This is the VOA Special English Education Report.
这里是美国之音慢速英语教育报道。
One World Education is a nonprofit group based in Washington. It has a program in which teachers develop curriculum based on student writing. The students are in middle and high school and write essays about culture and global issues.
大同世界教育（One World Education）是一家总部设在华盛顿的非盈利性组织。该组织旗下有一个教师根据学生作品开发课程的项目。这些学生都是初中或高中学生，他们会撰写一些有关文化和全球性问题的文章。
Students are invited to write about an issue they find important. Then professionally developed learning materials based on chosen essays are used in schools to teach other students.
学生们被邀请就他们认为重要的问题撰写文章。然后这些根据选中的文章专业开发出来的学习材料将被用于教育其他学生。
Eric Goldstein is the executive director of One World Education.
埃里克·戈尔茨坦（Eric Goldstein）是大同世界教育执行董事。
ERIC GOLDSTEIN: "Over the last four years, we have worked with over fifteen hundred student writers and we have worked with almost three hundred twenty-five teachers accessing the One World curriculum."
戈尔茨坦：“在过去四年中，我们和超过1500名学生写手，以及加入大同世界教育课程的近325名教师展开了合作。”
He says the essays can serve as a writing and learning guide for thousands of students.
他表示，这些文章可以作为成千上万名学生的写作和学习指南。
ERIC GOLDSTEIN: "It is truly the only online academic arena for young people to share and publish their writings in a way [that] it serves as a teaching tool for other students."
戈尔茨坦：“它确实是年轻人将其作品作为其他学生的教学工具共享和发布的唯一网上学术平台。”
Mr. Goldstein is himself a former classroom teacher. He and another teacher, Emily Chiariello, began forming plans for One World Education in two thousand six.
戈尔斯塔先生曾是一名任课老师。他和另一名老师艾米丽（Emily Chiariello）于2006年开始制定大同世界教育的计划。
The group publishes a study unit each month from August through May. Each unit of curriculum starts with a chosen essay, called a "One World Reflection." The subjects have ranged from single parenthood to protecting rainforests to exploring Arab cultures, says Mr. Goldstein.
该组织每年8月到次年5月，每月会出版一份作品集。每个课程单元都从一篇名为大同世界反思的文章开始。戈尔斯塔先生表示，该主题涉及范围从单亲家庭，到保护热带雨林，再到探讨阿拉伯文化。
ERIC GOLDSTEIN: "We have had students writing One World Reflections on women in the Muslim world, on Islamic media, on Arab media, on Arab identity. One student [wrote] about being Muslim and how she is perceived in her neighborhood."
戈尔茨坦：“我们已经有学生就穆斯林世界的女性、伊斯兰媒体、阿拉伯媒体以及阿拉伯认同感撰写了主题为大同世界反思的文章。其中一名学生写的了内容就是关于自己作为穆斯林，以及自己对邻里的感悟。”
Laila Kunaish of Washington wrote about her feeling that the media in the United States are often unfair to Muslims. A learning activity based on her reflection called for students to collect examples of media stories and discuss whether or not that was true.
华盛顿的莱拉（Laila Kunaish）写到自己感觉美国媒体常常不公平对待穆斯林。一次基于她的反思的学习活动呼吁学生们收集媒体报道案例，并讨论这种情况是否属实。
Laila was chosen as a One World Student Ambassador last year. Twelve are chosen each year. Their reflections are published on the group's website, along with learning activities linked to common reading and writing standards used for testing.
莱拉去年被选为大同世界学生大使。每年会选出12名学生大使。他们的反思发表在该组织官方网站上，一起发布的还有和用于测试的阅读及写作标准相关的学习活动。
Isabel Nampakwa Kapotwe of Lusaka, Zambia, was also chosen as a student ambassador. She wrote about Zambia's cultural traditions, its languages, religions and tourist attractions. But she also wrote about poverty and disease, and how, after her parents died, her grandmother made a home for the remaining family. One activity based on her reflection called for research into the care given by grandparents as heads of households in today's society.
来自赞比亚卢萨卡的伊莎贝尔（Isabel Nampakwa Kapotwe）也被选为学生大使。她写到了赞比亚的文化传统、语言、宗教和旅游景点，但她还写到了贫穷和疾病，以及在她父母去世后，她的祖母如何为其他家人担起家庭重担。基于她的反思的一次活动呼吁当今社会调查祖父母作为一家之主对家人的照顾。
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