編者按： 　　“雙語視窗”欄目從2006年開辦至今，已經(jīng)走過了2年的歷程，這些由在華外國友人撰寫的小文章，以他們在華所見所聞為切入點，生動具體地反映出東西方觀念、習(xí)俗的異同，也向我們提出了一個個既有趣又值得深思的問題。欄目一再連載得益于讀者反饋中的正面回應(yīng)。
　　“不識廬山真面目，只緣身在此山中”，換一個角度，從外國友人目光的折射中審視一下自己，更有助于全面地了解我們自身。同時，本欄目采用英漢對照形式，這些原汁原味的英文不僅有助于加深對作者原意的理解，也是一本學(xué)習(xí)現(xiàn)代英語的鮮活教材。
　　
　　我目前正在北京學(xué)習(xí)MBA，這一課程是一所美國大學(xué)與一所中國大學(xué)聯(lián)合開設(shè)的。中國老師與美國老師都用英語教學(xué)。對于我――班里唯一的一名外國學(xué)生，最有意思的事就是用西方人的眼睛來看用西方最新商業(yè)思想教中國學(xué)生這一很前衛(wèi)的方式。我的大學(xué)學(xué)位是在法國獲得的。
　　教育改革是中國媒體很關(guān)注的話題，實際情況怎樣呢？我在北京的學(xué)習(xí)剛剛開始，我在這兒所說的只是我的第一印象，這種第一印象有可能是錯的，但有時也是對的，而且這一最初印象特別清晰，它會隨著時間的推移變模糊。再有，我所學(xué)的這一課程是開拓性的，我能被錄取很感驕傲，課程的組織與執(zhí)教者都很出色，課程開得很快，快得使我不能不承認有時會跟不上。但從一個西方人的角度看，我還是覺得這一課程有它的奇怪之處。
　　這兒的師生關(guān)系與法國不一樣。每到課間，我的中國同學(xué)都跑到前面圍著可憐的老師問問題。他們這樣做，是因為真有急迫的問題，還是只想給老師一個印象――我是個非常非常努力的學(xué)生？在一小時緊張的數(shù)學(xué)課后，我必須承認我可是想不出任何問題了，我必須回家后去消化所學(xué)的知識，如果發(fā)現(xiàn)問題，我就自己先琢磨，如果還想不明白，下節(jié)課再去找老師。如果我去問老師一連串經(jīng)過自己略微思考就能得到答案的問題，我會覺得這很幼稚，很荒唐。
　　中國學(xué)生與西方學(xué)生的主要區(qū)別則在于學(xué)習(xí)態(tài)度。在這里請讓我提醒讀者，我們這一課程的學(xué)生都是有大學(xué)學(xué)士學(xué)位的25～40歲的人，而且有了幾年的工作經(jīng)驗，我這里說的可不是中小學(xué)生。學(xué)習(xí)MBA這門課程，意味著要花很多錢，而且在完成我們現(xiàn)有的管理工作之外，要把三年的周末時間用在勤奮學(xué)習(xí)上。除了上課和做作業(yè)之外，平均每月還要讀500頁的資料。入學(xué)前，我們都投入了很多時間來準備托福、GMAT，以及入學(xué)申請的種種事情。但我所看到的是什么呢？我的中國同學(xué)不會做作業(yè)時就從書上或是從學(xué)過這門課的同學(xué)那里抄答案；在班里，他們就在教授的眼皮底下相互抄作業(yè)！難道這是經(jīng)過理性思考而為學(xué)習(xí)投入時間與財力的成年人應(yīng)有的行為嗎？
　　這些同學(xué)對課程的理解并不比我好，但考分卻比我高。對他們來說，學(xué)習(xí)就意味著想辦法通過考試，而不是去探究新的知識、新的體驗。我再講一個這種“精明”的短視行為的例子：不久前，一位老師在課上為我們講解一個相當復(fù)雜的問題，而這節(jié)課是期中前的最后一節(jié)課。有個同學(xué)就問老師這一內(nèi)容期中考試考不考。當老師說不考時，大家都樂了，對這個問題的興趣也都沒了，課堂亂得使老師很難把問題講完。也許我尖刻了一些，但這種欺騙行為與熱衷考試的做法體現(xiàn)不出一個有遠見的工商管理精英的思維模式。
　　如果這種事發(fā)生在一所杰出大學(xué)，而且是在入學(xué)選拔極為嚴格的課程中，那么在這教育體系的低層所盛行的學(xué)習(xí)態(tài)度也就可想而知了。中國學(xué)生以學(xué)習(xí)與獲取新知為樂嗎？或是學(xué)習(xí)僅僅是實現(xiàn)某一目的的權(quán)宜之計？學(xué)習(xí)中是否真正在心智上有所發(fā)展？什么時候中國學(xué)生能知道成為一個更博學(xué)、更有見地的人是多么快樂？我盼著有一天，中國學(xué)生在學(xué)校學(xué)得快樂，再也不厭學(xué)，再也不在這種意義與價值都有爭議的考試的壓力下學(xué)習(xí)。
　　
　　原文：
　　I am currently enrolled part-time in an MBA program in Beijing run jointly by an American and a Chinese university. The Chinese and foreign instructors all lecture in English. It has been most interesting for me, the only non-Chinese student, to cast a Western eye on this very up-to-date effort to educate Chinese in the latest Western business thinking. I obtained my own undergraduate degree in France.
　　Educational reform gets a lot of attention in the Chinese press, but what is really happening? I have just begun my studies here, so what I am offering in this column are first impressions. Such impressions may be mistaken, but they can also be true, and the freshness of the impressions gives them a clarity that can be worn away with time. Second, the program I’m in is a pioneering initiative that I am proud to have been selected to take part in. The organization and teaching staff are excellent, and the courses move right along ? so much so that I must confess I sometimes have trouble keeping up. Still, from a Western point of view the program has its peculiarities.
　　For one thing, the timetable features long breaks every hour. In a sense this is good, as the math we’re doing studying requires concentration and it’s hard to concentrate for hours on end. Back in France, though, when I was studying philosophy, another subject that demands concentration, I never had more than a ten-minute break every two hours, and the exams were five hours long! In the beginning I found this hard; I was still growing and I could have used a snack. Within two months of starting, however, I was taking the long lectures in stride.
　　The relation between students and teachers is very different here too. My Chinese classmates jump on our poor professor with questions at every break. Do they do this because they have urgent questions, or is it just to give him the idea that they are terribly serious students? After an intense hour of math, I must say I really can’t think of any questions. I have to go home and mull over what I’ve learned; if I find I have questions, I first try to answer them myself, and if that doesn’t work, then I approach the teacher at the next class.I would feel very childish and ridiculous bombarding the teacher with questions I could answer for myself with a little thought.
　　The main difference between these Chinese students and their Western counterparts is in their attitude towards studying. Here let me remind readers that all the people in the program are 25-to-40-year-old holders of bachelor’s degrees with years of working experience. I’m not discussing schoolkids! Doing this MBA program means spending a lot of money and putting in three years of assiduous weekend work on top of the managerial jobs we already hold. We have to read an average of 500 pages a month in addition to the time we spend on classes and homework. And we all devoted many an hour to preparing for the TOEFL and the GMAT and putting together our applications. But what do I observe? My Chinese classmates get the answers to the homework problems from books and former students, and they copy one another’s homework in class, right under the professor’s nose! Is this the behavior of adults making a rational investment of time and resources?
　　These people don’t have a better understanding of the course material than I do, yet they get better grades: for them studying means finding a way to pass exams, not really exploring a new body of knowledge and experience. Here’s another example of this sort of “clever” short-sighted behavior: Recently one of our teachers was explaining something quite complex to us. It was the last class before the mid-term.Then somebody asked the teacher if this material would be on the test. When he said no, people laughed and losing all interest in the problem, proceeded to make so much noise that the teacher had difficulty finishing his explanation. Perhaps I am being harsh, but all this cheating and exam mania does not suggest the mindset of a far-sighted business elite.
　　If this is the way things are in a highly selective program at an excellent school, then I can imagine what attitudes prevail at lower levels in the educational system. Do Chinese students take any pleasure in studying and acquiring new knowledge, or is it all just a cynical game? Is there any real intellectual development going on? When will Chinese students learn to have fun becoming more learned and insightful human beings? I long for the day when young Chinese are happy in school, never bored and not under pressure to pass exams of questionable significance or value.省略）
　　責編：周 瑾

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