1、In terms of attitudes to creativity there seems to be a reversal of priorities: young westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but over time, possibly evolving to a point equally origin
2、al. One way of summarizing the American position is that we value originality and 1 more than the Chinese do. The 2 between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are 3 that if skills are not acquired early, they may never be acquired; there is on th
3、e other hand, no comparable hurry to 4 creativity. American educators fear that unless creativity has been acquired early, it may never 5 ; on the other hand, skills can be picked up later.However, there is 6 creativity to be found in Chinese scientific, 7 and artistic innovations past at present. A
4、nd there is a danger of 8 creative breakthroughs in the West. When any innovation is examined 9 , its reliance on previous achievements is all too apparent. But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the import
5、ant question becomes this: Can we gather, from the Chinese and American 10 , a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?A) economically B) similarity C) closely D) contrast E) emerge F) independenceG) promote H) fearful I) genuine J) consequence K) consisted L) exaggeratingM) extremes N) enormous O) technological
