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Let them get on with this job in the way that seems most sensible to them,with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsence in a world as complicated and rapidly changing as ours. Anxious parents and teachers say,゛But suppose they fail to learn something essential,something they will need to get on in the world?" Don't worry! If it is essential,they will go out into the world and learn it.

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  • SPS700
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 もし彼らが我々教師としての手助けをもとめれば、助けるとして、彼ら自身が一番いいと思う方法でその仕事をやらせればいい。  今のように複雑で急激に変わっている世界で、学校で習い、一生使える知識の一群があると考えるのは意味がない。  心配な親や教師たちは「生きて行く上で基本となる大切な何かを、もし彼らが学び取らなかったら」というかもしれない。  でもこと基本に関する限り、彼らは社会に出て行って学び取るわけだから、心配するには及ばない。  (学校で習うことは現在社会では役に立たない、と言っているようです)  

  • bakansky
  • ベストアンサー率48% (3503/7246)

> Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it.  that 以下は the way を修飾。get on with ... は 「何かを継続的にやり続ける」  生徒たちには自分たちに合っていると思われる方法で学習を続けさせればいい。必要があれば、我々教師が手助けする。 > The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours.  that ... the rest of one's life の部分が the idea を修飾。nonsence は nonsense の誤り。a body of .. は 「多数の」  学校で多くの知識を学んでおけば、卒業後の人生に役立つという考えはナンセンスです。世界は我々人間のように複雑で、急速に変化するものだから。 > Anxious parents and teachers say, "But suppose they fail to learn something essential, something they will need to get on in the world?"  essential,something の部分、正しくはコンマの後にスペースを入れて essential, something のようにします。  両親や教師は心配顔に、「でも、子どもたちが何か基本的なこと、社会に出てからちゃんと生きていく上で必要なことを学ばずにしまったらどうするんだ?」 と言います。 > Don't worry! If it is essential, they will go out into the world and learn it.  ! はピリオドと同様に扱われるので、スペースも2つ必要です。また、ここでも essential の後ろのコンマの後のスペースが抜けています。偉そうな文章を書いているわりには、常識に欠ける人だなぁという印象を受けます。  心配無用! そんなに大事な事柄であれば、彼らは社会に出てからそれを学ぶことになりますから。


  • 日本語訳お願いします。

    If it is a matter of right answers,as it may be in mathematics or science,give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsence of grades,exam,marks. Let us throw them all out,and let the children learn what all educated persons must some day learn,how to measure their own understanding,how to know what they know or do not know.

  • 日本語訳を教えてください(かなり長文です)(4)

    Why Chinese Mothers Are Superiorという記事です。日本語訳教えてください。お願いします。 If the child comes home with a B on the test, some Western parents will still praise the child. Other Western parents will sit their child down and express disapproval, but they will be careful not to make their child feel inadequate or insecure, and they will not call their child "stupid," "worthless" or "a disgrace." Privately, the Western parents may worry that their child does not test well or have aptitude in the subject or that there is something wrong with the curriculum and possibly the whole school. If the child's grades do not improve, they may eventually schedule a meeting with the school principal to challenge the way the subject is being taught or to call into question the teacher's credentials. If a Chinese child gets a B—which would never happen—there would first be a screaming, hair-tearing explosion. The devastated Chinese mother would then get dozens, maybe hundreds of practice tests and work through them with her child for as long as it takes to get the grade up to an A. Chinese parents demand perfect grades because they believe that their child can get them. If their child doesn't get them, the Chinese parent assumes it's because the child didn't work hard enough. That's why the solution to substandard performance is always to excoriate, punish and shame the child. The Chinese parent believes that their child will be strong enough to take the shaming and to improve from it. (And when Chinese kids do excel, there is plenty of ego-inflating parental praise lavished in the privacy of the home.) Second, Chinese parents believe that their kids owe them everything. The reason for this is a little unclear, but it's probably a combination of Confucian filial piety and the fact that the parents have sacrificed and done so much for their children.

  • 日本語訳お願いします!

    難しくて・・・ お願いします!! It is probably the only cuisine the world underwritten by a king.In 1663,thd ratio of men to women in New France was 6 to 1.To rectify this imbalance,Louis XlV bestowed 850 young French women with a modest domwry and shipped them to New France to find husbands.With these young women came their knowledge of traditional French cooking.They applied their culinary wisdom to native foods and created such dishes as ‘cretons,’a pork pate.And ‘ce pie’is a rare meat pie prepared with wild game and smothered in a bordelaise sauce.

  • 18-5日本語訳

    お願いします。 Many people benefit from Q&A sites such as OKWave, as they help solve their problems. This is quite understantable. In fact, this is probably the raison d'etre of such Q&A sites; to provide a space where community members can both seek and offer knowledge to help eachother. Putting it another way, people "take advantage" of Q&A sites for their own benefit, be it for their personal enlightenment, professional gains, or for their academic ends. In my opinion, there is nothing wrong with that. However, when "taking advantage" escalates to sheer "exploitation", I begin to wonder. Though a minority, there are those who through in a long passage/text of Japanese or English, hoping that someone will translate it for them. In Japanese, this act is known as "Marunage". It is astonishing that there are even people who do this Marunage repeatedly and continuously. I am in no position to criticize such people who routinely do Marunage, and in deed, there is always a generous, saintly person who responds to the requests. The truth is, however, that those throwing in Marunage questions are academic losers and those answering them, are the winners.

  • 日本語訳お願いします。

    In much of the world, authority is not challenged, either out of respect or out of fear, and, sometimes because a hierarchy of rank has been fixed for so long that people have been trained for generations never to challenge it. In such countries children are not expected to question their teachers in school, and brilliant young scholars or inventive industrial geniuses are hampered in technical research because they hesitate to disagree with their "superiors." Clever researchers may be considered too young to have any right to present findings that contradict the knowledge and wisdom of their elders. The American is trained from childhood to question, analyze, search. "Go and look it up for yourself;’’ a child will be told. In many schools tasks are designed to stimulate the use of a wide range of materials. An assignment to "Write a paper on the world's supply of sugar," for example, will send even a young child in search of completely unfamiliar ideas. Even in the primary grades children are taught to use libraries and to search for new ideas. By the time they are 14, 15, or 16, many young scholars are making original and valuable contributions in all fields of science. Industry is so aware of this untouched resource that each year, through national competitions, it offers awards to teenagers in order to seek out (and later employ) young people with brilliant, inquiring minds.

  • 日本語訳を!!

    お願いします (10) Aulus Gellius, a Roman lawyer of the second century CE, writes about Vesta's priestesses. A girl chosen to be a Vestal Virgin must...be no younger than six and no older than ten years old.... As soon as a girl is chosen, she is taken to the House of Vesta and handed over to the priests. She immediately leaves her father's control. (11) The chief duty of the Vestal Virgins was to keep Vesta's flame burning. If the flame went out, it meant that one of the Vestal Virgins had been careless in her sacred duties or had broken her vow of chastity. Either way, the Romans believed that the city was in great danger and could be destroyed. They dressed the offending priestess in funeral clothes and carried her to an underground cell, leaving her to die. (12) The earliest Romans were farmers who saw the gods in all the forces of nature. They believed that gods ruled the sun, the moon, and the planets and that gods lived within the trees, in wind, and in rivers. These early, simple beliefs played a part in Rome's later religion as well. But as Rome became more connected with other peoples through war and trade, its religion became more complex. (13) The Romans were as quick to borrow language and inventions. If they encountered a new god that they thought might be useful, they adopted him or her. For example, when the Romans attacked the Etruscan city of Veii in 396 BCE, they begged Juno, their enemy's goddess, to help them in battle. “To you, Juno Regina, who now lives in Veii, I pray that after our victory you will accompany us to our city─soon to be your city─to be received in a temple worthy of your greatness.” When the Romans conquered Veii, they assumed that Juno had helped them. To thank the goddess, they built a temple in her honor in Rome.

  • 日本語訳を! 5-(7)

    お願いします。 (18) Abydos wasn't the only sacred site. There were many others throughout Egypt. Some temples were mortuary temples for dead kings, and others were built to honor a particular god. Some, like Abydos, were both. Abydos honored Osiris, and because Osiris was the King of the Dead, it also became an important burial ground. (19) For Egyptians, the stories about the gods were comforting and provided guidance in a world that was unpredictable and governed by forces they didn't understand. Horus watched over them in this life. Osiris watched over them in death. When their world was in turmoil, they believed it was Seth fighting with Horus that created the chaos. When all was well, they were sure that Horus had won the battle. They believed that one day Horus would defeat Seth in a smashing final combat. Then Osiris would be able to return to the world of the living and all sorrow would end. Until then, it was a god-eat-god world.

  • 日本語訳を!(9)

    お願いします (1) If you became sick in ancient times, Egypt was where you would want to be. It offered the best medical care. The Greek poet Homer writes in about 725 BCE in the Odyssey about Egyptian doctors, "In medical knowledge the Egyptian leaves the rest of the world behind." Egyptians began practicing medicine by applying salves to the eyes as long as 6,000 years ago, and over the millennia their skills became world renowned, so much so that rulers of other countries sent for Egyptian doctors to cure their ills. Their treatments may sound primitive to us, but no doubt 6,000 years from now our "modern medicine" will seem positively barbaric to future scientists. (2) In many ways, medicine in ancient Egypt was like medicine today. Doctors then studied for many years in medical schools called peru-ankh, or "houses of life." They studied textbooks to learn how to recognize diseases by their symptoms and hat to do to cure the patient. The Greek historian Diodorus Siculus writes, "They administer their treatments in accordance with a written law which was composed in ancient times by many famous physicians." (3) The Ebers Papyrus is one of the oldest medical documents from anywhere in the ancient world. The papyrus scroll is more than 60 feet long and is inscribed on both sides. Some of the cures don't sound too bad. For indigestion the Ebers Papyrus advises patients to "crush a hog's tooth and put it inside four sugar cakes. Eat for four days." But other cures sound pretty disgusting. For a cut, "after the scab has fallen off put on it: Scribe's excrement. Mix in fresh milk and apply as a poultice."

  • 英文の日本語訳をお願いします。

    英文の日本語訳をお願いします。 The sports people play in America and Japan tend to be quite similar.However,the way these sports are played in each society shows differences that reflect both cultures. Though professional baseball teams in America and Japan play by the same rules,many aspects of the game are approached differently.A difference can be seen just by looking at the players and the game.Japanese players usually have a neat hairstyle without a beard or moustache,while American players wear their hair in various ways.Japanese players tend to practice much more than American players.December is the only month when Japanese players don't practice,while American players have three or four months of holidays during the off-season.Moreover,on game days,Japanese players spend most of the day to practice,while American players usually arrive one or two hours before the start of the game. These approaches to baseball show important cultural differences.In Japanese baseball,the practice time is seen as a way to persevere and show effort.It not only improves performance,but builds group harmony.However,American players don't care about harmony or perseverance.Instead,the most important thing is winning,Players have only light practice on game days because they think it is better to save their energy,which will give them a better chance to win.As long as the team wins,harmony and perseverance don't matter. Another difference in baseball involvs the relationship between the manager and the players.In Japan,the manager has complete contrl over the players and tellls them what to do in many situations.In America,the players are freer to play the game as tey like,and even when they are told what to do by their manager,they sometimes disagree and do something different.If the player's decision is correvt an it helps the team win,the player is usually free to play in his way. 長くてすみません(汗 お願いします

  • 英文の日本語訳

    今テキストレベルの高い英文読解をやっているのですが、解答、解説が明日にしか配られないので、どなたか英文を2つほど日本語訳にして頂けませんか? ・they show landscapes where one world like to wander and human beings whom one world like to resemble. ・as if it were gazing at the sun itself the eye often reachs by closing as soon as it catches sight of them 以上です 形式主語と関係代名詞のかかり方がいまいち分からなかったので質問させていだだきました