生可以選高級美國歷史、高級生物、高級化學(xué)、高級文學(xué)。選此高級課的同學(xué)可以得到額外學(xué)分來提高其平均成績。當(dāng)然同學(xué)也可以只選普通班的課。如此，例如某人可以選普通數(shù)學(xué)班的課、高級英語課、普通物理班的課、普通社會學(xué)課中的國際關(guān)系課，另外一名同學(xué)可以選不同的組合。可見在四年級時每個學(xué)生的課表都有很大的不同。

美國與其它國家學(xué)校的不同，在于學(xué)生可以在核心課程設(shè)置的前提下，設(shè)定自己獨特的選課。例如我可以選諸如氣象、動物行為、心理、體育經(jīng)濟(jì)與市場、一系列的文學(xué)課等。盡管這些課程并不是人人喜歡，但學(xué)校能夠提供此類選擇的安排，和學(xué)生具有選擇此類課的能力就令人很感清新。學(xué)生選此類課時，往往認(rèn)為這種課比較容易，以期避免令人厭煩的常規(guī)課程。結(jié)果是很多人都對他們的興趣所在和將來做什么有了新的理解。就像生物、代數(shù)和化學(xué)的重要一樣，促進(jìn)學(xué)生在校學(xué)習(xí)的積極性也是同樣重要。無論是例如數(shù)學(xué)和科學(xué)類的核心課，還是例如外語或心理學(xué)類的選修課，有時在清晨能激勵學(xué)生上學(xué)的往往是一門他們不愿意缺席的一門課。美國的教學(xué)計劃是以學(xué)生需要為基礎(chǔ)的，那么課外活動呢？本系列的下一篇短文，我將介紹學(xué)生們在教室四壁之外，參與課后活動的情況。

英文原稿

Bridging The Gap

Foreword:

Thousands of miles apart, a gap must be bridged. While the physical distance of land and ocean between China and America may be difficult to bridge, the gap between the two societies and cultures is much simpler and easier to connect. The bridge itself lies within society, within us, actually. Who are we? We are the young generation of Americans and Asians, ready to fulfill our spots in the world. We share the same hopes, desires, and visions for the future, yet we often cant see past the vast distance between. I have seen the dramatic changes that occur in China and its influence to the world. More and more Chinese teens come to America to study and visit in comparison to the American teens traveling to China. Seeing Chinese teens face the differences in American culture brings back memories of my own experiences from trips to china. All in all, these are different societies and there are challenges in preparation to confront the cultural differences. In reading this new series, I hope it brings to you a sense of connection to an American teens life.

Ive slowly come to realize that our two worlds may not be that different. I enjoy my fair share of sports, field hockey and track. I, too, have felt crushing defeats, heady victories, and above all, the pressure to be perfect. Not into sports? I also enjoy my fair share of music by playing the clarinet and piano, as well as picking up the guitar. I have heard my fair share of disheartening notes as well as beautiful melodies. While music was intended for pleasure, again, there is always the pressure to be perfect. Finally, the one area I have saved for last because in my opinion, it is one of the most important factors in life: education. In my high school, we are required to take 4 years of literature and math classes, as well as some courses on science and social studies. As a junior, Ive come to find that literature and science classes are my favorite. To be honest, even though the American stereotype is that Asians excel at mathematics, I happen to be an exception. Im sure that American and Asian curriculums have their differences, but I would imagine the basics are similar. More importantly, I bet the sentiment we share towards our classes, homework, tests, and obligations as young students are very similar at heart.Were at a tireless age. An age where our parents want the best for us and know whats best, but we blinded by our restless souls in the pursuit of individuality and freedom to actually see and appreciate their sound advice. Often, we have to experience the “l(fā)ess than best”mistakes in order to learn and realize how na? ve we truly are. I guess for this first article, Im setting the scene by saying that whether were Asian or American, we both experience the pressure to be perfect from our parents, classmates, and selves. Were starting to come away from our childhoods, and in doing so, the world is becoming more vivid and real. Throughout these next few months, Ill hope to share my perspective of the American culture as an Asian teen.And with each article, perhaps we will realize that despite living on continents half way across the world from each other, we, at the heart of it all, share many similarities that may connect us and bond us as the future of this ever evolving world.

Article 1. Curriculums and Individuality

The very idea of education and knowledge itself stems off of individuality. In America, many schools offer a wide array of classes besides the norm of Algebra, Biology, and Physics so that the students will have more choices and possibly become more engaged in a specific area of interest for the future. For standard classes, the majority of students begin by taking the same classes freshmen year. While it differs from student to student the decision to take an honors (advanced) or non-honors class, the standard freshmen course template consists of all year classes on geometry for math class, earth sciences for science class, a standard english course, and a class on western civilization for social studies. Along with those four courses, each student in my school is allowed 2 electives. These are 2 classes to choose that can be for more education and enjoyment. Most electives are available for all grade levels, and many popular ones include culinary arts, art classes of different levels, drama classes, orchestra, band, and chorus. Most students, however, spend one of their elected classes taking a language class and will continue to do so for another 3-4 years. This is because most colleges would like to see that a student has taken at least a foreign language. For sophomore year, the schedules begin to differ rapidly because classes became more challenging and students are allowed the option to take more than one science classes. Many of my fellow peers wish to engage in a scientific career in the future, and many peers also figure it will look good on the college applications that a student took two science classes. As for the standard classes, a typical sophomore class template consists of all year classes on algebra for math class, biology for science class, American literature for english class, and global studies for social studies. With all the electives the same, students can add an extra science course, being chemistry in this case. Chemistry is the standard science class for juniors, so sophomores taking chemistry would be one year ahead from their peers. Junior year all electives are the same, with the option of taking a senior level physics or biology class in place of an elective. Some may also elect to take a senior level chemistry class if they had taken chemistry their sophomore year. The course template for junior year is a pre-calculus class to prepare students for the senior year calculus math class, chemistry for science class, humanities for english class, and U.S. history for social studies. Junior year is rather hard because as the work load is dramatically increased, there is the introduction of four AP classes, meaning “advanced placement”or college level courses. Juniors are allowed to either take AP U.S. History, AP Biology, AP Chemistry, AP Humanities to give them an honors credit for their GPA, or just take the non-honors course. With calculus for standard math, AP english, physics for the standard science class, and international relations for the standard social studies class, it can be noted that each students personal schedule is widely varied by senior year. What I believe really makes America stand out from other countries in their education is the students ability to choose unique classes besides the core, standard studies. In my school, we have classes for meteorology, animal behavior, psychology, sports business and marketing, a series of literature classes, and much more. While these classes are not the most popular, the ability to take these classes is refreshing and is a great example of how schools place much importance into the actual enjoyment of the class for students. Students often take these classes with the mindset that the class will be an easy way to avoid the “boring”standard curriculum, but many often walk away with better recognition of their interests and what they wish to pursue for the future for a career. As important as classes such as biology, algebra, and chemistry are, it is equally important to get students engaged in learning and being in a school environment. Whether it be a core class such as mathematics and science, or an elected class such as foreign languages or psychology, sometimes all it really takes to drive a student to get up in the morning is that one special class that they cant bear to miss. While the education system of America allows the curriculum to be flexible for the studentsneeds, the next entry of this series will involve the extra-curriculum involvement of students to show the life of a student beyond the 4 classroom walls.