《经济学人》双语：印度的教育如何
《经济学人》双语：印度的教育如何？
文/Irene-自由英语之路
【本篇内容简述】
【Para1】引入：从全世界的限制措施的放松讲起，印度学校教育庞大的数据，3.2亿学童、850万教师和家长，解禁措施显得更为重要，印度学校关闭时间最长，平均关闭69周，破坏性很大。
【Para2】在线学习情况：私立学校的师生表示很好，2/5的公立学校在线学习有困难。
【Para3&4】印度低收入人群：城市24%定期上远程网络课程，农村只有8%，原因是没有设备没有网络。女孩入学率低，早早就结婚了。男孩也早早工作了。
【Para5&6&7】学习效果：8岁的孩子根本听不懂课程知识，年度教育报告表明，能够阅读二年级水平考试的三年级学生比例减少了一半，从近20%降至略低于10%。印度教育普遍不太好。
【Para8】结尾与评论：停课导致孩子们吃的不好，营养不良。与面授学习不同，在线学习很少有免费的午餐。
标题：
Education in India
Remotely learning
India’s pupils have been hard hit by extended school closures
印度的教育
远程学习
印度的学生受到学校延长关闭的严重打击
Poverty, undernourishment and poor pedagogy make a bad situation worse
贫困、营养不良和糟糕的教育使情况更加糟糕
Paragraph 1：
AS COVID-19 MEASURES relax across the world, nothing brings quite so much relief as the reopening of schools.
随着新冠限制措施在全世界范围内的放松，没有什么比学校重新开放更能让人松一口气了。
For India’s 320m schoolchildren, its 8.5m teachers and for parents, too, the relief is particularly acute. Not only have Indian schools suffered some of the world’s longest closures—an average of 69 weeks.
对于印度的3.2亿学童、850万教师和家长来说，这种缓解尤为明显。印度学校不仅遭遇了世界上最长的关闭时间，平均关闭69周。
For reasons peculiar to India, its shutdowns have also been especially disruptive. And they have exacerbated the awful learning outcomes from the vast lower tier of schools.
由于印度特有的原因，它的关闭也特别具有破坏性。它们还加剧了广大低年级学校糟糕的学习成绩。
Paragraph 2:
For some, the switch from in-class to online learning started well enough.
对一些人来说，从课堂学习到在线学习的转变开始很好。
A teacher in one private school in Delhi, the capital, recalls how she stopped worrying about tele-teaching on the very first day, after finding that every student on her screen had respectfully donned the school uniform for the occasion.
首都德里一所私立学校的一名教师回忆说，她第一天就不再担心远程教学，因为她发现屏幕上的每个学生都恭敬地穿上了校服。
But for others the switch never happened. A survey in Kolkata last year found that two-fifths of pupils enrolled in state primary schools had no way to follow online materials.
但对其他人来说，这种转变从未发生过。去年在加尔各答进行的一项调查发现，五分之二的公立小学学生无法阅读在线材料。
Another in Chennai, India’s sixth-biggest city, found that one in five children were in schools that offered no online instruction, and a fifth of the rest did not attend remote classes anyway.
印度第六大城市钦奈的另一项调查发现，五分之一的儿童就读于不提供在线教学的学校，其余五分之一的儿童根本不上远程课程。
Paragraph 3:
Matters have been bad for the poor, and worse still in rural India.
情况对穷人不利，在印度农村更是如此。
A more recent study, conducted in August among low-income households across 15 states, found that only 24% of the children interviewed in urban slums said they “regularly” followed online lessons.
8月份在15个州的低收入家庭中进行的一项最新研究发现，在城市贫民区接受采访的儿童中，只有24%表示他们“定期”学习网络课程。
The proportion in villages was a dismal 8%. Some 37% of rural children said they had done no studying at all during the school closures.
农村的比例只有可怜的8%。约37%的农村儿童表示，在学校关闭期间，他们根本没有学习。
Many cited lack of a computer or smartphone as the reason. Erratic power and internet access, or a lack of online material in their language, also played a part.
许多人认为缺乏电脑或智能手机是原因。不稳定的电源和互联网接入，或缺乏他们语言的在线材料，也是其中的原因。
Paragraph 4:
K. Mahalakshmi, who teaches among tribal peoples in the Jawadhu Hills region of Tamil Nadu, a southern state, says the two pandemic years have derailed ten years of work to raise enrolment, especially of girls, in her school.
在南部泰米尔纳德邦贾瓦杜山地区的部落民族中任教的K.Mahalakshmi说，两年的大流行打乱了她学校十年来提高入学率的目标，特别是女孩入学率降低。
She recalls meeting by chance, during India’s devastating second wave this spring, a student she had noted as particularly bright, but this time in a maternity ward.
她回忆说，在今年春天印度毁灭性的第二次浪潮中，她偶然遇到了一位她曾认为特别聪明的学生，但这次是在产科病房。
“Girls like her would have at least finished high school before marriage,” says Ms Mahalakshmi, adding that boys have been sent out to work to help tide families over.
“像她这样的女孩在结婚前至少应该完成高中学业，”Mahalakshmi女士说，并补充说，男孩们被派去工作以帮助家庭渡过难关。
Paragraph 5:
Those who have stayed in school have fared less well than they should, too.
那些留在学校里的人也没有他们应有的那么好。
“The knowledge does not reach their heads at all,” is how Amol Ahire, a 38-year-old father of two in Thane, a suburb of Mumbai, puts it.
孟买郊区塔恩的一位38岁的两个孩子的父亲阿莫尔·阿希尔这样说：“他们根本就不懂这些知识。”(这些知识根本进不到他们的脑子里去。)
He says that before the pandemic his eight-year-old son used to write numbers and the alphabet, but now he stumbles.
他说，在大流行之前，他八岁的儿子曾经写过数字和字母，但现在他记不起了。
Paragraph 6:
The boy is not alone. In the study of poor communities, fewer than one in 20 parents said that their children’s skills improved during school closures.
这个男孩并不孤单。在对贫困社区的研究中，不到二十分之一的家长表示他们的孩子在学校停课期间学习技能有所提高。
Preliminary findings from a respected periodical survey of learning in rural schools, the Annual Status of Education Report (ASER), corroborate the decline.
《年度教育状况报告》（ASER）是一份备受尊敬的农村学校学习情况定期调查，其初步结果证实了这一下降趋势。
Released this month, it found that among 18,000 children in the state of Karnataka, the proportion of third-graders who could read a grade-two-level test had halved, from nearly 20% to just under 10%.
本月发布的报告发现，在卡纳塔克邦的1.8万名儿童中，能够阅读二年级水平考试的三年级学生比例减少了一半，从近20%降至略低于10%。
Paragraph 7:
Years of ASER data have underlined a more general failing of Indian education.
多年的ASER数据凸显了印度教育更普遍的失败。
Because students are promoted regardless of achievement, and because teachers then favour only those students they see as likely to pass high-school exams, many leave education without ever acquiring basic skills.
由于学生升学时不考虑成绩，而且教师只青睐那些他们认为有可能通过高中考试的学生，因此许多人从未获得基本技能就离开学校了。
To correct this, the government last year launched an ambitious drive to bolster early learning.
为了纠正这一点，政府去年发起了一项雄心勃勃的运动，以支持早期学习。
But now, having lost more than 14 months of schooling, Indian students are instead entering higher grades with even more of a handicap.
但是现在，学校关闭了14个多月，印度学生反而进入了更高的年级，甚至有更多的学习障碍。
Paragraph 8:
Many will also be less well-fed.
许多人也会吃得不好。
Over the past 25 years a programme that serves a simple, hot midday meal to some 100m students in state schools has markedly reduced rates of stunting and malnutrition.
在过去的25年里，一项为大约1亿名公立学校学生提供简单、热腾腾的午餐计划显著降低了发育迟缓和营养不良的发生率。
A recent study suggests these benefits extend to the next generation, too.
最近的一项研究表明，这些好处也会延伸到下一代。
During the closures many Indian states tried to compensate for lost school meals with direct food aid, with varying degrees of success.
在关闭期间，许多印度州试图通过直接粮食援助来补偿学校损失的伙食，但取得了不同程度的成功。
With online learning, unlike in-person schooling, there is rarely such a thing as a free lunch.
与面授学习不同，在线学习很少有免费的午餐。
（恭喜读完，本篇英语词汇量724个左右）
原文出自2021年9月18日《The Economist》Asia版块。
精读笔记来源于：自由英语之路，仅供个人英语学习交流使用。
【重点词汇】（11个）
pedagogy/pedɡdi/
n. 教育；教育学；教授法
acute/kjut/
adj. 严重的；急性的，剧烈的
don/dn/
v. 穿上，披上，戴上
for the occasion
临时
slum/slm/
n. 贫民，贫民窟
dismal /dzml/
adj. 忧郁的；差劲的；可怜的
maternity ward
产科病房
tide... over
克服；度过困难时期
fare/fe(r)/
v. 进展，表现（熟词偏义：常见意思是“费用”）
corroborate/krbret/
v. 证实；使坚固
stunting/stnti/
n. 萎缩；发育障碍
【重点句子】（3个）
Matters have been bad for the poor, and worse still in rural India.
情况对穷人不利，在印度农村更是如此。
The knowledge does not reach their heads at all.
他们根本就不懂这些知识。(这些知识根本进不到他们的头脑里去。)
With online learning, unlike in-person schooling, there is rarely such a thing as a free lunch.
与面授学习不同，在线学习很少有免费的午餐。
【重点词根】（1+3个）
pedagogy=ped-儿童 + agog-引导 + -y 引导儿童 教学法。
词根ped来源于源自拉丁语 pais (词干 paid-) "child.", 它的含义是“儿童”，表示“儿童”，引申为“教育”，英式英语中品写成paed-如：
encyclopedia/nsaklpidi/n. 百科全书
pedophilia /pidfli/ n. 恋童癖
pediatrist /,pi:di"trist/ n. 儿科医生
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