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垃圾食品英文最新21世纪大学英语读写教程4第四单元课文中英对照

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2021-01-19 20:17
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十六大以来-垃圾食品英文

2021年1月19日发(作者:红隼)
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21
世纪大学英语读写教程复习资料

Unit4
1.

在一项对教育方法的研究中,一位教师被告知她的新班中 全是有非凡天
赋的孩子。
“你应该使他们的成绩高于平均水平,
”有人这样对她说,而 到
了期末果真如此
----
成绩超出了平均水平。


In a study of educational techniques, a teacher was told that her new class were
all gifted children.
advised,
and
by
the
end
of
the
term
she
was
getting
just
that,
better
than
average work.
2.

这件事的引人注目之处在于事实上这个 班的学生并不超常。他们只是一
群水平中等,智商一般的学生。对这位老师所说的这些孩子的潜力是假的 。

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 range.
The teacher had been deceived about their potential.
3.

这项研究揭示了关于教学和孩子的诸多问题的诸多答案,但它留下的未
予回答的问题更多。它十分清晰表明的一点是,当孩子相信老师的期望是
真诚的时候,他通常是不会辜负 这种期望的。

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 unusual clarity is that a child will usually live up to a teacher's expectations
when the child believes those expectations are honest.
4.

一个未予 回答的问题是:老师以什么方式让学生们知道自己是特殊学生
的,是能够取得优异成绩的呢?她没有对他 们明说,但显然在她的态度中
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有某种东西使学生们确信他们是有非凡天赋的。

An unanswered question was: In what way did the teacher communicate to the
students
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.

进一步 的研究表明,老师态度中那种特别的“东西”
,一部分在于她给全
班布置什么样的作业,一部分 在于她布置作业的方式。但最强有力的“东
西”还是老师本人和她对全班学生及其能力的态度。

Further studies showed that the special
was, in part, the type of work she gave the class, and in part how she presented
it.
But
the
strongest

was
the
teacher
herself
and
her
attitude
toward the class and toward their ability.
6.

当她说“你们是聪明的孩子”时,她的声音中带有更多的信 心和兴趣。
始终有一种鼓励的语气在告诉他们他们会取得进步,会取得很大的进步。
孩子们收到 了这些信号,并对它们作出积极的反应。

There was an
extra amount of confidence and interest in
her voice that said,

they would do well, very well. The children picked up these signals and reacted
positively to them.
7.

学生的成绩达不到老师的 期望是常有的事。当这种情况发生时,那个学
生面对的不是失望、气愤或恼怒。相反,老师认为这是一个 例外,一次意
外事件,
倒霉的一天,一次暂时的失误
----
而学生相信了她 ,并消除了疑虑。
下一次,他更加努力了,决心做到老师知道他能做到的事。

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When
a
student's
work
did
not
measure
up
to
the
teacher's
expectations,
as
often
happened,
the
student
was
not
treated
with
disappointment,
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 老师传达的信息中到底是哪一点告诉了孩子“我期待着最好的成绩”

这很难精确说明。其中一 部分是显示信心的平和声调,是没有言语上的不
耐烦,是不讽刺,不贬低,不发火,不带有诸如此类的消 极因素。期待着
最好成绩的老师满怀信心地提问,因为她知道她得到的答案将是正确的,
而孩子 也感受到了那种信心。


The
exact
part
of
communication
that
tells
a
child,

expect
the
best,
is
difficult to pinpoint. In part it consists of a level tone showing assurance, a lack
of verbal 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.

这大多是通过声音传递的,但也有相当一部分表现在态度、接触和脸部
表情上。

Most of this is transmitted through the voice, but a surprising amount is in the
attitude, in touch, and in facial expression.

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10.

类似于在这些“很有天赋的”儿童身上所做的实 验也在一些“很有天赋
的”老鼠身上做了。一位科学家拿到了一群普通的老鼠,但却被告知它们
是一个特殊的品种,要接受在创记录的时间里穿越迷宫的训练。在对这些
老鼠的训练中,这位科学家发现 它们确实比其它老鼠学得快,穿越迷宫也
的确更迅速。

An
experiment
similar
to
the
one
done
with

children
was
done
with

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.
11.
但是老鼠对我们的语言一无所知。
那位科学家是怎样将他的期望成功地
传达给它们的呢?对实验中所有可变因素的检查表明,这种优异成绩 产生
于他对待老鼠的方式,他对老鼠讲话的方式和语调、他声音中的信心、安
抚和坚定。老鼠接 受了所有的信息,并照着做了。

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 unusually 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.
从更广泛的角度看这两个实验,
老师 和科学家运用了各个社会的各个阶
层都通用的一个原则
----
特征标签原则。我们所 有的期待都带有偏见,我们
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十六大以来-垃圾食品英文


十六大以来-垃圾食品英文


十六大以来-垃圾食品英文


十六大以来-垃圾食品英文


十六大以来-垃圾食品英文


十六大以来-垃圾食品英文


十六大以来-垃圾食品英文


十六大以来-垃圾食品英文



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