作业帮求高手翻译,机器翻译不要
来源：学生作业帮 编辑：作业帮 分类：英语作业 时间：2024/05/14 08:53:28
求高手翻译,机器翻译不要
children: the fourth basic skill
Susan L. Trostle and
Thomas D. Yawkey, U.S.A.
Mrs. Southmardt, pausing over a drawing and inspecting it carefully, says, "Sally, penguins aren't green and they don't have red coloured eyes, either!" Sally remarks, "Yes, they do 'cause I have seen them!" Miguel, working nearby, chimes in, "Yes, they do too and I have one!" as he proudly shows his drawing of a large green penguin with fiery-red eyes.
Miguel and Sally are correct. Penguins are green (or any colour) and they can have fiery-red eyes (for the writers have also "seen" them). These and countless other spontan-eous contributions of preschool children show their creative thinking - their creative thoughts, actions, and activities permeate their classrooms.
Yet adults working with young children develop and implement curriculum and indicate by their actions that creative thinking is not helpful or beneficial or even desired. Creative thinking has become an outcast in current curriculum planning, teaching and evalution in early childhood (Yawkey, 1980). Accordingly, the messages of this article are: (a) to show the importance of creative think-ing to the young child's academic and social learning and development; and (b) to show ways in which teachers in the preschool can facilitate creative thinking and expression in young children.
In order to understand the importance of creative expression and its relationships to the young child's academic and social learning, a definition of creative thinking is helpful. Inlow (1966) views creative thinking and expression as the ability of the individual to relate sensitively, to think divergently, and to perform imaginatively in his/her confrontations with people and ideas.
The definition implies two important components. First, the definition says that creative thinking is a thought process, like the thought processes that are involved, for example, in counting from zero to five, in recognizing and pronouncing the word "cat", or in having the child print her first name "Daisy". Creative thinking is also used i~ problem solving and for the understanding of new ideas and objects. Even though creative thinking is cognitive thinking basic to all academic skills, it is personal, individual, and self-oriented. In other words, creative thinking is revealed differently in every single youngster; it cannot be assessed as "right" or "wrong". Even though many teachers and aides in' daycare and preschool know that creative thinking uses similar thinking skills found in performing the three basic "R's" of reading, 'rithmetic, and 'riting, they fail to understand that it cannot be considered as "right" or "wrong"; it is individual and personal to the child (Guilford 1967).
children: the fourth basic skill
Susan L. Trostle and
Thomas D. Yawkey, U.S.A.
Mrs. Southmardt, pausing over a drawing and inspecting it carefully, says, "Sally, penguins aren't green and they don't have red coloured eyes, either!" Sally remarks, "Yes, they do 'cause I have seen them!" Miguel, working nearby, chimes in, "Yes, they do too and I have one!" as he proudly shows his drawing of a large green penguin with fiery-red eyes.
Miguel and Sally are correct. Penguins are green (or any colour) and they can have fiery-red eyes (for the writers have also "seen" them). These and countless other spontan-eous contributions of preschool children show their creative thinking - their creative thoughts, actions, and activities permeate their classrooms.
Yet adults working with young children develop and implement curriculum and indicate by their actions that creative thinking is not helpful or beneficial or even desired. Creative thinking has become an outcast in current curriculum planning, teaching and evalution in early childhood (Yawkey, 1980). Accordingly, the messages of this article are: (a) to show the importance of creative think-ing to the young child's academic and social learning and development; and (b) to show ways in which teachers in the preschool can facilitate creative thinking and expression in young children.
In order to understand the importance of creative expression and its relationships to the young child's academic and social learning, a definition of creative thinking is helpful. Inlow (1966) views creative thinking and expression as the ability of the individual to relate sensitively, to think divergently, and to perform imaginatively in his/her confrontations with people and ideas.
The definition implies two important components. First, the definition says that creative thinking is a thought process, like the thought processes that are involved, for example, in counting from zero to five, in recognizing and pronouncing the word "cat", or in having the child print her first name "Daisy". Creative thinking is also used i~ problem solving and for the understanding of new ideas and objects. Even though creative thinking is cognitive thinking basic to all academic skills, it is personal, individual, and self-oriented. In other words, creative thinking is revealed differently in every single youngster; it cannot be assessed as "right" or "wrong". Even though many teachers and aides in' daycare and preschool know that creative thinking uses similar thinking skills found in performing the three basic "R's" of reading, 'rithmetic, and 'riting, they fail to understand that it cannot be considered as "right" or "wrong"; it is individual and personal to the child (Guilford 1967).
孩子们：第四项基本技能
苏珊.L.乔斯特和托马斯.D.约克,美国人.
绍斯玛德夫人,暂停了画画并小心翼翼的检查着,说道：“萨利,企鹅不是绿色的,并且他们也没有红颜色的眼睛!”萨利做记号,“不,它们就是这样的因为我看见过.”正在旁边工作的米格尔插过来说道,“是的,它们确实也是这样的,我就有一只.”此时他自豪的展示着他的画,一只有着火红色眼睛的大大的绿企鹅.
米格尔和萨利是对的.企鹅可以是绿色的（或者是其他颜色的）,而且它们也可以有火红色的眼睛（因为作者们同样“看见”过它们）.这些和无数的其他的幼儿园孩子们的伟大的贡献展示着他们的创造性思维.他们的创造性思想,行为和活动充满着他们的教室.
现在,和孩子们一起工作的成年人们发展和实现着这课程,同时,通过他们的行为,这预示着创造性思维是无用的或者是无效的甚至是被禁止的.在现在的学龄前教育里（1980年Yawkey）在其课程计划、教学过程与评估里,创造性思维已经变成了出格的.相应地,文章给我们的信息是：一,展现创造性思维对小孩理念和社会学习与发展的重要性；二,告诉幼儿园的老师使用何种方法才能促进和开发幼儿的创造性思维.
为了理解创造表现力的重要性和它与幼儿观念与社会学习的关系,对创造性思维的定义就非常有帮助了.1966年时人们把创造性思维和表现力当做是个人敏感联系、发散性思维以及在（她）与人们与观念的对抗时和表现得有想象力的能力.
这个定义揭示了它两个重要的成分.首先,这个定义说创造性思维是一项思维加工,就像所涉及的思维加工那样,比如,从一数到五,识别和拼读单词“cat”,或者让小孩书写他们的名字“Daisy”.创造性思维同样运用在解决问题和理解新观念和新物体上.尽管创造性思维是鉴于所有理念技巧基础上的认知思维,它同样是个人的,自身的和自我导向型的.也就是说,创造性思维是显示在每个单独的年轻人身上的；它不能够被认定是“对的”或“错的”.尽管日托所和幼儿园的许多老师和助手们知道创造性思维用着相似的思维技巧,即三个“R‘s”基本执行步骤：阅读,算术和写作,但是他们并没有理解到,那是不能被评定为“对的”或“错的”的,它对于孩子们而言是独特的、个体的所有的.（吉尔福特,1967）
苏珊.L.乔斯特和托马斯.D.约克,美国人.
绍斯玛德夫人,暂停了画画并小心翼翼的检查着,说道：“萨利,企鹅不是绿色的,并且他们也没有红颜色的眼睛!”萨利做记号,“不,它们就是这样的因为我看见过.”正在旁边工作的米格尔插过来说道,“是的,它们确实也是这样的,我就有一只.”此时他自豪的展示着他的画,一只有着火红色眼睛的大大的绿企鹅.
米格尔和萨利是对的.企鹅可以是绿色的（或者是其他颜色的）,而且它们也可以有火红色的眼睛（因为作者们同样“看见”过它们）.这些和无数的其他的幼儿园孩子们的伟大的贡献展示着他们的创造性思维.他们的创造性思想,行为和活动充满着他们的教室.
现在,和孩子们一起工作的成年人们发展和实现着这课程,同时,通过他们的行为,这预示着创造性思维是无用的或者是无效的甚至是被禁止的.在现在的学龄前教育里（1980年Yawkey）在其课程计划、教学过程与评估里,创造性思维已经变成了出格的.相应地,文章给我们的信息是：一,展现创造性思维对小孩理念和社会学习与发展的重要性；二,告诉幼儿园的老师使用何种方法才能促进和开发幼儿的创造性思维.
为了理解创造表现力的重要性和它与幼儿观念与社会学习的关系,对创造性思维的定义就非常有帮助了.1966年时人们把创造性思维和表现力当做是个人敏感联系、发散性思维以及在（她）与人们与观念的对抗时和表现得有想象力的能力.
这个定义揭示了它两个重要的成分.首先,这个定义说创造性思维是一项思维加工,就像所涉及的思维加工那样,比如,从一数到五,识别和拼读单词“cat”,或者让小孩书写他们的名字“Daisy”.创造性思维同样运用在解决问题和理解新观念和新物体上.尽管创造性思维是鉴于所有理念技巧基础上的认知思维,它同样是个人的,自身的和自我导向型的.也就是说,创造性思维是显示在每个单独的年轻人身上的；它不能够被认定是“对的”或“错的”.尽管日托所和幼儿园的许多老师和助手们知道创造性思维用着相似的思维技巧,即三个“R‘s”基本执行步骤：阅读,算术和写作,但是他们并没有理解到,那是不能被评定为“对的”或“错的”的,它对于孩子们而言是独特的、个体的所有的.（吉尔福特,1967）