– 英语/中文 双语歌词

歌词与翻译

[中文]

JUDY WOODRUFF：首先，教育领域迎来了一个新的夜晚。

《新闻一小时》(NewsHour) 长期以来一直致力于报道这一主题。

从今晚开始，我们将通过一个名为“Making the Grade”（评定等级）的新专题系列，扩大我们的周二报道内容。

我们将对各级教育问题进行深入报道，从幼儿教育和学前教育，一直到高中及更高阶段的大学教育。

We will provide in-depth reporting on education issues at every level, from early childhood

and preschool, all the way through high school and beyond with the world of higher education.

我们将探讨学校、社区和工作场所中最根本的关切，并介绍许多你可能尚未听说过的方法。

we will also cover plenty of approaches you may not have heard about yet.

今晚，我们将重点关注职业教育。

人们越来越意识到它对某些学生的重要性。

但你如何确定它是否能带来长期的成效呢？

特约记者《教育周刊》的约翰·图伦科为您带来相关报道。

JOHN TULENKO：今年，将有超过一百万名学生从高中毕业，

其中大多数人会继续上大学。

这本该是一件值得庆祝的事情，但事实上，近 40% 的四年制大学生和约 70% 的社区学院学生最终无法获得学位。

to four-year colleges and some 70 percent of students at community college will never

earn their degree.

DAVID WHEELER（东南地区职业技术高中校长）：这真是国家的耻辱。你看，一个学生高中毕业时不知道自己想做什么，上了大学又退学。

at, a student comes out of high school, not knowing what they want to do, goes to college,

现在他们背负着债务，没有工作，也不知道自己想做什么。

Now they’re in debt, without a job, and not knowing what they want to do.

他们的处境比一年前还要糟糕。

而这一切，全都是可以预防的。

JOHN TULENKO：戴夫·惠勒校长认为，解决方案之一就在像他这样的学校里——位于波士顿以南的东南地区职业技术高中。

Regional Vocational Technical High School, south of Boston.

在这里，除了常规的学校课程外，学生们还学习专业技能和职业知识；

如果他们愿意，无需上大学，可以直接进入劳动力市场。

DAVID WHEELER：只要你能充分利用我们提供的资源，在这里你可以成为任何你想成为的人。

have.

JOHN TULENKO：职业规划始于九年级。

学生们在第一学期会尝试这里教授的大约 20 种职业。

here.

Dajon Lopes 选择了烹饪艺术。

DAJON LOPES（学生）：我们学习烹饪各种菜肴，包括各式异国料理、美式菜肴，什么都学。

dishes, anything.

你想得到的，我们都有。这道就是亚洲风味扇贝煎。

This right here is Asian scallop saute.

JOHN TULENKO：这对你来说是道新菜吗？

DAJON LOPES：是的，事实上这是我第一次做。

It’s my first time, matter of fact.

JOHN TULENKO：第一次做，是吗？我能尝尝吗？

May I?

PAULA KFOURY（东南地区职业技术高中老师）：这可不是让你翻开书本去读理论。

about it.

JOHN TULENKO：烹饪艺术老师 Paula Kfoury。

PAULA KFOURY：这是实践操作，非常不一样。

JOHN TULENKO：这味道真好。

PAULA KFOURY：他们每天来到这里，就像经营一家餐厅一样。

而且我们承担了学校所有的餐饮职能。

学生：这辆车——给我们带来了很多麻烦。

JOHN TULENKO：在碰撞修复课程中，工作也是实打实的。

学生：客户把车开来，我们就像正式修理厂一样进行评估。

JOHN TULENKO：这是别人的车吗？

学生：是的。

之后我们打电话给客户，告诉他们维修费用，然后就开始修理。

DAVID WHEELER：我们几乎所有的工坊都会进行某种形式的“实操工作”。

DAVID WHEELER: Almost all of our shops do some form of, we call it live work.

美容专业会接待顾客；

建筑专业，我们甚至做过建筑的整体翻新；

我们还为他人制作网站，并从事印刷工作。

We do printing.

没有比让学生从事真实、有意义的工作更好的学习方式了。

JOHN TULENKO：当然，他们也会学习学术课程。

每隔一周，学生们就会全天候参加传统的课堂教学。

DAVID WHEELER：每个孩子都要学习代数，

每个人都要上高水平的文学课，

每个人都要学习物理。

JOHN TULENKO：在州数学考试中，73% 的学生达到了熟练以上水平；英语方面达到了 90%，这些数字几乎与州平均水平持平。

90 percent, numbers that nearly match state averages.

而东南高中的毕业率高达 93%，高于平均水平。

另一方面，他们的 SAT 分数和大学先修课程 (AP) 的考试成绩与全州水平相比有显著落后。

behind the state as a whole.

但对戴夫·惠勒来说，那些并不是最重要的数字。

DAVID WHEELER：根据我们的后续跟踪研究，总体而言，有 90% 以上的学生要么进入劳动力市场，要么继续深造，要么参了军。

90 percent range of students that are either in the work force, continue to be enrolled

in college, or have gone into the military.

关键是要让你成为一个快乐、有生产力的公民。

JOHN TULENKO：这种方法如今引起了改革者们的广泛关注，他们认为这是提高高中生参与度和成就感的一种途径。

see it as a way to improve engagement and achievement in high schools.

但是职业技术教育 (CTE) 也有它的批评者。

CAROL BURRIS（公共教育网络）：尽管人们将其吹捧为一种选择，但我认为现实中，严谨的 CTE 项目很难真正实现。

as a possibility, rigorous CTE programs, in the reality, I don’t think it’s going

to happen.

JOHN TULENKO：在担任纽约州获奖高中校长的 15 年里，Carol Burris 对这些项目有着深入的了解。

Burris had an insider’s view on these programs.

CAROL BURRIS：我认为很多学校会把有行为问题的孩子挑出来，然后说：“你知道吗，我觉得职业教育才是你该去的地方。”

say, you know what, I think technical education is where you need to be.

他们甚至会将有学习障碍的孩子推向这条轨道，而不是在学术上给予帮助。

in academics, push them on that track.

历史经验告诉我们确实如此。

JOHN TULENKO：几乎从一开始，高中就被分成了不同的轨道，分别针对升学学生和就业学生设立了独立的课程。

programs for students bound for college and those bound for work.

MICHAEL PETRILLI（托马斯·B·福特汉姆研究所）：通常情况下，决定学生去向的依据是肤色或居住的邮编。

decision was based on the color of their skin or by their zip code.

你可以想象，大多数被分流到职业学校的都是有色人种和低收入家庭的孩子，其中许多学校的质量非常糟糕。

into vocational programs, many of which were terrible.

JOHN TULENKO：但教育智库托马斯·福特汉姆研究所负责人迈克·彼得里利表示，一场重大转变即将来临。

think tank, says a major shift was coming.

MICHAEL PETRILLI：从 20 世纪 80 年代末到 90 年代初，人们大力推行取消高中和初中的分流制度，这在大多数大城市非常成功。

starting the late 1980s, early ’90s, which was very successful in most big cities.

ANTHONY CARNEVALE（乔治城大学）：我们当时决定，要让所有人通过高中教育获得学术教育，这本质上教授的是抽象思维。

education, which essentially teaches abstraction, we decided to give that to everybody through

high school.

JOHN TULENKO：经济学家托尼·卡内瓦莱说，公立学校的使命变了，大学成了唯一目标。

college became the goal.

ANTHONY CARNEVALE：基本的美国模式就是从高中直通哈佛。困难在于，这并不适用于大多数学生。

The difficulty with that is, it doesn’t work for most students.

你问老师：“我为什么要学这门课？”他们会说：“因为上大学需要它。”这似乎就足够了。但对很多孩子来说，这远远不够。

And they will say, well, you need it for college, and that’s enough.

For a lot of kids, that’s not enough.

JOHN TULENKO：许多人带着不充分的准备进入大学，跟不上进度，最终选择退学。

MICHAEL PETRILLI：让这些人直接进入劳动力市场，掌握一些真正的技能，以后他们如果想深造，反而更能获得后续的职业资格认证，这会好得多。

get some real skills, and maybe down the road they would be ready then to go and get a postsecondary

credential.

JUSTIN MEEKS（2015 届东南高中毕业生）：我对学校课业不太擅长，我觉得自己更适合动手实践。

the greatest at it.

I feel like I’m more of a hands-on person.

JOHN TULENKO：对于 Justin Meeks 来说，金属制造更适合他。

他在东南高中学到了这门手艺，并通过学校安排的学徒工作，在毕业后几天就找到了一份全职工作。

school, landed a full-time job just days after graduation.

JUSTIN MEEKS：学校为我做了很好的准备，我在这里经常进行焊接。

I weld here a lot.

我必须切割得非常准确。

JOHN TULENKO：像这样的横梁，一旦切错就没法补救了吧？

JUSTIN MEEKS：是的，坏了就修不好了。

JOHN TULENKO：冒昧问一下，你现在的工资是多少？

JUSTIN MEEKS：每小时 14.66 美元。如果我能不断加薪、通过努力工作获得提拔，我觉得即使不上大学，我也能过得很好。

And if I can keep getting more money and more money, and a raise, and working harder, I

think I could be fine without college.

JOHN TULENKO：这算成功吗？

MICHAEL PETRILLI：首先，让我们看看其他的选择。如果这个年轻人学业不顺，又没有参与到真正能激励他的事物中，他很可能会退学，或者勉强毕业后，只能去劳动力市场打一份刚好够维持生计的工作。相比之下，这（现在的现状）是一个好得多的结果。

If this was a young person who wasn’t doing well in school, if he hadn’t been engaged

in something that really motivated him, he probably would have dropped out or maybe he

would have made it to graduation, and then that was it.

And then he’d be going into the work force and lucky to get a minimum wage job.

This is a much better outcome.

JOHN TULENKO：彼得里利说，像 Justin 这样的职业学校如今已大不相同，因为在东南高中这样的地方，那种人为的“分流”已成为过去。

days, because, at places like Southeastern, tracking is a thing of the past.

MICHAEL PETRILLI：由学生自己选择人生路径非常重要。我们想要提供选择权，让年轻人自己做决定。

We want to provide options, and let the young people make decisions.

CAROL BURRIS：我认为这非常危险。我见过太多在学业上“大器晚成”的孩子，他们突然成熟，开始刻苦学习，最终进入了大学。当你逼迫尚不成熟的孩子做出决定时，他们根本还没准备好。

I have seen so many kids who have been academic late bloomers, who all of sudden they mature

and they buckle down and they do their studies and they go on to college.

When you start to push kids when they are too young to make that decision, they’re

just not ready to make it.

JOHN TULENKO：但这并没有阻止家长们把孩子送到东南高中。

今年，有约 800 名学生申请 400 个名额。在马萨诸塞州南伊斯顿，我是《教育周刊》的约翰·图伦科，为 PBS《新闻一小时》报道。

In South Easton, Massachusetts, I’m John Tulenko of Education Week, reporting for the

PBS NewsHour.

[英语]

JUDY WOODRUFF: But, first, a new night for education.

The NewsHour has long been committed to covering that topic.

And starting tonight, we will be expanding our coverage on Tuesdays with a new feature

series called Making the Grade.

We will provide in-depth reporting on education issues at every level, from early childhood

and preschool, all the way through high school and beyond with the world of higher education.

We will explore the most fundamental concerns in schools, communities and workplaces, and

we will also cover plenty of approaches you may not have heard about yet.

Tonight, we focus on vocational education.

There’s a growing recognition of its value for some students.

But how do you determine when it’s working for the long haul?

Special correspondent John Tulenko of Education Week has our story.

JOHN TULENKO: This year, more than a million students will graduate from high school, and

most will go on to college.

It ought to be something to celebrate, but, in fact, nearly 40 percent of those who go

to four-year colleges and some 70 percent of students at community college will never

earn their degree.

DAVID WHEELER, Principal, Southeastern Regional: It’s the shame of our nation, when you look

at, a student comes out of high school, not knowing what they want to do, goes to college,

drops out.

Now they’re in debt, without a job, and not knowing what they want to do.

They’re worse off than they were, you know, as little as a year before.

And that’s all preventable, all of it.

JOHN TULENKO: One solution, principal Dave Wheeler says, lies in schools like his, Southeastern

Regional Vocational Technical High School, south of Boston.

Here, in addition to the regular school subjects, students learn skilled trades and professions,

and, if they choose, instead of college, they can go directly into the work force.

DAVID WHEELER: You can become anything you want here, if you take advantage of what we

have.

JOHN TULENKO: Choosing a career program starts in ninth grade.

Students spend the first semester sampling each of the roughly 20 professions taught

here.

Dajon Lopes (ph) chose culinary arts.

DAJON LOPES, Student: We learn to cook everything, a whole bunch of foreign dishes, American

dishes, anything.

You name it, we got it.

This right here is Asian scallop saute.

JOHN TULENKO: Is this a new dish for you?

DAJON LOPES: Yes.

It’s my first time, matter of fact.

JOHN TULENKO: The first time, yes?

May I?

PAULA KFOURY, Southeastern Regional: It’s not like you’re opening a book and reading

about it.

JOHN TULENKO: Culinary arts teacher Paula Kfoury.

PAULA KFOURY: It’s hands-on, which is so different.

JOHN TULENKO: That’s very nice.

PAULA KFOURY: They come in here every day and open a restaurant.

And we do all of the functions for the school.

MAN: This car has — gave us a lot of problems.

JOHN TULENKO: In collision repair, the work is also real.

MAN: A customer brings in a car, we, like, do a estimate on it.

JOHN TULENKO: This is someone’s car?

MAN: Yes.

And then, after that we call the customer up, we tell them how much it will cost, and

we start repairing it.

DAVID WHEELER: Almost all of our shops do some form of, we call it live work.

Cosmetology takes clients.

Construction, we have done complete renovations of buildings.

We have done Web sites for people.

We do printing.

There is no better way to engage a student than they’re doing real, meaningful work.

JOHN TULENKO: Of course, they also do academics.

Every other week, students are in traditional classes full-time.

DAVID WHEELER: Every single kid is going to learn algebra.

Everyone’s going to get a high-level literature class.

Everyone’s going to get physics.

JOHN TULENKO: On the state math test, 73 percent of students scored above proficient, in English,

90 percent, numbers that nearly match state averages.

And Southeastern’s 93 percent graduation rate is better than average.

On the flip side, SAT scores and scores on advanced placement tests lag significantly

behind the state as a whole.

But, for Dave Wheeler, those are not the numbers that matter most.

DAVID WHEELER: When we do follow-up studies, generally speaking, we hit the 90 — high

90 percent range of students that are either in the work force, continue to be enrolled

in college, or have gone into the military.

The point is to get you to be a happy, productive citizen.

JOHN TULENKO: This approach is getting lots of attention from reformers these days, who

see it as a way to improve engagement and achievement in high schools.

But career and technical education, or CTE, as it’s sometimes called, has its critics.

CAROL BURRIS, Network for Public Education: Even though that is what people are touting

as a possibility, rigorous CTE programs, in the reality, I don’t think it’s going

to happen.

JOHN TULENKO: During her 15 years as an award-winning high school principal in New York state, Carol

Burris had an insider’s view on these programs.

CAROL BURRIS: I think a lot of schools will take kids that are behavior issues and will

say, you know what, I think technical education is where you need to be.

I think they will take kids who have learning disabilities, and rather than work with them

in academics, push them on that track.

We just know that historically.

JOHN TULENKO: Almost from the start, high schools were organized into tracks, with separate

programs for students bound for college and those bound for work.

MICHAEL PETRILLI, Thomas B. Fordham Institute: And, oftentimes, the way the system made that

decision was based on the color of their skin or by their zip code.

You can imagine that it was mostly kids of color and low-income kids who were shuffled

into vocational programs, many of which were terrible.

JOHN TULENKO: But Mike Petrilli who heads the Thomas Fordham Institute, an education

think tank, says a major shift was coming.

MICHAEL PETRILLI: There was a big effort to de-track the high schools and the middle schools

starting the late 1980s, early ’90s, which was very successful in most big cities.

ANTHONY CARNEVALE, Georgetown University: We decided that we were going to give academic

education, which essentially teaches abstraction, we decided to give that to everybody through

high school.

JOHN TULENKO: The mission of public schools changed, says economist Tony Carnevale, and

college became the goal.

ANTHONY CARNEVALE: The basic American model is high school to Harvard.

The difficulty with that is, it doesn’t work for most students.

You ask the teacher, why am I taking this course?

And they will say, well, you need it for college, and that’s enough.

For a lot of kids, that’s not enough.

JOHN TULENKO: Many arrive at college unprepared, fall behind and drop out.

MICHAEL PETRILLI: It would be a lot better for those people to go out into the work force,

get some real skills, and maybe down the road they would be ready then to go and get a postsecondary

credential.

JUSTIN MEEKS, Class of 2015, Southeastern Regional: Schoolwork wasn’t — I wasn’t

the greatest at it.

I feel like I’m more of a hands-on person.

JOHN TULENKO: For Justin Meeks, fabricating metal was a better fit.

He learned the trade at Southeastern and, through an apprenticeship arranged by the

school, landed a full-time job just days after graduation.

JUSTIN MEEKS: School prepared me well for this.

I weld here a lot.

I have to cut well on here and very accurate.

JOHN TULENKO: You can’t make a mistake on a beam like this.

JUSTIN MEEKS: Yes, you can’t fix it.

JOHN TULENKO: If you don’t mind my asking, how much do you make?

JUSTIN MEEKS: Fourteen sixty-six.

And if I can keep getting more money and more money, and a raise, and working harder, I

think I could be fine without college.

JOHN TULENKO: Is this a success?

MICHAEL PETRILLI: First of all, let’s look at the alternative.

If this was a young person who wasn’t doing well in school, if he hadn’t been engaged

in something that really motivated him, he probably would have dropped out or maybe he

would have made it to graduation, and then that was it.

And then he’d be going into the work force and lucky to get a minimum wage job.

This is a much better outcome.

JOHN TULENKO: And Petrilli says vocational schools like Justin’s are different these

days, because, at places like Southeastern, tracking is a thing of the past.

MICHAEL PETRILLI: It’s very important that the pathways are chosen by the kids themselves.

We want to provide options, and let the young people make decisions.

CAROL BURRIS: I think it’s very dangerous.

I have seen so many kids who have been academic late bloomers, who all of sudden they mature

and they buckle down and they do their studies and they go on to college.

When you start to push kids when they are too young to make that decision, they’re

just not ready to make it.

JOHN TULENKO: But that’s not stopping families from enrolling their teenagers at Southeastern.

This year, some 800 students applied for 400 spots.

In South Easton, Massachusetts, I’m John Tulenko of Education Week, reporting for the

PBS NewsHour.

重点词汇

词汇	含义
education /ˌedʒ.juˈkeɪ.ʃən/ B2	noun - 教育 (jiàoyù) - 教育，在学校或大学系统地接受或传授知识的过程。
covering /ˈkʌv.ər.ɪŋ/ B1	verb - 报道 (bàodào) - 在新闻报道或文章中涉及（主题）。
expanding /ɪkˈspæn.dɪŋ/ B1	verb - 扩大 (kuòdà) - 变得或使更大或更广泛。
fundamental /ˌfʌn.dəˈmen.təl/ B2	adjective - 基本的 (jīběn de) - 形成必要的基地或核心；至关重要。
recognition /ˌrek.əɡˈnɪʃ.ən/ B1	noun - 认可 (rènkě) - 被认可或识别某人或某事物的行为或过程。
value /ˈvæl.juː/ A2	noun - 价值 (jiàzhí) - 某事物应得的尊重；某事物的价值、重要性或用处。
determine /dɪˈtɜː.mɪn/ B1	verb - 确定 (quèdìng) - 导致某事发生；确定某事。
working /ˈwɜː.kɪŋ/ A2	adjective - 工作的 (gōngzuò de) - 正常运行或操作。
correspondent /ˌkɒr.ɪˈspɒn.dənt/ B2	noun - 记者 (jìzhě) - 从国外或遥远的地方发送报道的记者或评论员。
graduate /ˈɡrædʒ.u.eɪt/ B1	verb - 毕业 (bìyè) - 成功完成一门学术课程或项目。
percent /pəˈsent/ A2	noun - 百分比 (bǎifēn bǐ) - 以100为基础表示的比率或比例。
debt /det/ B1	noun - 债务 (zhàiwù) - 欠款或应付的款项，通常是金钱。
solution /səˈluː.ʃən/ B1	noun - 解决方案 (jiějué fāng'àn) - 解决问题或处理困难局面的方法。
technical /ˈtek.nɪ.kəl/ B2	adjective - 技术性的 (jìshù xìng de) - 与特定主题、艺术或工艺或其技术相关的。
engagement /ɪnˈɡeɪdʒ.mənt/ B2	noun - 参与 (cānyù) - 参与或被参与的行为。
achievement /əˈtʃiːv.mənt/ B2	noun - 成就 (chéngjiù) - 实现某事物的过程。