21世紀大學英語讀寫教程4第四單元課文中英對照(共8頁)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上21世紀大學英語讀寫教程復(fù)習資料Unit41. 在一項對教育方法的研究中，一位教師被告知她的新班中全是有非凡天賦的孩子。“你應(yīng)該使他們的成績高于平均水平，”有人這樣對她說，而到了期末果真如此-成績超出了平均水平。 In a study of educational techniques, a teacher was told that her new class were all gifted children. "You should get above-average results from them," she was advised, a

2、nd by the end of the term she was getting just that, better than average work.2. 這件事的引人注目之處在于事實上這個班的學生并不超常。他們只是一群水平中等，智商一般的學生。對這位老師所說的這些孩子的潛力是假的。The remarkable thing about it all was that in reality the class was not unusual. They were just an average group of students with IQs within the normal ran

3、ge. The teacher had been deceived about their potential.3. 這項研究揭示了關(guān)于教學和孩子的諸多問題的諸多答案，但它留下的未予回答的問題更多。它十分清晰表明的一點是，當孩子相信老師的期望是真誠的時候，他通常是不會辜負這種期望的。This study uncovered many answers to many questions about teaching and children, but it left even more questions unanswered. One point it did make with unusua

4、l clarity is that a child will usually live up to a teacher's expectations when the child believes those expectations are honest.4. 一個未予回答的問題是：老師以什么方式讓學生們知道自己是特殊學生的，是能夠取得優(yōu)異成績的呢？她沒有對他們明說，但顯然在她的態(tài)度中有某種東西使學生們確信他們是有非凡天賦的。An unanswered question was: In what way did the teacher communicate to the stude

5、nts that they were special and could do superior work? She didn't tell them that in so many words, but obviously something about her attitude convinced the students that they were gifted.5. 進一步的研究表明，老師態(tài)度中那種特別的“東西”，一部分在于她給全班布置什么樣的作業(yè)，一部分在于她布置作業(yè)的方式。但最強有力的“東西”還是老師本人和她對全班學生及其能力的態(tài)度。Further studies sho

6、wed that the special "something" in the teacher's attitude was, in part, the type of work she gave the class, and in part how she presented it. But the strongest "something" was the teacher herself and her attitude toward the class and toward their ability.6. 當她說“你們是聰明的孩子”時，她

7、的聲音中帶有更多的信心和興趣。始終有一種鼓勵的語氣在告訴他們他們會取得進步，會取得很大的進步。孩子們收到了這些信號，并對它們作出積極的反應(yīng)。There was an extra amount of confidence and interest in her voice that said, "You're bright children." There was a constant reassuring tone that told them they would do well, very well. The children picked up these s

8、ignals and reacted positively to them.7. 學生的成績達不到老師的期望是常有的事。當這種情況發(fā)生時，那個學生面對的不是失望、氣憤或惱怒。相反，老師認為這是一個例外，一次意外事件，倒霉的一天，一次暫時的失誤-而學生相信了她，并消除了疑慮。下一次，他更加努力了，決心做到老師知道他能做到的事。When a student's work did not measure up to the teacher's expectations, as often happened, the student was not treated with disap

9、pointment, anger, or annoyance. Instead, the teacher assumed that this was an exception, an accident, a bad day, a momentary slip and the student believed her and felt reassured. The next time around, he tried harder, determined to live up to what the teacher knew he could do.8. 在老師傳達的信息中到底是哪一點告訴了孩子

10、“我期待著最好的成績”，這很難精確說明。其中一部分是顯示信心的平和聲調(diào)，是沒有言語上的不耐煩，是不諷刺，不貶低，不發(fā)火，不帶有諸如此類的消極因素。期待著最好成績的老師滿懷信心地提問，因為她知道她得到的答案將是正確的，而孩子也感受到了那種信心。The exact part of communication that tells a child, "I expect the best," is difficult to pinpoint. In part it consists of a level tone showing assurance, a lack of verba

11、l impatience, an absence of negative qualities such as irony, put-downs, and irritation. The teacher who expects the best asks her questions with conviction, knowing the answers she gets will be right, and the child picks up that conviction.9. 這大多是通過聲音傳遞的，但也有相當一部分表現(xiàn)在態(tài)度、接觸和臉部表情上。Most of this is trans

12、mitted through the voice, but a surprising amount is in the attitude, in touch, and in facial expression.10. 類似于在這些“很有天賦的”兒童身上所做的實驗也在一些“很有天賦的”老鼠身上做了。一位科學家拿到了一群普通的老鼠，但卻被告知它們是一個特殊的品種，要接受在創(chuàng)記錄的時間里穿越迷宮的訓練。在對這些老鼠的訓練中，這位科學家發(fā)現(xiàn)它們確實比其它老鼠學得快，穿越迷宮也的確更迅速。An experiment similar to the one done with "gifted&qu

13、ot; children was done with "gifted" mice. A scientist was given a group of ordinary mice, but told that they were a special breed, trained to run a maze in record time. Working with these mice, the scientist found that they did learn faster than other mice and did run the maze more quickly

14、.11. 但是老鼠對我們的語言一無所知。那位科學家是怎樣將他的期望成功地傳達給它們的呢？對實驗中所有可變因素的檢查表明，這種優(yōu)異成績產(chǎn)生于他對待老鼠的方式，他對老鼠講話的方式和語調(diào)、他聲音中的信心、安撫和堅定。老鼠接受了所有的信息，并照著做了。But mice know nothing of our language. How was the scientist able to communicate his expectations to them? An examination of all the variables in the test concluded that the unus

15、ually good results were due to the way he had handled the mice, the way he talked to them and the tone, the confidence, the reassurance, and the certainty in his voice. They absorbed all the messages and performed accordingly!12. 從更廣泛的角度看這兩個實驗，老師和科學家運用了各個社會的各個階層都通用的一個原則-特征標簽原則。我們所有的期待都帶有偏見，我們對于不同的人有

16、著完全不同的期望，甚至對各個民族也是如此。我們依據(jù)民族特點來看人。我們認為美國人貪婪，想賺大錢，在心里就這樣去標注他們的特征。我們把德國人標為井井有條，英國人冷漠保守，意大利人易動感情，日本人彬彬有禮-如此等等。我們給一個非常廣泛的、遠非同一的群體上標上了一種非常狹隘的特征。我們對各個種族也是這樣。黑人有音樂感，印第安人堅忍，東方人藏而不露。我們甚至對性別也有特性標簽-男人積極進取，女人消極被動。In a broader view of both these experiments, the teacher and the scientist used a principle common t

17、o all societies at all levels the principle of labeling. All our expectations are prejudiced, and we have very different expectations for different people, even on a national level. We think of people in terms of national characteristics. We expect Americans to be greedy, after the big buck, and we

18、label them that way in our minds. We label Germans neat and orderly, English cold, distant, and reserved, Italians emotional, Japanese politeand so it goes. We pin a very narrow label on a very broad, far from homogeneous group. We do it on racial levels too. Blacks are musical, Indians are stoic, O

19、rientals inscrutable. We even label the sexes men are aggressive, women passive.13. 對于家庭而言，這種特性標簽有時是由鄰居們所定的?！碍偹挂患叶际菑U物.總是依靠救濟?！庇袝r這種標簽也可由那家人自己所定?！拔覀兪访芩挂患覍幵赴ゐI也不請求政府幫助！”史密斯家的男孩因帶著這種令人敬畏的獨立特性長大，很容易與之名實相符，正如瓊斯家的女孩很容易與他們的特性名實相符一樣?！八麄兌颊J為我們是廢物？那我就表現(xiàn)得象廢物！”O(jiān)n a family basis, the labels are sometimes attached b

20、y the neighbors. "Those Joneses are trash.always on welfare." Or the label may be attached by the family itself. "We Smiths would rather go hungry than ask for government help！" The Smith boy, growing up with this label of awesome independence, lives up to it as readily as the Jo

21、nes girl lives up to her label. "They all think we're trash? I'll act like trash！" 14. 特性標簽也許包括并不全面，甚至帶有性別歧視。某個家庭也許會自豪地說，“我們家的男人一直都是專業(yè)人士?！碑斶@個家庭里的一個兒子比爾發(fā)現(xiàn)木工活是他最喜愛的工作時，他便面對著同家庭的沖突-以及同自己的沖突。他內(nèi)心的力量也許能使他按照自己的意愿堅持到底，成為一個木工，但另一方面他也知道他沒有符合家庭的特征，因此他懷著一種負罪感度過一生。他甚至可能給自己一種特性標簽?！拔沂且粋€失敗者，真的?！奔词?/p>

22、比爾在自己這一行里是個成功者，經(jīng)過一段時間以后擁有了自己的企業(yè)，比他當律師的兄弟鮑勃賺得錢還多，那也沒用。比爾仍然不是一個專業(yè)人士，因此他內(nèi)心的特性標簽便是失敗。The label may be less inclusive, even sexist. One family might say proudly, "The men in our family are always professionals." When Bill, a son in this family finds that carpentry is the work he loves best, he

23、faces a family conflict and a conflict with himself. His inner strength may allow him to go through with his own desires and become a carpenter, but then he knows that he hasn't lived up to the family label and he goes through life with a sense of guilt. He may even create his own label. "I

24、'm a failure, really." It doesn't matter that Bill is a success in his field, that in time he owns his own business and makes more money than his brother Bob, who became a lawyer. Bill is still not a professional man, and as a result his inner label still reads failure.15. 在家庭內(nèi)部的特性標簽很早便

25、開始了。在孩子聽得懂說話之前，他便能對肢體語言和間接交流作出反應(yīng)了。他在懂得詞語之前就已經(jīng)能從父母的聲音中感受愛，而且也能感受嫌棄、冷淡、恐懼或敵意，他也對這些情緒作出了反應(yīng)。Labeling within a family starts very early. Before the baby understands verbal language, he responds to body language and indirect communication. He senses the love in his parents' voice before he understands

26、 the words, and he also senses the rejection, indifference, fear, or hostility, and he reacts to those emotions too.16. 如果他得到的是愛和溫柔，他也以愛和溫柔作出反應(yīng)。以后，當他能聽懂說話時，他便接受這種特性標簽。吉米是家里的乖孩子，而一向難弄的莎莉標上了惹是生非的特性。每個孩子除了名字外還有一個特性標簽。她是聰明的。他愛出風頭。諾曼老是遲到。貝蒂不招人愛。芭芭拉很冷漠。杰克很野。納塔莉很乖，如此等等。這些特性標簽也許反映了事實。納塔莉也許很乖，但往往是這種特性標簽把現(xiàn)實強加于孩子身上。如果納塔莉經(jīng)常聽到別人說她很乖，她便開始表現(xiàn)得乖。你往往會使自己與你的特性標簽名實相符。If he's treated with love and