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給中小學生的世界地理【西方家庭必備，經典英語學習版】： A Child’s Geography of the World 美國最會說故事的校長爺爺，帶你用旅行者的眼光發現世界
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出版社: |
小樹文化
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| 出版日期: |
2018/06 |
| 頁數: |
304 |
| 尺寸: |
17x23 |
| ISBN: |
9789865837860 |
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商品簡介 |
【教育界人士強力推薦】
李裕光（台灣國際蒙特梭利小學副校長）
李家同（清華大學教授）
鄭婉琪（之道學習創辦人）
周鄭州（全人實驗高級中學）
林光義（慧燈中學創辦人）
李崇建（暢銷書《沒有圍牆的學校》作者）
彭菊仙（親子教養書作家）
劉旭欽（全國教師會）
謝國清（全國家長團體聯盟前理事長）
李秀貞（各級學校家長協會理事長）
張榮輝（中小學校長協會榮譽理事長）
呂理政（國立歷史博物館館長）
葉建良（台南圖書館館長）
花梅真（明德國小老師）
連瑞琦（河堤國小老師）
黃學仁（彭福國小老師）
顏如禎（日新國小老師）
何素琴（信義國小老師）
【台灣唯一，經典英語學習版】
跟著美國最會說故事的校長爺爺，一起擴充你的英語字彙！
全美中小學生指定讀物，西方家庭必備經典
50位教育人士、讀者一致推薦，國中小學生必讀「跨領域」、「知識性」讀物
★入選「影響中國孩子一生的十大圖書」
★連續兩年入選中國教育部推薦「小學生基礎閱讀書目」
★「中小學生優良課外讀物推介評選活動」獲選書籍
★香港誠品童書類暢銷榜TOP10
◎台灣唯一，經典英語學習版，讓你從故事中擴充重要的英文字彙。
◎全球超過10,000,000人讀過的世界地理，遍及美國、韓國、日本、中國
◎獲選美國中小學最佳讀物
◎1924年首印後，不斷再版，至今仍然是美國卡爾維特學校的明星課程
讓擅長將知識化做篇篇動人故事的校長爺爺，
以孩子的視角、旅行者的眼光講述世界地理，瞬間拉近地圖與孩子的距離；
本書更新增：
各大洲小檔案，簡單查閱世界五大洲的重要地理概念；
國家小檔案，輕鬆了解不可或缺的世界各國知識；
重點複習，整合統整各個國家的重點學習觀念；
動動腦，想想看，讓孩子檢查是否真正了解地理訊息！
一本書，結合地理知識的快樂旅行，讓孩子從旅行的角度，
輕鬆愉快的了解世界地理，嚴肅的地理也瞬間變成可愛有趣的事情了！
世界這麼大，地球上有好多個國家，要記住這麼多世界知識，是不是覺得很難呢？
其實，地理也可以學得簡單又有趣！
你知道，只要伸出左手，就可以輕鬆理解墨西哥灣旁邊的地理概念嗎？
你知道，只要把歐洲地圖轉半圈，就可以看見一個愛踢足球的老奶奶嗎？
你知道，冰島雖然叫「冰」島，上面卻有許多火山與溫泉嗎？
你知道，「阿根廷」是銀子之都的意思，但當地的銀礦資源卻很少？
《給中小學生的世界地理》帶你一起旅行五大洲、七大洋，
讓地理不再枯燥無味、讓知識變成可愛的故事！
讓學習地理就像旅行，輕鬆、愉快、豐富、完整！
【本書特色】
1. 美國知名校長爺爺帶你快樂學英語
本書作者為美國知名的校長爺爺，運用對孩子來說簡單、有趣的英文用詞描述對世界各地的所見所聞。用經典作品學習英語，加強孩子的英語字彙、學習生活實用用語。
2. 西方家庭必備經典書
本書運用簡單、易懂的地理分類，讓大人也能從書中發現自己所不知的地理知識。當孩子有學習上的問題與困難時，家長也可以利用這本書，解答孩子的疑惑。
3. 以孩子能否理解為書寫標準
作者寫這套書時，將重點放在：知識講述要符合孩子的認知方式，並通過它讓孩子建立地理的印象。所以在書中，作者並不著重在我們認為「重要」的地理知識，如：氣候、貿易、工業等。這種與眾不同的思維，讓這套書變得更生動有趣。
4. 以孩子的視角進行描述
作者運用可愛、有趣的方式，並且用孩子能理解的話語與生活概念，結合地理知識，讓孩子快樂閱讀的同時，也能輕鬆，卻深度的了解地理知識。圖像性的思考模式，拉近孩子與地理學習間的距離。
5. 結合地理知識和快樂旅行
作者從北美洲出發，沿著南美洲、歐洲、亞洲、非洲、大洋洲的順序，最後再回到出發地。這趟環遊世界的過程中，他一邊遊玩一邊以說話的方式，將山川河流、風景特色，都描述的趣味橫生，彷彿讓人身歷其境，構成了一本有趣的地理讀物。
得獎與推薦
★美國外交部鼎力推薦，美國中小學生的最佳讀物
★入選「影響中國孩子一生的十大圖書」
★連續兩年入選中國教育部推薦「小學生基礎閱讀書目」
★「中小學生優良課外讀物推介評選活動」獲選書籍
★香港誠品童書類暢銷榜TOP10
本書特色
‧簡單、具故事性的文章，了解世界的同時，學習重要的英語運用。
‧運用簡單、有趣的口吻，讓孩子在輕鬆閱讀的同時，增進地理知識。
‧就像親切的爺爺在講古，每一個地理故事都彷彿身歷其境，加深孩子的學習印象。
‧聽故事就能秒懂全世界，讓枯燥無味的課程都能靈活運用在生活知識上。
【前言】INTRODUCTION
(If you are under fifteen years, eight months and three days old DON’T READ THIS)
This book is for the child who:
thinks heaven is in the sky and
hell is under the ground;
has never heard of London or Paris and
thinks a Dane is a kind of dog.
It is to give a traveler’s view of the World—but not a commercial traveler’s view.
It is to show the child what is beyond the horizon, from “Kalamazoo to Timbuktu.”
It is to show him not only “the Seven Wonders of the World” but the seventy times Seven Wonders of the World.
When-I-was-a-boy in New England we had for Thanksgiving six kinds of pie: apple, peach, cranberry, custard, mince, and pumpkin, but I was allowed to have only two kinds and I never could make a satisfactory choice. I have had the same difficulty in selecting geographical places and subjects to tell about. There are too many “most important” places in the World to be included in this first survey, and there will inevitably be those readers who will wonder why certain countries and certain places have been omitted, especially the place where the reader may live.
To me, as a child, geography was a bugbear of repellent names—Climate and Commerce, Manufactures and Industries, and PRODUCTS, PRODUCTS, PRODUCTS. It seemed that the chief products of every place in the World were corn, wheat, barley, rye; or rye, barley, wheat, corn; or barley, corn, rye, wheat. In my geography modern Greece had but a paragraph—because, I suppose, it did not produce wheat, corn, barley, rye. Geography was a “stomach” geography; the “head” and “heart” were left out.
I loved the geography pictures and maps but hated the text. Except for an occasional descriptive or narrative paragraph the text was wholly unreadable—a confused jumble of headings and sub-headings and sub-sub-headings: HOME WORK, NOTES, MAP STUDIES, Suggestions to Teachers, HELPS, Directions, Questions, REVIEWS, PROBLEMS, Exercises, Recitations, LESSONS, PICTURE STUDIES, etc., etc., etc.
The World was an orange when I went to school, and there were only three things I can remember that I ever learned “for sure”—that the Dutch children wore wooden shoes, the Eskimos lived in snow houses, and the Chinese ate with chopsticks.
We had a question and answer catechism which we learned as we did the multiplication tables. The teacher read from her book:
Q. “What is the condition of the people of the United States?” and a thirteen-year-old boy in the next seat answered glibly: A. “They are poor and ignorant and live in miserable huts.” At which astounding statement the teacher unemotionally remarked, “No, that’s the answer to the next question, ‘What is the condition of the Eskimos?’ ”
When my turn came to teach geography to beginners nine years of age, I found the available textbooks either too commercial and industrial, on the one hand, or too puerile and inconsequential, on the other. Statistics and abstractions were entirely beyond the ken of the child of nine, and random stories of children in other countries had little value as geography.
As I had been a traveler for many years, had visited most of the countries of the Globe, and in actual mileage had been five times the distance around the World, I thought I would write a geography myself. Vain conceit! A class would listen with considerable attention to my extemporaneous travel talks, so I had a stenographer take down these talks verbatim. But when I read these notes of the same talk to another class, then it was that I discovered a book may be good—until it is written. So I’ve had to try, try again and again, for children’s reactions can never be forecast. Neither can one tell without trial what children will or will not understand. Preconceived notions of what words they should or should not know are worthless: “Stupendous and appalling” presented no difficulties whatever but much simpler words were misunderstood.
I had been reading to a class from an excellent travel book for children. The author said, “We arrived, tired and hungry, and found quarters in the nearest hotel.” The children understood “found quarters” to mean that the travelers had picked up 25-cent pieces in the hotel! Then again I had been describing the “Bridge of Sighs,” in Venice, and picturing the condemned prisoners who crossed it. Casually I asked if any one could tell me why it was called the Bridge of Sighs. One boy said, “Because it is of big size.” A little girl, scorning his ignorance, said, “Because it has sides.” A boy from the country, with a farfetched imagination, suggested it might be because they used “Scythes”; and a fourth child said, “Because it belonged to a man named ‘Cy.’ ”
The study of maps is interesting to almost all children. A map is like a puzzle picture—but new names are hard. And yet geography without either name or place is not geography at all. It is only fairyland. The study of maps and names is therefore absolutely essential and large wall maps most desirable.
Geography lends itself admirably to research on the part of the child. A large scrap-book arranged by countries may easily be filled with current pictorial news, clippings from magazines and Sunday newspapers, and from the circulars of travel bureaus. There is a wealth of such scrap-book material almost constantly being published—pictures of temples in India, pagodas in China, wild animal hunts in Africa, parks in Paris—from which the child can compile his own Geographic Magazine. Furthermore, the collection of stamps offers a most attractive field, particularly for the boy just reaching the age when such collections are as absorbing as an adult hobby.
Of course, the best way to learn geography is by travel but not like that of the business man who landed in Rome with one hour to see the city. Jumping into a taxi and referring to a slip of paper, he said: “There are only two things I want to see here—St. Peter’s and theColosseum. Drive to them as fast as you can and back to the station.” He was accordingly driven to St. Peter’s. Sticking his head out of the window he said to the driver, “Well, which is this?”
In the little town where I was born, there lived an old, old man whose chief claim to distinction was the fact that he had never in his whole life been ten miles away from home. Nowadays travel is so easy that every child may look forward to traveling some day. This book is to give him some inkling of what there is to see, so that his travel may not be as meaningless as that of the simple sailor who goes round the world and returns with nothing but a parrot and a string of glass beads.
【目錄】
1. The World Through a Spy-Glass
2. The World is Round, for I've Been Round It
3. The Inside of the World
4. The Endless Parade
5. The 13 Club
6. Next-door Neighbors
7. The War-God’s Country
8. So Near and Yet so Far
9. Pirate Seas
10. North South America
11. Rubber and Coffee Land
12. Silver Land and Sliver Land
13. The Bridge Across the Ocean
14. The Land of the Angles
15. The Land of the Angles (continued)
16. The Land of the Angles (continued)
17. Parlez-vous Français?
18. Parlez-vous Français? (continued)
19. The Land Below the Sea
20. Castles in Spain
21. Castles in Spain (continued)
22. The Boot Top
23. The Gates of Paradise and the Dome of Heaven
24. The Dead and Alive City
25. A Pile of Ashes a Mile High
26. The Land of the Gods
27. The Land in the Sky
28. “Made in Germany”
29. The Great Danes
30. Fish, Fiords, Falls, and Forests
31. Fish, Fiords, Falls, and Forests (continued)
32. Where the Sun Shines all Night
33. The Bear
34. The Bread-Basket
35. The “IA” Countries
36. The Land of the New Moon
37. The Ship of the Desert
38. A “Once-was” Country
39. A Land Flowing with Milk and Honey
40. The “Exact Spots”
41. The Garden of Eden
42. The Land of Bedtime Stories
43. The Lion and the Sun
44. Opposite-Feet
45. Opposite-Feet (continued)
46. The White Elephant
47. Where the Thermometer Freezes Up
48. A Giant Sea-Serpent
49. Picture Post-Cards
50. Dragon Land
51. Dragon Land (continued)
52. Man-Made Mountains
53. Robber Lands and Desert Sands
54. Afraid of the Dark
55. Zoo Land
56. The End of the Rainbow
57. Fortune Island
58. Cannibal Islands
59. Journey's End
【摘文1】The World Through a Spy-Glass
YOU have never seen your own face.
This may surprise you and you may say it isn’t so—but it is so.
You may see the end of your nose.
You may even see your lips, if you pout out—so.
If you stick out your tongue, you may see the tip of it.
But you can’t go over there, outside of yourself, and look at your
own face.
Of course you know what your face looks like, because you have seen it in a mirror; but that’s not yourself—it’s only a picture of yourself.
And in the same way no one of us can see our own World—all of it—this World on which we live.
You can see a little bit of the World just around you—and if you go up into a high building you can see still more—and if you go up to the top of a high mountain you can see still, still more—and if you go up in an airplane you can see still, still, still more.
But to see the Whole World you would have to go much higher than that, higher than any one has ever been able to go or could go. You would have to go far, far above the clouds; way, way off in the sky where the stars are—and no one can do that, even in an airplane.
Now you cannot see the World in a mirror as you can see your face. So how do we know what the World looks like?
A fish in the sea might tell her little fish, “The World is all water—just a huge tub; I’ve been everywhere and I know.” Of course, she wouldn’t know anything different.
A camel in the desert might tell her little camels, “The World is all sand—just a huge sand pile; I’ve been everywhere and I know.”
A polar bear on an iceberg might tell her little polar bears, “The World is all snow and ice—just a huge refrigerator; I’ve been everywhere and I know.”
A lion in the jungle might tell her little lion cubs, “The World is all woods—just a huge forest; I’ve been everywhere and I know.”
In the same way, once upon a time, people used to tell their little children, “The World is just a big island like a huge mud pie with some water, some sand, some ice, and some trees on it, and with a glass cover we call the sky over us all; we’ve been everywhere and we know.”
When some inquisitive child asked, “What does the flat World like a mud pie rest on?” they really truly said, “It rests on the backs of four elephants.”
But when the inquisitive child asked, “And what do the elephants stand on?” they really truly said, “On a big turtle.”
Then when the inquisitive child asked, “What does the turtle stand on?” no one could say—for no one could even guess farther than that—so the turtle was left standing—on nothing.
That’s the old story that parents long ago used to tell their children as to what the World was like. But just suppose you could go way, way off above the clouds; way, way off in the sky, sit on a corner of nothing at all, dangle your feet over the edge and look down at the World far, far below. What do you suppose it would really look like? I know—and yet I have never been there.
The World from way off in the sky and through a spy-glass would look just like a full moom—round and white; not round like a plate, but round like a huge snowball. Not exactly white, either, but bright—for the sun shines on this big ball, the World, and makes it light just as the headlight on an automobile shines on the road at night and makes the road light. Of course, the sun can shine on only one side of this big ball at a time; the other side of the World is dark, but the World keeps turning round and round in the sunlight.
If you looked at the World through a telescope—you know what a telescope is: one of those long spy-glasses that make things seem closer and bigger—as men look at the moon, you would see on one side of the World two big patches that look like queerly shaped shadows and on the other side of the World twice as many big patches, four queerly shaped shadows. These patches which look like shadows are really land and are called by a long name: con-ti-nents. These continents have names, and if their names were printed across them in letters a thousand miles high—which they are not—so that the man with a spy-glass could read them, he would read on one side of the World
NORTH AMERICA
SOUTH AMERICA
and if he waited until the World turned round, until the other side showed in the sunlight, as I’ve seen the World do in “the movies,” he would read on this continent EUROPE and on that continent ASIA and on the other continent AFRICA, and the smallest one would have the longest name, AUSTRALIA.
We call one side of a piece of money “the head,” because there is usually the head of someone on that side, and the other side we call “the tail,” as that is opposite from the head. It would be easy to tell which side of the World was which if we could call one side heads and the other tails. But there are no heads or tails on the World—only these queer shadows—so we use two big words instead of “heads” and “tails” to tell which side of the World is which. We call one side the “Western Hemisphere” and the other side we call the “Eastern Hemisphere.” Whew! Why don’t they call it something easy?—well, let’s call it “Half-a-Ball,” for that is what Hemisphere means. The Western Half-Ball has two continents and the Eastern Half-Ball has four continents.
The tip top and the very bottom of the World are called the Poles, although there are no poles. Around the top and bottom Pole it would be all white—snow and ice—for the Poles are so cold there is snow and ice there all the time.
The part of the World that isn't patches of shadow or snow is water. The water all around the continents is the ocean, and though of course there are no walls nor fences dividing it into different parts, its different parts are called by different names.
Do you know your right hand from your left? Of course you do if you’re over six years old. But do you know the west side from the east side? If you are over nine years old you should. The east is where the sun rises, the west is where it sets. And if your right hand is east, your left hand is west, your face is north and your back is south.
The Atlantic Ocean is on the east side of North and South America. The Pacific Ocean is on the west. The ocean entirely in the Eastern Hemisphere is called “Indian.” No, it is not named for our Indians. At the top of the World is the Arctic and at the bottom the Ant-arctic Ocean. The Arctic and Antarctic Oceans are mostly ice, for it is so cold there the water freezes and stays frozen. If we wanted to put names on the oceans so that a man off in the sky could read them, we would have to stick huge signs in the water, as we can't paint letters on the ocean.
There is no reason why I should show you the World turned this way with America on top. I might just as well show it upside down or sideways, for there is no upside nor downside on the World. I suppose the reason the north side is always shown on top is because the people who made maps and geographies all lived in the north part of the World and they wanted their part of the World on top.
So this is our World. You may wonder, “Are there any other Worlds besides ours?” Some have guessed that there may be—that some of those sparks in the sky that look like stars at night may be other Worlds like ours with people living on them. But no one knows, for the strongest telescope is not strong enough for us to see what is on those far off sparks, so we can only guess about them.
【摘文2】The Endless Parade
DID you ever see a parade—a very long one? I once saw a parade of soldiers that took all day to pass by. Tramp, tramp—tramp, tramp—tramp, tramp, hour after hour, all day long. I never had seen so many men in my whole life. There must have been a hundred thousand of them. It didn’t seem possible that there were so many people in the World. But if all the people there are in the World should pass by in one long parade, it would take not one day but a lifetime for them to pass by, for there are nearly two billion people in the World.
A hundred new people—babies—are born every minute of the day and of the night; many are born while you are reading this, and with every tick of the clock someone has died. But more people are born than die each day, so that the World is getting fuller and fuller of people all the time.
The people on the World are all about the same size and shape. Only in fairy-tales are people as big as your thumb or as tall as a church-steeple. None have wings instead of arms or wheels instead of legs. They all have one head, one nose, one mouth; they all have two ears, two eyes, two arms, and two legs. And yet in all these two billion people there are no two alike, there is not a single person exactly like any other one. Even twins are not exactly alike.
The chief difference in people is their color. Most of the two billion are white, but a great many are black and the larger number are halfway between white and black—they are sort of yellow-brown. These three colors of people we call “races.”
Each race used to live by itself in its own part of the World, but many have wandered away to other parts. Most of the people in our part of the World are white, but there are also many black and a few yellow-brown.
Suppose you had been born black.
Suppose you’d been born yellow or red.
Suppose you had been born in
Africa or
Asia or
Australia.
Suppose you had been born with another father and mother.
Suppose you had been born in another world instead of this World.
Suppose you hadn’t been born at all—where would you be now?
There are only six continents, but on each continent there are several countries. A country doesn’t mean the country. A country means cities, towns, villages and country under one ruler. There are two hundred countries on the World. Some countries are small with only a few thousand people in the whole country, and some countries are large with many millions of people. Our country, the United States, has over three hundred million people, but there are several countries larger. China, which is on the other side of the World, is the largest country in the World. It has four times as many people as the United States; and India, another country on the other side of the World, has the next largest number of people. Both these countries are in Asia—the largest continent with the shortest name and the most people.
Each country has a ruler, just as every family has a father or every football team has a captain. Some countries have a king for a ruler and some have a president, and most countries have other people to rule with the king and the president.
A king is a king because his father was a king, and his son will be king for the same reason. A president is president because he was chosen by the people in the country, just as the captain of a football team is chosen by his team. Choosing we call “voting.” A king is king for his whole life, but a president is president for only a few years.
The country of a king is called a kingdom. If one man rules over several countries, he is called an emperor and the countries an empire. A. Country with a president is called a republic. Our country is a republic. The king or the president and the others who rule with him are called the government. The government makes the rules, but it also does two things that no one else is allowed to do. The government makes the money of the country and the postage-stamps. The money of one country is not good in another country and neither are the postage-stamps. And neither is the language of our country good in another—usually.
The people on the World speak many different languages. Even in the same country many different languages are spoken. There are over 6,000 different languages in all—6,000, just think of that! You probably speak only one of these, and couldn’t talk to anyone nor understand anyone who spoke any other language than your own. In the United States, almost everyone speaks English, which, strange to say, is the language of another country—England. More people in the World speak English than any other language. But on a continent like Europe you could hardly go a day’s journey without hearing a different language on the street, in the shops, at the hotel.
I happened to be born in the United States, and as I heard everybody around me speaking English, I learned to speak English too. But I might have been born in Asia, a yellow boy, and learned to speak Chinese, or I might have been born in Africa, a black boy, and learned to speak a language I don’t even know the name of. I know a man who speaks a dozen different languages, and I know of a man who speaks 100! You can understand how wonderful this is when it usually takes years to learn to speak one other language besides your own. Letters of most of these languages are like ours, like the letters on this page—they are called Roman, because a people called Romans first used them long ago. But
letters of Chinese and Japanese and some other faraway languages are different—they look like this:
維吉爾．希利爾
維吉爾．希利爾（Virgil Mores Hillyer）
美國傑出教育家，畢生從事中小學教育，酷愛歷史和藝術，喜歡旅行。出生於麻州韋茅斯鎮。哈佛大學教育系畢業後，在紐約的白朗寧學校教了兩年書，隨後遷往巴爾地摩，擔任卡爾維特學校的第一任校長。希利爾創建的小學函授教育系統，即「卡爾維特學校體系」，惠及世界各地的政府雇員、領事、軍官和傳教士的子女。
當希利爾校長於1899年到美國卡爾維特學校（Calvert School）走馬上任時，他還是一個年僅24歲的年輕人。然而，他有天生的教學異能，了解孩子需要什麼，知道如何講孩子才能聽明白，以及孩子成長的規律。
希利爾校長認為，孩子們寫作、閱讀和數學的基礎必須紮實。在此基礎上，他認為學生應當接受歷史、藝術、地理和科學的系統教育，意在培育熟悉周遭世界得全方位學生。希利爾深感傳統教科書的枯燥無味，立志為孩子編寫一套讀起來興味盎然的歷史、地理和藝術讀物，這便是這套書的由來。
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