新世紀(jì)研究生公共英語教材 閱讀A第六單元課文及翻譯

1、unit 6 how service experiences affect studentsduring college，service participants exhibit greater increases in social self confidence and leadership ability than do non-participants.大學(xué)期間，參加社會(huì)服務(wù)的學(xué)生比不參加社會(huì)服務(wù)的學(xué)生更能提高自己的領(lǐng)導(dǎo)能力和社交方面的自信。 1. currently，higher education is confronting urgent calls to return to i

2、ts original mission of developing a well-informed, critically thinking, and civically engaged citizenry. 當(dāng)前對高等教育最迫切的要求是它能重新?lián)?fù)起其最初的使命，即培養(yǎng)廣聞博見、獨(dú)立思考、社會(huì)意識(shí)強(qiáng)的公民。 2what exactly can higher education do to promote citizenship development among students, and at the same time address the myriad problems that c

3、ontinue to plague society?高等教育究竟該怎樣才能做到既能進(jìn)一步提高學(xué)生的公民意識(shí)，又能解決仍在困擾社會(huì)的諸多問題呢？3. one answer may be found within the college or university curriculum, through the simple but extremely powerful pedagogical tool known as service learning. the basic idea behind service learning is to use a community or public

4、service experience to enhance the meaning and impact of traditional course content. connecting service directly with academic courses makes it quite different from volunteer work that is performed in the community. service learning also involves more than simply sending a class of students into comm

5、unities for additional course credit. properly designed service learning courses relate the community service experience to the course material and require that students reflect on their experiences through writings, discussions, or class presentations. service learning not only enriches traditional

6、 course content by giving the student an opportunity to test or demonstrate abstract theory in the real world, it also improves the quality of the service being performed by giving it an intellectual underpinning.一種解決方案在于大學(xué)的課程設(shè)置，即把“社會(huì)服務(wù)學(xué)習(xí)”作為簡單但強(qiáng)有力的教育工具?！胺?wù)學(xué)習(xí)”的深層含義就是運(yùn)用社區(qū)或公共服務(wù)經(jīng)驗(yàn)來提高傳統(tǒng)課堂教學(xué)內(nèi)容的意義和影響，把社會(huì)服務(wù)

7、直接同教學(xué)內(nèi)容結(jié)合在一起，這與通常所說的“自愿者”到社區(qū)服務(wù)是完全不同的?！吧鐣?huì)服務(wù)學(xué)習(xí)”也不意味著簡單地把一班學(xué)生送到社區(qū)去以獲取額外的學(xué)分。設(shè)計(jì)合理的“社會(huì)服務(wù)學(xué)習(xí)”課程是把社區(qū)服務(wù)經(jīng)理用課堂內(nèi)容聯(lián)系在一起，并要求學(xué)生以書面、討論或課堂發(fā)言的形式對自己的精力進(jìn)行認(rèn)真的思考。通過給學(xué)生提供機(jī)會(huì)，使他們能在現(xiàn)實(shí)社會(huì)中“驗(yàn)證”或“正面”抽象的理論?！吧鐣?huì)服務(wù)學(xué)習(xí)”課程不僅豐富了傳統(tǒng)的教學(xué)內(nèi)容，而且為社會(huì)服務(wù)提供了知識(shí)基礎(chǔ)，使其提高了服務(wù)質(zhì)量。 4. service learning may be implemented in any number of academic fields. for

8、example, students enrolled in a psychology class could conduct counseling, mentoring, or drug education for at-risk school children. we have also examined the relationship between the service experience and 35 college outcomes in the following areas: civic responsibility, academic attainment, and li

9、fe skills. the most remarkable result of the study was that all 35 student outcome measures were favorably influenced by service participation.在任何一個(gè)學(xué)術(shù)領(lǐng)域中， “社會(huì)服務(wù)學(xué)習(xí)”都能夠推廣起來。例如，學(xué)心理學(xué)的學(xué)生就可以為那些處于危險(xiǎn)狀態(tài)的中小學(xué)生提供咨詢、指導(dǎo)和戒毒教育的服務(wù)。 為考察學(xué)生成績和社區(qū)服務(wù)經(jīng)驗(yàn)的關(guān)系，對大學(xué)生35門課程的學(xué)習(xí)成績進(jìn)行了一下幾方面的考察：公民責(zé)任感、學(xué)術(shù)成就和生活能力。最明顯的結(jié)果是：參見社會(huì)服務(wù)學(xué)習(xí)活動(dòng)對學(xué)生35門課

10、程的成就都產(chǎn)生了良好的影響。5. the effects of service are the strongest in the area of civic responsibility. for example, students are asked to indicate how much their commitment to serving the community had changed since entering college. more than twice as many service participants as non-participants (60 perce

11、nt versus 28 percent) reported on the follow-up questionnaire that their commitment to serving the community was either stronger or much stronger than their commitment had been when they were freshmen. equally impressive are the results on students plans for the near future: more than four times as

12、many service participants as non-participants (39 percent versus 9 percent) indicated that they planned to do volunteer work in the coming fall. further, during college, student participants were much more likely than non-participants to strengthen their commitment to the following life goals: promo

13、ting racial understanding, participating in community action programs, and influencing social values.在公民責(zé)任感方面，社會(huì)服務(wù)的影響雖強(qiáng)。例如，在要求學(xué)生回答入學(xué)以來他們的“社區(qū)服務(wù)貢獻(xiàn)意識(shí)”是如何改變的時(shí)候，許多參加社會(huì)服務(wù)的學(xué)生在跟蹤調(diào)查的問卷中回答道，他們的社會(huì)服務(wù)貢獻(xiàn)意識(shí)比上大學(xué)一年級(jí)時(shí)“增強(qiáng)”或者“比以前強(qiáng)多了”，這個(gè)人數(shù)是不參加社會(huì)服務(wù)的兩倍多（60%比28%）。對學(xué)生們的近期計(jì)劃的問卷結(jié)果也同樣受人關(guān)注，比不參加社會(huì)服務(wù)者多4倍的社會(huì)服務(wù)參加者（39%比9%）表示，他們準(zhǔn)備在這個(gè)

14、秋季去從事自愿者工作。此外，在大學(xué)期間，參加社會(huì)服務(wù)的學(xué)生比那些不參加社會(huì)服務(wù)的學(xué)生更有可能加強(qiáng)他們在下列生活目標(biāo)上的貢獻(xiàn)意識(shí)：促進(jìn)種族間的理解、參加社區(qū)行動(dòng)計(jì)劃項(xiàng)目和影響社會(huì)價(jià)值觀念。待添加的隱藏文字內(nèi)容26 perhaps the most commonly voiced objection to volunteer participation during the under-graduate years is that it consumes time and energy that the student might otherwise devote to academic purs

15、uits. this argument has been laid to rest by the results of our longitudinal analyses, which reveal significant positive effects on all ten academic outcomes included in the study. while the analyses reveal that the net benefit attributable to service participation is quite small in the case of a st

16、udents grade point average- about 1 grade point - the fact remains that the effect is indeed positive and statistically significant. among students who had at least a baverage in high school, 69 percent of the service participants (compared to 56 percent of the non-participants) were able to maintai

17、n at least a b average in college. among those who entered college with a b or lower average, 27 percent of the service participants (compared to 19 percent of the non-participants) were able to improve to at least a b average in college.反對在大學(xué)期間自愿參加社會(huì)服務(wù)的最普遍的呼聲也許是認(rèn)為社會(huì)服務(wù)占去了學(xué)生的時(shí)間和精力，否則，學(xué)生會(huì)用這些時(shí)間和精力去做學(xué)術(shù)研

18、究。這一爭論已隨著我們縱向分析結(jié)果的出現(xiàn)而平息。因?yàn)榉治鼋Y(jié)果表明10門學(xué)習(xí)成績都受到社會(huì)服務(wù)顯著的正面影響。分析表明，盡管從學(xué)生的平均積分點(diǎn)看，對他們直接的收益很小-大約為一個(gè)積分點(diǎn)，但事實(shí)上其影響是積極的，從統(tǒng)計(jì)學(xué)角度來看很明顯。在那些高中成績至少是平均b+的學(xué)生中，69%的參加社會(huì)服務(wù)的學(xué)生（同56%的不參加社會(huì)服務(wù)的學(xué)生相比）能在大學(xué)保持至少平均b+的成績；在那些入學(xué)時(shí)成績?yōu)閎或低于平均分的學(xué)生中，27%的參加社會(huì)服務(wù)的學(xué)生（19%不參加社會(huì)服務(wù)的學(xué)生相比）能在大學(xué)至少將成績提高到平均為b+。7. service participants also are significantly m

19、ore likely than non-participants to report stronger or much stronger changes during college in general knowledge, knowledge of a field or discipline, and preparation for graduate or professional school. participants are more likely than non-participants to report that they did extra work for courses

20、. finally, although both groups show a net decline between pre-test and post-test in their aspirations for doctoral or advanced professional degrees, the decline is significantly greater among non-participants. 有意義的是，在基礎(chǔ)知識(shí)方面，在某一領(lǐng)域或?qū)W科知識(shí)方面，以及在準(zhǔn)備攻讀研究生學(xué)位或?qū)I(yè)學(xué)位方面，參加社會(huì)服務(wù)的學(xué)生比那些不參加社會(huì)服務(wù)的學(xué)生更有可能說大學(xué)期間他們有了“較強(qiáng)”或“強(qiáng)

21、得多”的變化。參加社會(huì)服務(wù)的學(xué)生比那學(xué)不參加社會(huì)服務(wù)的學(xué)生往往學(xué)的課程更多一些。最后，社會(huì)服務(wù)活動(dòng)后的調(diào)查分析表明，盡管兩組學(xué)生在攻讀博士學(xué)位或高級(jí)專業(yè)學(xué)位方面的愿望和活動(dòng)前的調(diào)查分析相比都有所下降，但那些不參加社會(huì)服務(wù)的學(xué)生下降程度更大些。8. in the area of life skills, service participants show greater positive change than do non-participants in terms of all eight outcomes analyzed, with the largest differences occ

22、urring in understanding community problems, knowledge of different races/cultures, acceptance of different races/cultures, and interpersonal skills. other significant differences that favor service participants include understanding the nations social problems, the ability to work cooperatively, skills in conflict resolution, and the ability to think critically.在生活能力上，從所分析的8門課程成績看，參加社會(huì)服務(wù)的學(xué)生比那些不參加社會(huì)服務(wù)的的學(xué)生表現(xiàn)出更為積極的變化。其中最大的變化在于對社會(huì)問題的理解，對不同種族/文化的認(rèn)識(shí)，對不同種族/文化的認(rèn)可，以及人際交往能力的提高。其他有益的變化還包括對這個(gè)國家的社會(huì)問題的理解，合作能力、解決社會(huì)沖突問