Storming the art scene with Blizzard 與暴雪娛樂一同顛覆藝術界
eng | 01 九月, 2010 11:07
| Entertainment | ||
| Storming the art scene with Blizzard | 與暴雪娛樂一同顛覆藝術界 | |
| In celebration of the global gaming culture and its art, the Museum of Contemporary Art will be holding "Fights, Flights & Frights — Inside The Storm" in conjunction with Blizzard Entertainment and Taipei City Government's Department of Cultural Affairs from now until Oct. 10. | 為了慶祝這種全球遊戲文化及其藝術,台北當代藝術館將偕同暴雪娛樂公司與台北市文化局舉辦「大玩.特玩—遊戲美學」特展,展期自即日起至十月十日為止。 | ![]() |
| As Blizzard's first museum exhibit of this size, "Fights, Flights and Frights — Inside The Storm," is an exhibit that highlights "artwork that no one outside of Blizzard has ever seen before," explained Tim Campbell, curator for the exhibit. | 「大玩.特玩—遊戲美學」是暴雪娛樂第一個如此大規模的藝術展,策展人提姆坎培爾表示,這場展覽是要突顯「暴雪娛樂公司以外的人前所未見的藝術作品。」 | |
| "Knowing that we are in an art museum, the first focus is the artwork. But we also want the exhibit to have an educational message, like a good museum exhibition will. So we are using the artworks to portray three literary genres: horror (Diablo), science fiction (Starcraft) and fantasy (Warcraft)," Campbell added. | 坎培爾指出:「我們知道我們是在美術館裡展出,所以最重要的重點就是藝術作品了。不過我們也希望這場展覽也傳遞教育訊息,就像一場好的博物館展覽一樣。我們要利用這些藝術作品呈現三種文藝類型:恐怖(暗黑破壞神)、科幻(星海爭霸)、和奇幻(魔獸爭霸)。」 | |
| At this exhibit in particular, hardcore fans will have the opportunity to experience some storylines that they would have otherwise never seen or heard of as well as see rare pieces of art from its new game, "Starcraft II: Wings of Liberty," and the highly anticipated "Diablo III." | 就這次的展覽來說,死忠粉絲將有機會去體驗某些因為這個展覽他們才得以看到或聽到的故事情節,同時也可以看見暴雪娛樂的新遊戲「星海爭霸2:自由之翼」和玩家引頸期盼的「暗黑破壞神」中的罕見作品。 | |
| However, those who have no experience in Blizzard games or those who do not play video games should not be discouraged from visiting: "We believe that there is something for the entire spectrum ... this exhibit will outline stories from all three games in a way that everyone will be able to enjoy." | 不過,從未體驗過暴雪娛樂遊戲或不玩電玩的人,也一樣可以參觀這項展覽:「我們認為一定有什麼是所有人都可以接受的……這場展覽將以所有的人都會喜歡的方式,來呈現這三種遊戲的故事概要。」 | |
| For those who still doubt the cultural impact of video games, a room in this exhibition is dedicated to the artworks produced by Blizzard's community of fans. "Everyone at Blizzard loves the fact that we receive this kind of material; it's inspirational for the artists, it's inspirational for all of us," Campbell concluded. | 對於那些仍然質疑電玩遊戲文化影響力的人來說,這場展覽中有一間展覽室是專門展出暴雪娛樂粉絲群所創作的藝術作品。坎培爾總結表示:「所有在暴雪娛樂的人對於能收到這些作品都相當喜愛,這對我們的藝術人員而言相當有啟發性,也啟迪了我們所有人。」 | |
| World News | ||
| The Seoul Square Project | 首爾廣場計劃 | |
| Those who set foot in Seoul for the first time via train in the evening will be dazzled for a moment when they see the brightly lit Seoul Square building right across Seoul Station, which turns into a giant electronic canvas after 8 p.m. everyday. | 第一次搭火車在晚上來到首爾的人,在看見首爾車站正對面燈火燦爛的首爾廣場大樓時,就會有片刻覺得相當炫目;每晚八點過後,首爾廣場就搖身一變成為一塊巨大的電子畫布。 | ![]() |
| Local News | ||
| Taiwan celebrates first ever Grandparents' Day | 台灣過史上第一個祖父母節 | |
| According to a survey done by the Ministry of Education, over 60 percent of grandchildren in Taiwan do not remember the birthday of their grandparents' and more than 10 percent don't know their grandparents' names. | 根據教育部所做的一項調查顯示,台灣逾六成的孫子女不記得祖父母的生日,而逾一成的人則不知道祖父母的姓名。 | ![]() |
| In Other News | ||
| Titanic’s Voyage | 鐵達尼號之旅 | |
| Scientists are planning to launch what they called an effort to "virtually raise" the Titanic by using 3D techniques to map the entire wreckage site of the sunken transatlantic liner for the first time. | 科學家正計劃展開所謂的「虛擬打撈」鐵達尼號任務,他們將首次透過 3D 技術,製作這艘橫渡大西洋郵輪沉船地點全貌的梗概。 | ![]() |
| Travel | ||
| Discover the world on foot | 步行探索世界 | |
| From South Africa to Sudan, two French tourists have traveled by foot, surviving on less than US$2 a day on a journey that will take them three years to complete. | 兩名法國遊客步行旅遊,足跡遍及南非到蘇丹,而且在這趟將花三年時間走完的旅程中,他們每天只仰賴不到兩塊美金過活。 | ![]() |
| Relationship | ||
| Sibling rivalry | 手足之間的競爭 | |
| A ccollege student's research, which found firstborns have higher intelligence while younger siblings often get better grades, drew national attention from American psychologists. But for the researcher, Tiffany Frank, 26, it was personal. | 一名大學生所做的研究發現老大的智商比較高,而年紀較小的手足通常成績比較好,這樣的結果引起了全美心理學家的注意。不過對廿六歲的研究人員蒂芬妮法蘭克來說,這是一椿「私事」。 | |
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花樣與3D:taipei film festival
eng | 11 六月, 2010 13:27
| 聯合線上代理發行 |
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Posted in 01.最新消息 . 迴響: (0). 引用:(0). 靜態連結網址
台三成五大學畢業生只敢說「略懂」英文
eng | 28 五月, 2010 14:33
台三成五大學畢業生 只敢說「略懂」英文
http://www.cdnews.com.tw 2010-05-05 15:25:45
中廣新聞網報導,部分上班族一直被很「菜」的英文困擾,反應在求職履歷上,有三成五的大學畢業生認為自己只「略懂」英文,將近一半的認為自己「普通」,只有一成五的人自認為「精通」。企業開出職缺,以「行銷企劃、專案管理」最重視英文,四成以上要求「精通」英文。
英文溜不溜?攸關職場競爭力。yes123的資料庫,大學畢業的求職者,平均只有一成五的人認為「精通」英文的聽說讀寫,五成的人認為「普通」,三成五的人認為「略懂」。
求職者的英文程度,比企業主要求的還低,企業開出職缺,兩成二要求「精通」,四成五要求「普通」,三成三只要求「略懂」。熱門職缺當中,以行銷企劃和專案管理最重視英文能力,有四成以上的相關職缺要求要精通英文,其次像是教育、輔導、學術,以及行政、總務、法務,也有三成四的職缺要求精通英文。
人資業者指出,中型以上的企業要求員工必須具備基本的英文能力,這指的是閱讀、以及回覆英文電子郵件等,有些職務的面試全程用英文,英文很菜,馬上穿幫!以多益TOEIC考試為例,七百五十分以上,甚至八百分以上,才能稱得上是精通英文。
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Sir Ken Robinson: Bring on the learning revolution!
eng | 26 五月, 2010 07:49
TED Talks
Sir Ken Robinson: Bring on the learning revolution!
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Daryle Abrahams (0)
20 minutes ago: Sir Ken is as close to right as I perceive is possible. Not only is he calling for a change, I believe I have that change.
I first heard of him in the early nineties whilst at Drama School studying to be a teacher.
I decided to join his crusade then and have been crusading ever since.
My research has led me to the change that can be made to teacher training that will enable a change in the schooling system from the inside out.
At this point I'm teaching this technology in commerce to enable funding for teaching it in education for little or nothing.
For those wishing to challenge and engage, I'm now ready to answer Sir Ken's call with a response "and this is how we're going to do it".
All I need is to get my video camera working and learn how to get on You Tube for a response.
In the meantime, please feel free to test this by looking at the History of the Brain on our web-site - www.teetch.com
It shows how we've known all along that each child has 'gifts' for learning. -
Lee Wilkinson (0)
20 minutes ago: I was one of the many who became subject and at times victim to the education system of the 60s and 70s in Great Britain. Needless to say it took me a long time to become the person who I am today. After many years of frustration I finally at the age of 38 went to Acting school where i excelled and then went on to act professionally for ten years. No I did not win an Oscar but I loved what I did and was in over forty productions. At the age of 49 I went back to University and received my Masters Degree from Kings College London. I do not say all this to impress simply to agree with Sir Ken that the traditional way, the linear way of learning did not really work for me. So much so that at age 7 I was thought to have a learning disability. So many young people are made to suffer this same thing, not because we have bad Teachers but because we have an inadequate system. One size does not fit all!
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Dan Conine (+2)
30 minutes ago: "The chilllldrennnn are our FYOOOCHERRRR!"
Screw that.
The children are THEIR future. OUR future is currently circling the Gulf of Mexico waiting for someone to put it out of its misery.
Innovation isn't what it's cracked up to be. No mention here of the situation with food and farms and education. The schools have gone the same way as factory farms, without the electric prods and stun bolts, but the same principle: Profit and Money and "Efficiency" of scale, while the children are treated mostly like commodities if they don't have parent "advocates" and enough anger to make the school own up to its responsibilities. The only thing worse than doing a teacher's job for her is to make her do it herself.
Children will grow up. They will learn. WHAT they learn is mostly set by example. If the examples they see are miserable parents and teachers in dead jobs siphoning money out of taxpayers, then that is what they will go to college for. Close the doors and start over from the soil: locally -
Wayne Loutet (0)
30 minutes ago: For the past 15 years I have been involved with a magical school named Frances Kelsey Secondary School in Mill Bay, British Columbia, Canada. We have up to 1200 students each year that work in an individual self-paced method in ALL SUBJECTS. Every student works at the speed that is best for them in all subjects. We have virtually no failure rate (Average is 1 fail out of every 8000 courses), and an average of approximately 76% on all courses. We are usually above the provincial average on provincial exams every year! The trade-off? Not everyone finishes on time. A few years ago we had 91 students take Math 12, 13 of which were grade 13 students. However, 18 of them were grade 11 students! Some go faster, some go slower. Some finish grades 9 to 12 in four years, some in 5 years, some in three years. All marks go on the internet every day to show parents where their students are at in each course. Look at www.fkss.ca.
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Nirab Pahnt (+4)
30 minutes ago: I found many comments here were a fantastic complement to the talk itself. I am unique case here in that I am still in the system. I guess most of us would say that I am lucky in that I still have 'time.' Truth is that we all have time, but can we really do anything about it? Are we allowed to? Am I allowed to go to University because "I am really passionate about biology?" No. Because they will ask to look at my grades - and they will know chemistry doesn't penetrate my thick head. The system is riddled with tests, exams, schedules, homework, and all that nonsense. Apparently two hours of homework a night will 'improve' me by a grade. Well, apparently, if you oil a machine regularly, it functions better, you know, the parts can move better... except I don't want to move like this.
My life ambition - open a school in a jungle, that is open to all, with no 'schedules' and students can attend when they truly desire to. Classes will involve 'discussions,' not some syllabus memorisation. -
Trudy Francis (0)
35 minutes ago: In New Zealand we have a revised curriculum that has the potential to transform education in our schools.
However, it is difficult to sense how to change our schools so children genuinely discover and develop their own talents.
On one hand we have a curriculum that has great scope for interpretation by individual educational communities and on the other hand we have deeply ingrained educational habits and political agendas.
Vision and determination is required so that the potential of the NZ curriculum is not compromised and the seed of innovation that is beginning to take hold in many NZ schools grows. It takes courage to create conditions that will personalise learning and break the shackles of age-old systems.
Individual school leaders need to collaborate with like-minded people, make a stand and take the risk in order to transform our curriculum where our students have the opportunity to shine. -
Anthony Manzo (0)
40 minutes ago: For a more professional, albeit pedantic piece on Creativity, Search: Manzo, A.V: Teaching for Creative Outcomes, Why we don't, how we all can. Or, see: Blog at: http://teacherprofessoraccountability.ning.com/main/invitation/new?xg_source=msg_wel_network
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Nirab Pahnt (+4)
50 minutes ago: I am fifteen today.
Last week, I endured one of the multitude of 'really important exams' that this, and any education system will throw at me... I did 'fairly good,' and then I decided the morning after to not go to school for the day...the week.
It was a long weekend so I did not really miss that much school, but the 'distraction' was certainly significant enough to leave me far behind in the 'race.' My 'peers' are certainly far ahead of me at the moment, but I really don't care.
My teachers would dismiss this as laziness but I can only use one word to describe how it felt... liberating. I've probably 'educated' myself far more than what my text and classroom would teach me. This 'alternate education' has no curriculum defining, but it doesn't matter, because in the end, this experience has been a failure as any report of my grades will 'demonstrate.'
I'm afraid this revolution won't be coming soon enough for many, myself included... -
meher polansky (0)
50 minutes ago: Timing has a lot to do with the quality of a persons education. In a linear system everyone is expected to learn the subjects at the same pace. Curriculum is developed without consideration for the individual process of learning. People learn at different paces but linear education does not accommodate for that. Education should focus not on subjects, not on teaching students what to learn but how to learn. I had never passed a math class in my life until I came to college with a desire to understand and learn it. Nothing can be taught to someone, things can only be learned by someone. Rote memorization for test taking is being passed off as quality education, once the test is over most of what was memorized goes in the trash bin. Rather than teach children cookie cutter subjects, we should be fostering curiosity, passion, inquisitiveness, arming them with the tools and skills to learn at their own pace rather than force feed what they don't know how to swallow.
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allen majorovic (+3)
50 minutes ago: I suppose it's falls to me to rain on Sir Robinson's parade.
I thought his talk was a waste of time. Education's too important to be left up to people who suffer no consequences for doing it badly and it's too important to waste time listening to an updated call to sing "Kumbaya" around a campfire.
Education certainly needs a revolution but Sir Robinson's not making much of a case for the need for that revolution nor laying down a direction for that revolution.
Sorry to be so blunt but I've heard similarly useless "calls to arms" and I have no patience for them. -
dimitri vouliouris (+9)
1 day ago: Sir Ken is an amazing speaker..period !
But I'm a bit uncomfortable at the persistent mantra presenting the current system as killing the creative spirit.
Because, wait a sec, where have the innovations that have shaped our lives today come from ? In their overwhelming majority from precisely the education system that we're all ( including myself ) berating. To the untrained ear it sounds like it's an emergency.. a "revolution" is in order.. there's no more creativity.. it's being stifled.. muster your resources..fight it !
When societies that have remained dormant for thousands of years (innovation has dropped to zero ) adopt new fruits of creativity with a vengeance.. cell phones, netbooks, Google, Ebay, space telescopes, shuttles, stations.. medical imaging. ( the list is endless .. do I need to go further ) we forget that these come from this education system.
Few educational systems these days can boast ( or tolerate.. ) a Steve Jobs.. apparently this one can !-
Leonardo Silveira (+2)
1 day ago: he preaches in favor of a world where more people can express their creativity and feel what its like to be in the 'flow', as explained by this talk: http://www.ted.com/talks/lang/eng/mihaly_csikszentmihalyi_on_flow.html
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Nadina Cardillo (+11)
1 day ago: Sure, many people are innovating, but what percentage of the world population do they represent?
Most of people you mention I'm sure weren't the ones who studied five hours to get an A on a history test but rather the ones who read about ancient Egypt before going to bed. Same way any high school boy or girl who knows how to program didn't learn it by studying 5 hours to get an A on a computing test, but rather by spending those five hours messing with C++.
The point is, kids have to train what they really love out of school. Why does it have to be that way? Why can't they spend those 6 hours a day doing something they love? Why does the maths teacher have to be repeating the same simple thing over and over to a kid who's waiting to get home to grab a brush and paint instead of discussing the latest theories with another kid who is really interested?-
Le Clochard (+10)
1 day ago: I agree with you that most children follow their passions outside of school and not in it. School for many students is like the work that he describes in the beginning of his speech, uninspiring and something to get through. The public school system, any public school system anywhere, aims at the lowest common denominator instead of striving towards greatness or passion. Those who end up with careers that they are passionate about often do so in spite of their education and not because of it.
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Theresa Willingham (+6)
20 hours ago: Even if only a small percentage of the world is represented, is that any reason *not* to innovate? It’s not about “scaling” a solution, as Sir Robinson says, but about creating a movement in education where people create their own solutions with external support. If more people get involved by sharing their passions, skills and interests, the percentage of the population that can be reached will be better represented!
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Sam Critchlow (+4)
17 hours ago: I agree that more attention should be paid to the individual interests and talents of each student. I would disagree, however, that a child should be encouraged to pursue a singular passion at the expense of a broader experience and education in school. Along with fostering the interests of young people, we have a duty as teachers (and we are all teachers) to introduce them to new ideas, activities, and ways of living in this world. Let the child paint for six hours and she might be happy. But, by focusing so narrowly on one thing she likes does she miss out on discovering her talent and interest in robotics, fencing, and debate? Fundamentally, when does a childhood interest become a career- or education-worthy passion? Some may know they want to be firefighters from a young age; many (like myself) discover their passion later in life. For me, the discovery came from someone who took the time not to indulge me, but to show me something new.
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Annette Couch-Jareb (0)
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16 hours ago: Hmmm. You're preaching to a tough crowd, Sam, so thanks for being brave. I think you said more to defend the notion that "children should be encouraged to pursue (their) passions." But to think of those passions as singular and exclusive is erroneous. One of the (many) problems with public school, (at least, a problem with those around our neck of the woods,) is the insistence that the child's day must be broken into blocks of enforced learning from a broad range of disciplines, many of which, the child may have no interest. (Here, our ten year olds are required to take: language arts, mathematics, science, social studies, art, music, Spanish, and P.E. They have 15 min. for recess and 20 minutes to eat their lunch. They just lengthened the 6.5 hr. day another 15 minutes to accomodate the most recent curriculum mandate.) That just does not equate to a broad exposure to potential interests. (And that's why we unschool.)
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Danyel Lawson (+2)
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11 hours ago: Specialization does not preclude a diversity of subjects being present in a person's education. It just requires an educator that understands how to translate those subjects through that lens.
Taking the art example and painting and drawing all day. Introducing math (perspective, geometry), computer art (web design, programming), animation (physics), robotics (animatronics, mouse traps), chemistry (construction, crafting) -
dimitri vouliouris (+9)
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9 hours ago: I absolutely agree Sam... like all things, it requires balance to avoid the Candy Syndrome ( left alone, most kids would throw away the broccoli and eat candy all day long )
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Tollak Ollestad (+12)
1 day ago: I would argue that it would be far more accurate to say that many of those innovations of the past came about "in spite" of standard educational systems, people who rose above the limited structures of those systems. And there will always be those who do that, but there will always be the countless forgotten others who didn't. And for this reason it's a very relevant discussion to be having about how we can optimize the educational experience, especially in light of the shifting paradigms of the 21st century that most educational systems are way behind the curve in addressing.
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1 day ago: Yes, technology has advanced, but there are still many problems in our world. One example is the high rate of depression and suicide in the (western) world. If we were taught in school how to be happy, then this would raise the potential of our society greatly.
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Tim Penner (0)
4 hours ago: You have to realize that most accomplishments we have witnessed to date have occurred in spite of, not because of, the education system. Many people we most admire for their deeds and contributions were absolute duds in school, and it wasn't until they broke free of the chains of the serialized and martial education systems that they flourished. No doubt some people were lucky enough to fit into industrialized education well, and there were those whose virtuosity propelled them beyond it quickly. Most of us are not so fortunate.
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Jacob Fenwick (0)
2 hours ago: It's interesting that you argued that the education system created Steve Jobs since he dropped out of college. He once gave a commencement address to Stanford (which I highly recommend reading) where he said that once he dropped out he had the freedom to learn what was interesting to him instead of what was required. If he had stayed in school, he probably never would have taken calligraphy, which gave him knowledge of typography which he later applied to the first Macs.
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Gill Rimmer (+3)
1 hour ago: A wonderfully inspiring talk: how I wish I had listened to this when I was a child or teenager.
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Janine Richards (-1)
1 hour ago: I have said for years that our schools should be split into two levels, the first level should teach basic skills needed by everyone such as english and math and the second level should be where they can choose to either continue on taking classes to prepare them for higher education or they can choose to go on to vocational school where they can learn the skills needed to excell in a profession of thier choice.
Most of the kids that dont make it through high school are kids that know they will never go on to college, the school system keeps them interested when they are still learning the basic skills needed to get through life but once they get to high School they feel they arent learning anything that will help them in thier future.
Those high school years could be put to much better use for these kids teaching them a skill that will allow them to establish a career and be successful at something they want to do. -
Gily Stein (0)
1 day ago: I agree with those who say Sir Robinson and his wise words need no further praising, but there are still two issues concerning education I wish were addressed by a man of his caliber.
One is that of adult education. Whenever I hear a talk about education the speaker's only concern is the schooling of those aged 0-20. Those of us who are not in that age bracket are asked to remold our brains and scavenge for information by our own means, or through our increasingly hypothetical children. But since the world we live in is undergoing such rapid changes, and since most of us are the faulty products of that outdated system everyone is complaining about, we need to start thinking how we educate our adults as well- even those who still own a wrist watch. I guess most educators only concern themselves with the young because teaching adults is nearly impossible. (TBC)-
Chris Ke-Sihai (+51)
16 hours ago: Absolutely true! As the pace of change increases (Moore's Law applies across the spectrum) we all have an increasing need to continuously re-educate ourselves.
Where are the mechanisms that empower adults to take, say, a year out of every ten in order to update our skills and understanding?
Maybe one day the first 20 years will be seen as just a basic starting point for your real education, which will continue throughout your life, and life itself will last a lot longer too.
You can't expect to live another hundred years and still be competitive just because of what you learned in your first few decades.-
allan mckeown (+2)
14 hours ago: my goodness still competitive for 100years!,along with greater flexibility in education,perhaps the focus has to change from competition to co-operation.
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8 hours ago: I totally agree, competition often destroys. We most definitely need co-operation. But moreover, we need our children and adults to understand compassion. To promote the good of giving to others, sharing with others, and understanding others.
We need to learn and teach how to work together in harmony, build stronger communities, global communities. The simple, raw qualities that can build a better world free of competition and as you say, a world that co-operates, co-operates for the well-being of every human, and living thing on this beautiful planet we call Earth. -
Todd Stark (0)
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1 hour ago: Competition is the key factor in producing elite performers. The downside is that not everyone performs well in a competitive environment. So I think we really need to have highly competitive niches for star performers to stand out when they are motivated by competition, and also niches where people can cooperate with others in teams, with or without teams competing with each other, and finally also individual niches where people can forge their own path without pressure for competing with others at every step. Different people will flourish in each of those types of enviroment (and sometimes in more than one type).
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10 hours ago: Creating a movement in education? It's already here. It's called unschooling. This is a model that is being embraced by families who educate their children at home, in the community and by allowing their children to follow and delve deeply into their interests. It's also called autonomous learning, self-directed learning, joyful learning, life learning and authentic learning.
I keep a blog about learning and education that eschews the 'one size fits all,' factory model of 'education' that Robinson talks about here.
radiofreeschool.blogspot.com-
9 hours ago: Sounds like you are talking about the same thing, at least the same drivers for a new form of education. I greatly respect that you're trying out a solution. The mechanics are important. How can "unschooling" be brought to the many people that don't have home school as an option?
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Todd Stark (0)
1 hour ago: I agree that many of the underlying principles behind unschooling make sense. I don't think we have the resources at this point for most people to accomplish this however. It makes no sense to have parents who are of variable thinking and teaching abilities and varying time and resources being the critical factors in their children's education. Books and online resources are great, but the inspiration of model teachers is what really makes the difference. RIght now, we have the advantage that the people motivated to do this for their own families are probably relatively capable and probably often make good role models and inspire their children, but that wouldn't be as true in a larger scale model. There is a huge percentage of the population who couldn't manage the time and resources to personally educate their children, or the energy to be a role model of self-learning and I don't think we want their children to suffer for their family's disadvantages in resources.
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zsolt vamosi (0)
1 hour ago: not state schools are more ahead of the way, some waldorf schools i know remind me of Ken's ideas (if you forget rudolf steiner's more crazy ideas).
but really good teachers are few and if you want to change mass education it is money money money... although i think education is one thing we should spend much more. -
Matthew Baldwin (0)
1 hour ago: look up L Ron Hubbards Study technology. If schools applied that early in children s education and had them apply it and indoctrinate it you may see that IQ and abilities to learn would increase exponential. right all it entails is, Word clearing, Getting proper mass on the subject by demoing out using blocks and physical objects and learning on a proper gradient " gradient being not trying to learn some thing ahead of the students understanding."
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Todd Stark (0)
1 hour ago: I've read a little of Hubbard's ideas, and with all due respect from my own perspective I think they're mostly quite archaic compared to the ideas being presented in this talk. Yes he advocated that education should be improved from very early in the process, and that's a good thing I think, but to me that's where the similarity ends. Even the goals (such as "raising IQ") no longer make sense. The oveemphasis on IQ that we inherited from the early 20th century is part of our problem. It has little or nothing to do with learning content or learning to think better in particular subjects or even in general, much less creativity. In my experience. It's not meaningless, I would insist, but it's hardly our prime objective for education either. Also, the whole business of not giving students something beyond their understand is I think much better expresed in terms of teaching people in terms of things they have already grasped.
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Hugo Angel (0)
2 hours ago: The timing of this talk couldn't be any better. My country, Colombia, is in the verge of a new government change next sunday, and the most probable winning formula is led by Antanas Mockus & Sergio Fajardo, two brilliant educators, mathematicians both of them, turned into politicians because the lack of real results of regular ones with excellent previous results as mayors of Bogota and Medellin. They are truly committed in making a revolution in our country through Education not strictly limited to the academic sense but also to a behavioral level. Sir Ken words deeply fit in what we are expecting to live through and I hope soon become reality in Colombia.
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Noan Fesnoux (0)
1 hour ago: Wow! I hope your new politicians live up to their history and do not get entrenched in the existing system. I had so much hope for the states when Obama was elected, but unfortunately the government is not one person. Hopefully these fellows will have better luck convincing the other politicians
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1 hour ago: A blisteringly truthful and in some ways heartbreaking talk pointing out the huge "Elephant in the room" that destroys our potential as humans. I loved the wonderful books from John Holt and more power to Ken Robisnon - he has it ABSOLUTELY RIGHT. To my eternal shame, I have seen what "education" has done for my daughter.
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Ben Schorr (+2)
2 hours ago: I think that many people create and innovate in spite of their education moreso than because of it.
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2 hours ago: I totally agree with Ken Robinson's stance.
Anybody who has not seen Robinson's first talk should do so as well.
But what are some of the specific actions we must take to revolutionize our educational system? There does seem to be a general consensus (among Tedsters) that the educational system must be changed into a more "organic" one. And maybe it is because I have not read his book, but Robinson does not seem to directly propose surefire and specific tactics?-
Stan Kuiperi (+1)
2 hours ago: Directly proposing surefire and specific actics would be contrary to personalized learning and creative development. I don't think these tactics exist, but must be developed according to specific, localized needs. Sir Ken Robinson, in his uniquely creative way, points toward the direction. We must do the walking and create the path. In Aruba we are in need of serious educational revolution. This national, creative challenge is no small task, even for a small island nation like ours. Visionaries like Si
Posted in 01.最新消息 . 迴響: (0). 引用:(0). 靜態連結網址
everything i need..
eng | 24 五月, 2010 11:58
Posted in 01.最新消息 . 迴響: (0). 引用:(0). 靜態連結網址
牛津英語大師教你看圖學會同義字反義字(1MP3)
eng | 12 四月, 2010 07:34- 作者:路易思、馬修
- 原文作者:LUIZ、MATTHEW DAVID TOWNEND
- 出版社:懶鬼子英日語
- 出版日期:2010年01月06日
- 語言:繁體中文 ISBN:9789866957895
- 裝訂:平裝
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懶鬼子全系列學習書,單本79折,兩本75折!
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懶鬼子全系列學習書,單本79折,兩本75折!
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內容簡介
top本書特色
只要1分鐘,所有重點單字一目瞭然!
有史以來,語言學最偉大發明!千萬讀者期待的單字記憶工具書!台灣+英國兩位牛津大學英語教學大師再創單字記憶奇蹟-延續博客來冠軍暢銷書《牛津英語大師教你看圖學會字首字根字尾》,雙牛津英語教學大師精心為讀者編寫更加實用且生活化的單字記憶書。
150個同義字+反義字 × 13~15個相關單字=必學必記2,000單字-雙牛津英語教學大師獨創的「英文單字記憶地圖」,結合左腦語言處理與右腦圖像記憶,將常見的同義字、反義字分類編排,並以字級大小標示使用頻率,2,000單字輕鬆記憶!
雙牛津英語教學大師獨創的「英文單字記憶地圖」,結合左腦語言處理與右腦圖像記憶,將常見的同義字、反義字分色編排,並以字級大小標示使用頻率,2,000單字輕鬆記憶!
■單字記憶地圖4大獨創發明:
1. Word Map神奇單字記憶術-兩位牛津英語教學大師獨創的「Word Map」單字記憶法,利用圖像呈現相同及相反意義的重點單字,中英對照、一目瞭然。
2. 牛津人嚴選單字排行-馬修老師嚴選英、美國家生活中會出現的2,000個重要單字,依實際使用頻率分級標示,每字皆附實用例句及相關單字解析。
3. 同義字、反義字分色編排-全書共收錄150組同義字及反義字,每組皆以雙色區分,清楚明瞭,便於記憶。
4. 依使用頻率分級標示-依單字的重要性分為4級,使用頻率愈高的單字字級愈大,讓讀者以圖像概念強迫記憶重要單字。
■ 複製英語大師的單字記憶策略,你就是下一個牛津人!
1. 提升單字理解力→150組同義字+反義字分色呈現
2. 迅速增進字彙力→2,000個嚴選實用單字快速記
3. 強化單字記憶力→強迫記憶的有效圖像記憶術
4. 培養應考實戰力→關鍵單字、例句,輕鬆應付各大考試■ 免費附贈MP3,全書單字完整收錄。
使用說明
1. 同義字、反義字分色呈現,便於記憶
全書共收錄150組常見的同義字、反義字,每組分雙色編排,分別呈現同義與反義相關單字。
2. 利用「心智圖法」(即本書中的「Word Map單字地圖」),強化大腦記憶
心智圖法是讓許多單字產生關係的一種呈現方式。根據調查研究,這樣的呈現方式有助於大腦「記住」與「回憶」。心智圖法通常用橫向的方式呈現,因為橫向被認為與多視覺掃瞄型態較相稱。換言之,它們比較容易被人閱讀與複習。
3. 依字級大小呈現單字使用頻率
每篇「單字地圖」皆依字級大小來呈現單字的使用頻率。如此一來,閱讀時可直接讓視覺區分先後順序,將重點單字放入大腦記憶匣中。
1- 是您固定會碰到的日常生活必備單字。
2- 是您常常遇到的單字。
3- 是您較少遇到的單字,較常出現在英文文章裡。
4- 是現今較少使用或高度專業下使用的單字。4. 大師導航與提示
針對每一組同義字、反義字,提供更詳細的說明與記憶技巧,讓您更精準的掌握字義。有了理解單字的能力,日後就算遇到不認識的單字,也能輕鬆猜到該字的涵義。
5. 群組呈現同源單字
利用群組的方式,將相同字源的單字連在一起,讓您更清楚每個單字的詞性變化及衍生涵義。
6. 清楚標示KK音標
每個單字皆附KK音標,讓您熟悉各單字的正確發音。
7. MP3實戰教學
聽外國老師的發音,並跟著大聲朗讀,更能加深記憶。
8. 實用造句輔助學習
例句的學習是記憶過程中必要的一部分。透過這些句子,能讓您明白在現實生活中該如何實際運用所學的單字。
9. 單字記憶小技巧
路易思老師提示的單字記憶撇步,教你如何利用各種技巧,達到快速記憶的效果。
作者簡介
路易思(LUIZ)
.全球第1位同時具有「英國牛津大學應用語言學(英語教學)碩士」與 「英國 STUDY METHODS(含超級記憶法)國際授證」資歷的華人講師。
.現任路易思英文記憶教學顧問、中國生產力中心英文講師、台北市政府公訓處英文講師、台北市政府勞工局英文講師。曾為多個政府機關及學校單位舉辦培訓與演講。培訓項目包含:資優生培訓、菁英培訓、加盟體系培訓、種子講師培訓。
.訓練之學校單位榮獲第三屆全國英文單字檢定大賽(師範大學主辦、教育部協辦)全國團體組雙料冠軍:國中組龍門國中、高中組師大附中;曾任課班級學員(高中組)榮獲全國個人組亞軍。
.為雙語週報(Bilingual Weekly)專欄作家,著有:《牛津英語大師教你看圖學會字首字根字尾》(懶鬼子英日語)、《英文字彙神奇記憶法》(文鶴出版社)。
.首創全國「8小時掌握10,000英文單字」公開課程、網路版「英文資優電子報」。
.師大附中英文實驗班兼任老師。
.路易思英文記憶網站:www.luiz.com.tw
馬修(MATTHEW DAVID TOWNEND)
.台灣首位擁有英國牛津大學教育學系(PGCE)教育證書的英國籍合格教師。
.英國艾賽司特大學英語學士學位,主修英國文學。
.曾參與英國政府正統英語教學及顧問培訓專業課程,擁有學校團隊領導、戲劇創作、多媒體教學等多項工作經驗。
.在英國自學中文並曾在Chinese GCSE檢定中口語成績榮獲A等,2008年決定將牛津大學EFL(以英語作為外語)教學方法帶到台灣,為台灣人規劃最有效的英語學習方案。
.著有:《牛津英語大師教你看圖學會字首字根字尾》(懶鬼子英日語)。
名人推薦
top牛津人、台中市長 胡志強 再度熱情推薦!
前政大外語學院院長 金陵教授 鄭重推薦!目錄
top1. above在…上面∕beneath在…之下
2. accept接受/refuse拒絕
3. accidental意外的/deliberate蓄意的
4. advantage優點/disadvantage不利
5. agree接受/disagree意見不合
6. alive活著的∕dead 死的
7. always永遠∕never從未
8. answer答案∕question問題
9. ascend登高 /descend下降
10. asleep 睡著的/awake 醒著的
11. attack襲擊/defense防禦
12. automatic自動的/manual 用手操作的
13. beautiful漂亮的 /ugly醜的
14. begin開始/end結束
15. big大的∕small小的
16. body身體/mind頭腦
17. brave英勇的/cowardly膽小的
18. build建造/destroy破壞
19. buy買/sell賣
20. buyer買主/seller賣方
21. calm鎮定的/anxious焦慮的
22. capable有能力的/incompetent 不能勝任的
23. careful小心的/careless粗心的
24. cat貓/dog 狗
25. cheap便宜的/expensive昂貴的
26. clear清楚的∕vague不明確的
27. clever聰明的 /stupid愚蠢的
28. close親密的 /distant遠離的
29. collect收集/scatter使分散
30. color顏色/monochrome單色
31. come來/go去
32. comfort舒適/discomfort 不適
33. common常見的/rare 稀有的
34. conceal隱藏/reveal洩露
35. correct正確的/incorrect錯誤的
36. dawn黎明∕dusk黃昏
37. deep 深的/shallow淺的
38. direct率直的/indirect間接的
39. doctor 醫生/patient病人
40. dry乾的/wet濕的
41. early早/late晚的
42. easy容易的/difficult困難的
43. economize節約/waste浪費
44. employer雇主/employee受雇者
45. encourage鼓勵/discourage使沮喪
46. enthusiast熱心者/critic評論家
47. entrance入口/exit出口
48. excite使興奮/calm使鎮定
49. expand膨脹/contract收縮
50. famous出名的/unknown默默無聞的
51. fast速度快的∕slow 慢的
52. fat大量的/thin細的
53. find找到/lose丟失
54. fire火/ice冰
55. first第一的/last最後的
56. forward往前∕backward向後
57. freedom自由∕captivity囚禁
58. friend 朋友/enemy 敵人
59. front前面/back後部
60. full滿的/empty空的
61. giant巨人/dwarf侏儒
62. give送給/take拿走
63. good好的∕bad壞的
64. greed貪婪/generosity慷慨的行為
65. group集體/individual個體
66. grow成長/diminish縮小
67. guest客人∕host東道主
68. happy高興的∕unhappy不愉快的
69. hard 硬的/soft柔軟的
70. healthy健康的/unhealthy不健康的
71. height高度/depth深度
72. help幫助∕hinder阻礙
73. hero英雄/baddie壞蛋
74. hope 希望/despair 絕望
75. hot熱的 /cold寒冷的
76. human adj. 有人性的/inhuman 無人性的
77. hurry趕緊/dawdle閒混
78. increase增加/decrease 減少
79. industrious勤奮的/lazy懶散的
80. inhale吸入/exhale呼氣
81. innocent無罪的/guilty有罪的
82. inside在裡面/outside在外面
83. interesting有趣的/dull乏味的
84. justice正義∕injustice不公平
85. keen極想的/reluctant勉強的
86. kind 親切的/cruel殘忍的
87. knowledge知識/ignorance無知
88. laugh笑/cry哭
89. lawful合法的/unlawful 不合法的
90. lead領導/follow跟隨
91. light 光 /darkness黑暗
92. long長的/short 短的
93. love愛/hate憎恨
94. loyal忠誠的/disloyal不忠實的
95. lucky幸運的/unlucky倒霉的
96. man 男人/woman女人
97. many許多的∕few幾乎沒有的
98. mature成熟的/immature (成年人表現得)幼稚的
99. movable可動的/fixed固定的
100. natural自然的∕artificial人工的
101. neat整潔的/messy混亂的
102. new新的∕old老的
103. next接下去的/previous以前的
104. obedient順從的/disobedient不服從的
105. open打開/close關閉
106. painting畫/photograph 照片
107. parent雙親/child小孩
108. patient有耐心的/impatient 無耐心的
109. peace和平/war 戰爭
110. permanent永久的/temporary暫時的
111. please使高興/displease使不高興
112. poetry詩歌/prose散文
113. police警察∕criminal罪犯
114. polite有禮貌的/rude 無禮的
115. possible可能的/impossible不可能的
116. praise稱讚/criticism指責
117. professional專家/amateur 業餘的
118. public政府的∕private私人的
119. quiet安靜的∕loud大聲的
120. remember記得 /forget忘記
121. rich有錢的/poor貧窮的
122. safe安全的∕dangerous危險的
123. saint聖徒∕sinner罪人
124. sane頭腦清楚的∕insane精神錯亂的
125. security安全/hazard危險
126. serious嚴肅的/humorous 幽默的
127. sharp銳利的/blunt 鈍的
128. shy羞怯的∕proud自負的
129. sign標誌/code密碼
130. sit坐/stand站立
131. smooth光滑的/rough粗糙的
132. sober沒喝醉的/drunk喝醉(酒)的
133. speaker演講者/listener聽者
134. special特別的/ordinary普通的
135. straight筆直的/bent彎曲的
136. strong強壯的/weak弱的
137. sufficient足夠的∕insufficient不足的
138. sweet甜的∕sour酸的
139. teacher老師/student學生
140. tight緊的/loose鬆的
141. together 一起/separate 不同的
142. transparent透明的/opaque不透明的
143. truth 事實/lie謊話
144. understand 瞭解/misunderstand誤解
145. victory勝利 /defeat 戰敗
146. walk散步/ride乘車
147. water水∕earth土,泥
148. way道路/obstacle障礙(物)
149. win獲勝/lose輸去
150. write書寫/speak說話序
top推薦序一
台中市長胡志強
得知牛津大學校友路易思和馬修的第二本書即將問世,真是非常高興!在此恭喜兩位校友,也為台灣讀者們感到慶幸!兩位校友的第一本著作-《牛津英語大師教你看圖學會字首字根字尾》,獲得廣大讀者群的肯定,這表示「Word Map單字地圖」的確是相當有效的單字記憶法。
如今,兩位作者再度推出《牛津英語大師教你看圖學會同義反義單字》,運用同樣的概念,記憶150組同義和反義的單字。還記得在上一本著作的序言中,曾和各位分享過本人學習英語的方式,是要想盡辦法為自己製造學習機會與環境。對於英文單字,也得靠自己的創意來記憶、背誦。現代人記單字的方法愈來愈多了,包括「諧音聯想法」、「聽MP3記憶法」、「字首字根字尾」記憶法……,各類五花八門的招式任君選擇。將「同義」和「反義」單字分別歸類記憶,的確也是不錯的方式,特別是結合「Word Map單字地圖」的概念,更能達到事半功倍的效果!
透過本書,可以看出兩位作者對英語教學的用心,實在值得嘉許。謝謝兩位傑出牛津校友不斷的付出,為社會大眾提供良好的學習素材。希望各位讀者能把握機會善加利用本書,相信必能提升學習效率,省下不少自我摸索的工夫。在此也為路易思和馬修加油打氣,但願兩位校友能繼續不斷的將牛津經驗傳遞給台灣的莘莘學子,讓牛津精神落實在台灣的英語教育中,提升台灣學生的英文實力!
推薦序二
前政治大學外語學院院長金陵教授
這是路易思和馬修繼《牛津英語大師教你看圖學會字首字根字尾》榮獲網路書店英文暢銷書季排行榜第一名後的另一鉅作。
據瞭解國內外有很多英文同義字與反義字的書籍,然而大部分的內容都是與字典的排列方式雷同,鮮有在內文中提供英文記憶的學習方法。但這本書兩位牛津大學英語教學大師整合了「心智圖法」、「視覺暫留」、「英文單字記憶地圖」、和「路易思單字記憶撇步」等學習工具與技巧來呈現英文的同義字與反義字,這極富創意的組合,不僅使本書所有重點單字一目瞭然,更大大提升了讀者的學習效率。
路易思是我的學生,曾接受我多項英語教學專題的密集訓練。他不僅掌握了本人講授:「從字首(pre-)+字幹(dict)+字尾(-able)=predictable談英文單字記憶十大要訣」的精髓,更進而前往英國牛津大學碩士班研究英文單字學習策略。這些年來,他的學生除了社會人士外,更遍及各級學校的學生,從大學、高中、國中和小學都有他的學生,他也擔任師大附中英文實驗班的老師,更有許多名校的英文資優生慕名前來向他學習。近三年來他也負責台北縣市許多高中與國中英文科的師訓工作,在國內的英文教學界裡,他是一位非常優秀的英文老師。
除了英文教學外,他也從事口譯,筆譯和寫書的工作。近年來,他不時在電腦網路和電話裡和我討論一些英文問題,他也常到我的「金陵英語教學網—英語傳教士」www.ep66.com.tw 查詢相關的英語文學習與教學資料,他的認真與努力,不僅使其在英文單字記憶的教學上不斷精進,也令我非常感動。
在此,期盼他能將他多年來的專業知識與教學經驗透過出書與講學等方式,分享給海峽兩岸的莘莘學子,我相信假以時日,他在華人英文單字記憶的教學上將有很大的貢獻。《牛津英語大師教你看圖學會同義字反義字》出版在即,他要我為馬修和他的新書寫幾句勉勵的話,我以他們在英文教學上的專業與熱忱為榮,樂為之作序鄭重推薦。
作者序一
路易思
首先非常感謝讀者的厚愛,使得馬修和筆者「牛津英語大師」系列的第一本著作《牛津英語大師教你看圖學會字首字根字尾》榮獲網路書店暢銷書排行榜第一名。
「英文單字的記憶能力」是各類英文考試與檢定中聽、說、讀、寫的得分關鍵。本人在牛津大學碩士論文編纂期間曾做過英文單字學習策略的訪談(Interview)和問卷調查(Questionnaire),對象是在牛津大學從事學術研究的兩岸三地華人,包括訪問學者、博、碩班和大學部的學生。結果顯示他們的腦海裡擁有非常大的英文字彙量,而且他們對「字首字根字尾」和「同義字反義字」的學習都非常重視。
有鑑於此,筆者遂將20多年的英文單字教學講義和在牛津大學碩士班進修期間與多位牛津大學教授研討之精華,整合成全球獨一無二的「路易思英文記憶學習法」,企盼能將個人進入牛津大學的英文單字學習模式,透過網路之「英文資優電子報」,有效複製給有心進入前三志願或世界一流學府的莘莘學子。
當本人曾訓練之學校單位榮獲2007年第三屆全國英文單字檢定大賽團體組雙料冠軍(國中組:北市龍門國中,高中組:北市師大附中)以及曾任課班級學員(北市師大附中)榮獲全國個人組亞軍時,不僅讓「8小時掌握10,000單字」 的課程迅速竄紅,更加快了筆者出書公開「英文資優電子報」中一個章節(牛津人看圖學會同義字反義字)的心願。相信讀者在本書的專業引導下,假以時日必能成為英文同義字反義字的記憶高手。
在此特別感謝英文名師鄭仰霖老師對文稿的多項協助;感謝「英文教學小魔女」楊淑如(Dorina)老師讓馬修(牛津大學校友)和本人有幸能與「我識出版集團」結緣出版本書;另外也要感謝我的母親張高信豫女士讓筆者能在成長過程中接受多種文化的洗禮;感謝台中市胡志強市長的指導與鼓勵;感謝我的老師-英國牛津大學應用語言學系系主任Dr. Ernesto Macaro以及政治大學英文系金陵教授與莫建清教授等對我的指導;以及我識出版集團的創意編輯,有了這些人的協助,使本書的內容得以更豐富、更完整的面貌呈現。再次感謝「我識出版集團」的用心,讓「路易思英文記憶學習法」獲得更有效的推廣。
作者序二
馬修
我們的世界有許多相對的概念:光明和黑暗、善良和邪惡、實話和謊言。因此,大量的反義字會讓我們對周遭的事物能夠作有效的描述,但如果我們總是使用相同的字眼來溝通,內容卻會變得非常單調無趣,此時若能再加上同義字的靈活運用,才會使語意豐富化與多樣化。本書不僅將幫助您有效記住英文的同義字反義字,更提供例句來增加它們的實用性,這超完美的組合必能大幅提升讀者的英語文表達能力。
許多讀者在挑選英文單字書時,常會不自覺的陷入一種錯誤的想法中,那就是──他們對自己已承諾要背會書裡所有的字,如同將一個軟體下載至電腦中。事實上,買了一本收錄30,000字的書,並不意味著您已學會了這30,000字。而這本《牛津英語大師教你看圖學會同義字反義字》,不僅能為您提供單字,也將確認您能記住這些字。
如果您曾經嘗試將一本字典從頭到尾透過字母的順序來學習字彙,您很可能和我一樣會發現到,在您的大腦即將當機以及排斥接受任何進一步的輸入時,您幾乎已無法學到A開頭以外的單字。簡單的排版、每頁僵化的水平式線條,是無法幫助記憶的。更糟的是,許多出版社因想給讀者價值感而用字彙儘可能塞滿每頁,這卻使得記憶更加吃力。試著數一數下列兩圖中的英文單字O,您將瞭解我的意思。
XOXXXXXXXXXX
XXXXXOXXXXOX
XXXXXXXOXXXX
XXXOXXXXXXXX
XXXXXOXXXXXX
OXXXXXXXXXXX(圖1 擁擠的格式)XOXX
XXOX XXOX
XXOXX
XOXXX
XXOXXOX (圖2 寬敞的格式)
當您第一眼看到這兩個圖時,您覺得哪一個圖中「O」的數量較多呢?相信是圖2吧!
事實上,兩圖中「O」的數量是一樣多的。我們會覺得圖2中的「O」較多,純粹是視覺效果。「視覺」對大腦記憶有著關鍵性的影響。本書使用「心智圖法」的概念,巧妙利用了文字排列組合所呈現出的視覺效果,將重要的單字直接輸入讀者的腦海中。
這本書也採單字群組化和橫式排版來幫助讀者用快覽的方式來有效增加英文字彙,它是我們「牛津英語大師」系列的第二本書:第一本《牛津英語大師教你看圖學會字首字根字尾》的重點是放在複雜字彙的解剖分析,而本書則是著重在同義字反義字的靈活運用。
本書對單字頻率的認定是極為主觀的。或許學術界已經有一些對單字頻率的實證研究,但我相信任何的研究樣本,不論大小都無法真實地呈現出一般人對於字彙的使用頻率。此外,我們所使用的語言都是一直不斷的在改變,本書是在全球經濟嚴重衰退的2009年編寫的,在那樣的情勢下,對於「經濟的」、「破產」這兩個字的使用頻率又會有什麼樣的影響呢?
因此,我唯一能使用的判定標準就是我自己以一個身為以英文為母語者的經驗。本書中的高頻率或低頻率的字比居中頻率的字容易區分,它們較能符合我自己的經驗;而頻率2跟頻率3的字則是較難定位的。毫無疑問的,單字的頻率可能會引起讀者間有趣的辯論,我歡迎您的積極參與,因為這將使得未來單字的選取更為精準。
本書有兩個目標:第一,藉由英文單字的群組,幫助您快速地擴展英文同義字反義字,並且將單字排列成較容易被記住的方式。第二,不管在何處,您將能更有自信地運用同義字反義字作英語文上的表達。本書不是針對文字歷史的學術研究,而是一本為已具有基本英文字彙量和想要快速擴展單字學習的人所設計的實用單字記憶寶典!
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Big ideas and big personalities on TED.com
eng | 08 四月, 2010 14:13
April 6, 2010 Big ideas and big personalities on TED.com this week. From the counter-intuitive logic of Elizabeth Pisani to the provocative predictions of Jesse Schell to the precocious wisdom of 12-year-old Adora Svitak. Plenty to ponder!





Dean Kamen talks about the profound people and stories that motivate his work on the remarkable prosthetic "Luke arm." Watch now >> 




Elizabeth Pisani reveals why aid dollars fail to prevent the spread of HIV -- and offers counter-intuitive measures that could slow it down. Watch now >> 




Games are invading the real world, says Jesse Schell. He predicts a future where games break "out of the box" and into every part of our daily lives. Watch now >> 




Child prodigy Adora Svitak says the world needs "childish" thinking -- fresh ideas and optimism -- and implores grownups to learn from children. Watch now >> 




With help from some surprising footage, Derek Sivers explains how movements really get started. (Hint: it takes two.) Watch now >> NEWS FROM TED
Mission Blue sails today!
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Paulina Eklöf on
Adora Svitak: What adults can learn from kids


I have promised myself to raise my children as kids, but to not underestimate their intelligence and potential. After all, they have all the potential to be better, more responsible adults than myself." 




Z Natasha Zazhinne on
Derek Sivers: How to start a movement


Once upon a time when we were young -- we knew about playing 'Follow the Leader.' We knew about taking turns. We used to change leaders so we could all follow each other and learn how each other did the things we all learned by following. I LOVE Derek's comment about the first follower transforming the lone nut into the leader ... and if the leader is the flint -- the first follower is the SPARK. Once the FIRST followers come along and are inspired -- the sparks fly, smoke-and-mirroring happens -- then FIRE!" Posted in 01.最新消息 . 迴響: (2). 引用:(0). 靜態連結網址
特別加映場
eng | 29 三月, 2010 12:51
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瑪法達看星星:3.24-3.30
eng | 25 三月, 2010 13:27Posted in 01.最新消息 . 迴響: (0). 引用:(0). 靜態連結網址
Discovery Channel-I Love the Whole World
eng | 23 三月, 2010 10:24
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5 minutes ago: What fascinates me most about the agricultural model is that in essence, there is quite a bit of opportunity to encourage others to learn at their own pace, simply through agency of the world wide web. When we bring education into that context, and realize that creation of curriculum can be fostered by anyone, anywhere in the world, then it would stand that one could sit int the comfort of their own home, or social environment, and discuss the content provided. The point is, the children, teen, adults, would have the opportunity to learn at their own pace, and then be able to share in a discussion with one another, not feeling pressured by the conforming deadlines we see and endure in traditional education. Teachers or presenters of material could host their knowledge/courses anywhere in the world, and an agency of localized support could b held anywhere close to the students geographical location. Couple all of this with chat rooms, and now you have worldwide collaboration. Thanx