读外刊学写作：从「奥地利如何培育未来人才」学5个写教育与未来职业的高分表达

写“教育”“学习”“未来职业”，学生的句子几乎全是同一副骨架：We should learn more knowledge. We must study hard to get a good job. 意思没错，但读者看不到“学什么、为什么学、学了之后能做什么”。今天我们看《金融时报》(FT) 2020年11月的一篇报道：奥地利适应数字化的速度慢于同类国家，一位创办过两家公司的前教师、以及一家跨国企业的人力总监，给出了他们眼中的答案——教育要为目标尚不存在的岗位做准备，企业要和学校接上口。全文的5个表达正好连成一条**“教育—能力—岗位”**的链条，写教育类议论文、未来规划类记叙文、雅思教育类题目都能直接用。

📝 原文对照

English:

Ali Mahlodji is trying to prepare the next generation of Austrians for jobs that do not yet exist.

Mr Mahlodji, a former teacher who came to Austria as a refugee from Iran 35 years ago, grounded the company in his experiences as a young man.

That is why, more recently, he founded a new company, FutureOne, as an interface between large companies, students and teachers, as educators and businesses plan for a more digitally oriented future.

That is due, in part, to a mismatch of jobs and technology skills.

“Austria’s education system is still the same as 100 years ago, teaching students things that won’t necessarily give them the tools they need in their hands for their later careers,” he argues.

“During the corona crisis in Austria, we saw that the labour market and the education system were not brought up to speed to help people adapt to changes … and how to recreate themselves in uncertain times.”

中文对照：

阿里•马洛吉(Ali Mahlodji)正努力让奥地利的下一代做好准备迎接目前尚不存在的工作。

马洛吉曾是一名教师，35年前，他作为一名伊朗难民来到奥地利，基于自己年轻时的经历，马洛吉创立了这家企业。

这就是为什么最近他创立了一家名为FutureOne的新公司，将其作为大公司、学生和教师之间的接口，目前，教育工作者和企业正在为一个越发以数字化为导向的未来做部署。

某种程度上，这是因为工作与技术技能不匹配。

他认为：“奥地利的教育体系仍和100年前一样，教授学生的知识技能不一定能提供他们所需的、在日后职业生涯中用得上的工具。”

“奥地利爆发新冠危机期间，我们看到劳动力市场和教育体系没有跟上速度帮助人们适应变化……以及如何在不确定的时期重塑自我。”

🔍 重点词汇解析

1. prepare the next generation for jobs that do not yet exist —— 为“尚不存在的工作”做准备

原文出处： “Ali Mahlodji is trying to prepare the next generation of Austrians for jobs that do not yet exist.”

为什么好： prepare sb for sth 本身不难，难的是后面那个宾语——jobs that do not yet exist。学生写“为未来做准备”，宾语永远是 the future、the future life 这种空词；FT 记者把它换成“目前还不存在的岗位”，一句话就把“未来”写具体了。句子结构也值得学：prepare A for B，A 是对象，B 是目标，中间不插入任何多余成分。

❌ 学生初版

We should study hard to prepare for the future.

✅ 升级版

Schools today must prepare students for jobs that do not yet exist.

💡 效果

“为未来做准备”是口号，“为尚不存在的岗位做准备”是判断——后者能立刻让阅卷人看到你有具体想法。

2. ground A in B —— 以……为基础（把根基扎在……）

原文出处： “Mr Mahlodji … grounded the company in his experiences as a young man.”

为什么好： ground 作名词是“地面”，作动词就是“把……建立在……上”，be grounded in 则是“植根于”。它比 depend on、base on 更有画面：不是“依靠”，而是“扎根”。写“以……为基础”“立足于……”，尤其写教育理念、个人选择、企业战略的出发点，用它可以一句话交代来龙去脉。

❌ 学生初版

His idea is based on his own experience.

✅ 升级版

The programme is grounded in the founder’s own experience of changing careers more than 40 times.

💡 效果

同样的“基于经验”，grounded in 带出“根基扎实、长期有效”的暗示，语气比 be based on 稳得多。

3. an interface between A, B and C —— A、B、C 之间的“接口/对接方”

原文出处： “he founded a new company, FutureOne, as an interface between large companies, students and teachers”

为什么好： interface 是“接口、界面”，本义来自技术领域。学生写“连接”“桥梁”只会 connect A with B、a bridge between A and B，而 an interface between 强调的是“让原本不直接对话的双方（企业、学生、教师）能对接起来”的那一方。三方并列时直接用 A, B and C，简洁又有分量。写“学校与企业的合作”“家长与孩子的沟通”“中介机构的作用”，都可以用它。

❌ 学生初版

This company connects schools with companies.

✅ 升级版

The platform acts as an interface between universities, students and employers.

💡 效果

“把学校和企业连起来”只写了两端；an interface between 明确写出“我站在中间”，角色一下定义清楚。

4. a mismatch of / a mismatch between —— ……之间不匹配

原文出处： “That is due, in part, to a mismatch of jobs and technology skills.”

为什么好： mismatch 是“错配”，一个名词就概括了“有需求、有供给，但两边对不上”这种复杂状况，比 don’t match、is not suitable 精炼得多。它有两种搭配：a mismatch of jobs and technology skills（of 接内容），a mismatch between skills and jobs（between 接两端）。写就业、教育、供需、期待与现实，都能用。

❌ 学生初版

Many students learn things that companies do not need.

✅ 升级版

Youth unemployment is driven by a mismatch between what schools teach and what employers need.

💡 效果

两个从句压缩成一个名词短语，句子短了，抽象度却高了——这正是高分作文的密度。

5. recreate themselves in uncertain times —— 在不确定中重塑自我

原文出处： “the labour market and the education system were not brought up to speed to help people adapt to changes … and how to recreate themselves in uncertain times.”

为什么好： recreate 不是“娱乐”，而是“重新创造”——recreate oneself 是“把自己重做一遍”，比 change oneself、improve oneself 更有从零开始重建的画面感。times 用复数、前面加 uncertain，就把时代背景一句带过。写“终身学习”“转行”“面对变化”，这是最省字数的一种表达。

❌ 学生初版

We need to change ourselves because the world is changing fast.

✅ 升级版

The real task of education is to teach people how to recreate themselves in uncertain times.

💡 效果

“改变自己”是要求，“在不确定的时代重塑自我”是洞察——一句话就能当议论文的分论点句。

✍️ 写作建议

这5个表达连起来就是一条**“教育—能力—岗位”链条**：先用 prepare … for jobs that do not yet exist 定目标，再用 be grounded in 写方法从哪来，用 an interface between 写谁来搭桥，用 a mismatch of 点出痛点，最后用 recreate themselves in uncertain times 收束到“人该怎么办”。写教育类题目可以整段套：

Universities now have to prepare graduates for jobs that do not yet exist. The best courses are grounded in real projects, and many of them act as an interface between students and employers. The problem they are trying to solve is a mismatch of skills and demand. When the market shifts again, the ability to recreate themselves in uncertain times will matter more than any single certificate.

补充两个“配角”表达，写教育问题段时很好用：be slow to adapt（适应得慢，写体系、机构的滞后）和 be brought up to speed（跟上应有速度，写培训、补课）。

最后提醒一句：**教育类作文最容易写空，是因为学生只会写“应该”，不会写“具体该学什么、谁来教、学了对接谁”。**FT 记者写奥地利，通篇没有一句 We should，却把教育、企业、就业三者之间的关系讲清楚了。你的作文也可以从“写口号”改成“写机制”。

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