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· 英译中

原文：

In 2009, Time magazine hailed an online math program piloted at three New York City public schools, as one of the year’s 50 best innovations. Each day, the software generated individualized math “playlists” for students who then chose the “modality” in which they wished to learn — software, a virtual teacher or a flesh-and-blood one. A different algorithm sorted teachers’ specialties and schedules to match a student’s needs. “It generates the lessons, the tests and it grades the tests,” one veteran instructor marveled.

Although the program made only modest improvements in students’ math scores and was adopted by only a handful of New York schools (not the 50 for which it was slated), it serves as a notable example of a pattern that Andrea Gabor charts in“After the Education Wars.”

译文：

2009年，《时代》杂志称赞了纽约三所公立学校的在线数学项目，这一项目荣获50项最佳创新之一。每天，该软件会为学生生成个性化的数学“学习列表”，学生可以选择他们希望的学习“模式”——软件、虚拟教师或真实教师。另一种不同的算法会对教师的专业和时间表进行排序，以满足学生需求。“软件会生成课程、测试，并给测试打分，”一位资深教师惊叹道。

尽管该项目对学生数学成绩的改善不大，且只在纽约少数几所学校（而不是预定的50所学校）施行，但它是安德里亚·加博在《教育战争后》中所描绘模式的一个显著例子。