Unit11OnBecomingaBetterStudent課文翻譯綜合教程三

Unit11OnBecomingaBetterStudent課文翻譯綜合教程三資料僅供參考Unit11OnBecomingaBetterStudent(abridged)DonnaFarhiSchuster1Asstudentsweexpectagreatdealfromourteachers.Weexpectthemtobeenthusiastic.Weexpectthemreliable.Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledgefromwhichwemaypartakeatwill.2AsateacherIhavecometofeelweightedbytheseexpectationsandhavebeguntoseethatitisreallynotpossibletoteach.Allthewordsandtheoriesandtechniquesareofnousetostudentswhohaveyettoopenthemselveswithreceptivityandtotakeituponthemselvestopractice.SoinasenseIhavegivenuptryingto“teach,”forI’vecometobelievethatthegreatestthingIcanoffermystudentsistohelpthemlearnhowtofindthemselvesthroughtheirowninvestigation.3Manyfactorscometogethertomakeafinestudent.Findsomeoneyouthinkisextraordinary,andyouwillfindmany,ifnotall,ofthefollowingqualities.Peoplewholearnagreatdealinwhatseemslikeaveryshorttimeembodythesequalities.4CuriositySuchpeoplearetremendouslycurious.Thewholeworldisofinteresttothem,andtheyobservewhatothersdonot.NobelPrize-winnerphysicianAlbert-Gyorgyiputitwellwhenhesaid,“Discoveryconsistsoflookingatthesamethingaseveryoneelseandthinkingsomethingdifferent.”Withthiscuriositycomesan“investigativespirit”;thelearningisnotsomuchtheacquisitionofinformationasitisaninvestigation—aquestioning,aturningoveroftheobjectofstudytoseeallsidesandfacets.Itisnotknowinginthesenseofhavingarigidopinion,buttheabilitytolookagainatanothertime,inadifferentlight,asGyorgyisuggests,andtoformanewunderstandingbasedonthatobservation.5DisciplineAnydiscipline—butespeciallythosewithgreatsubtletyandcomplexity,likeyogaort’aichi—canbealifelongpursuit.Persistence,consistency,anddisciplinearerequired.Withoutthese,ourlearningisbutforthwithoutsubstance.Therearenoshortcuts.Thefruitoftheseseeminglydryqualities(whichweprefertoadmireinothers)isthesatisfactionofhavingtastedthefullnessofcompletion,orthethrillofmeetingadifficultchallengewithsuccess.Perhaps,though,ourcultureisinneedofredefiningwhatitmeanstostudy.Ifwecanlookatourchosendisciplineorcraftasanongoingprocessratherthanasadiscreteaccomplishment,thepotentialforlearningcanbeinfinite.Withthisattitudewemayfindourselvestreatingeventhemostmundanediscoverywithwide-eyedwonderandjoy.6Risk-TakingWhyisit,then,thatsofewpeopleliveuptotheirtruepotential?Beyondthewell-pavedroadsandsecurestructuresweusuallybuildforourselvesliedemons,unsurefooting—andunfeltpleasures.Tobeastudentistotakerisks.Yetmosteducationdiscouragespeoplefromventuringfarenoughtotakeriskstomakemistakes.“Childrenenterschoolasquestionmarksandleaveasperiods,”observeseducatorNeilPostman.Whatkindofpunctuationmarkdoyourepresent?Doyoufindyourselflookingfortidyanswersthatgiveyouafeelingofsecurity?Bylearningtofindtheonerightanswer,wemayhaverelinquishedourabilitytofindotheranswersandsolutions.Welearn,then,nottoputourselvesintosituationswherewemightfail,becausefailurehastremendoussocialstigma.Whenwetrydifferentapproachesanddothingsthathavenoprecedenceinourexperience,wewillsurelymakemistakes.Acreativepersonusesthese“failure”assteppingstones.7InitiativeCanwebegin,then,toseethatourteachersareguidesonourjourney,butthatthejourneyitselfisourownresponsibility?Thereisnothingquitesosatisfyingasundergoingadifficultprocessandafterlonghardworkdiscoveringthetruenatureofthatprocess.Itcouldbeassimpleasthrowingaperfectpot,orascomplexasformulatinganewtheoryofphysics.Thesatisfactionwefeelwillbedirectlyproportionaltoamountofworkwedobyourselvestoachieveourgoal.Successfulstudentsdonotexpecttobespoon-fed,buttaketheirowninitiative.Wantinganswersfrommyteacherhasoftenbeenawayformetoavoidtakingtheinitiativetodiscovermyownanswersthroughmyownpractice.8EnthusiasmTolearn,then,istoopenoneself.JimSpira,directoroftheInstituteforEducationalTherapyinBerkeley,California,askshisstudentstopreparethemselvestolearninthisway:“Dropyourpriorknowledge…[and]attempttograspthenewframeworkinitsowncontext.Thestudentcomplains,‘ButIknowwhatisimportant.’Ifwhatyouknowisimportant,thenitshouldbetherewhenyoufinishthecourse.Ifyoucontinually‘holdontoit,’thenyou’llonlyseewhatispresentedintermsoftheoldknowledge/frameworkandneverreallygrowinnewways.”9Finally,asweeachadvanceonourownuniquejourney,letusliveeachdayasbeginners.Being“advanced”hasitsownpitfalls—amongthemcomplacencyandpushingorforcing.Togodeepermaymeantobestill,toprogressmorepatiently,ortodevotemoretimetootherareasofourlivesasyetgreenandimmature.AsF.M.Alexander,oftheAlexandertechnique,oncesaidtohisstudentsastheystrainedandlabored,“Giveuptryingtoohard,butnevergiveup.”10TIPSFORTHEASPIRINGSTUDENTTheinformationthatfollowsisdesignedasaguide.Theauthorwelcomescorrespondencefromthosewhocanaddtoit.Beattentive.Teacherswillusuallygooutoftheirwaytohelpaself-motivatedandinterestedstudent.Beseen.Ifyouwanttheteachertoknowthatyouareserious,sitorstandinthefrontoftheclass.Makeeyecontactandintroduceyourself,eitherbeforeorafterclass.Beontime.Consistentlatenessisasignofdisrespect.Ifyoutakeyourteacher’sskillsolightly,whyshouldheorshetakeyouseriously?Missingthebeginningofclasscanalsobephysicallydangerousifyouhavemissedexplanationsandworkmeanttoprepareyouformoredifficultmovements.Beconsistent.Thequalityofanyclassimproveswhenthereisacollectivecommitmenttoregularattendance.Inthiswayyoucangainacumulativeknowledgeandprogressatamorerapidpace.Onamorepracticallevel,yourattendancemaybeyourteacher’slivelihood.Listenwithyourwholebody.Wehavecometotreatwordslikethebackgroundnoiseofaradio.Plantwordsinthepertinentareaofyourbodysothatinformationcanbe“embodied”.Appreciateconstructivecriticism.Rememberwhyyou’rethere—tobreakthroughrestrictivehabitpatternsandtochange.Teachersusuallyreservethemostscathingcriticismfortheirmostpromisingstudents!Questionscanhelpclarifyandenrichbothteacherandstudentifthestudent’squestionsarepertinent.If,onthecontrary,thestudentisaskingquestionsbecauseheorsheislateorinattentive,thestudentisbeingdisrespectfultotheteacherandfellowclassmatesandisconsequentlyloweringthequalityoftheclass.Highlypersonalquestionswithlittlerelevancetothesubjectathandarebestaskedafterclass.Youhavetherighttodisagree—butyoudonotalwayshavetherighttoexpressit.Sometimesitisappropriatetochallengeateacher.Itisunethical,however,toarguewithateacherorbadgerateacherinpublic.Ifyouthoroughlyobjecttowhatisbeingtaught,youarefreetoleaveandlearnelsewhere.Letyourteacherknowhowmuchyouappreciatehimorher.Teachersneedencouragementlikeeveryoneelse.Givingthemfeedbackwhensomethinghasprovedparticularlybeneficialorinjurioustoyoucanhelpthemimprovethequalityoftheirteaching.優(yōu)秀學(xué)生是怎么煉成的（節(jié)選）唐娜·法伊·舒斯特1. 作為學(xué)生我們對(duì)老師期望甚高。我們希望老師熱情洋溢。我們希望老師篤實(shí)可靠。我們甚至希望老師才識(shí)卓絕，取之不竭，用之不盡。2. 作為老師我漸漸覺得這些期望讓我壓力重重，我開始明白不太可能“教會(huì)”學(xué)生什么東西。如果學(xué)生不愿意打開心扉去接受而且自己主動(dòng)練習(xí)，老師解釋的所有理論啊技巧啊都將變成耳旁風(fēng)。因此，從某種意義上說，我已經(jīng)放棄“教”的努力了，因?yàn)槲衣嘈盼夷芙o學(xué)生最好的東西是幫她們學(xué)會(huì)如何經(jīng)過自己的調(diào)查去發(fā)現(xiàn)。3. 很多要素組合在一起才能造就一名優(yōu)秀的學(xué)生。觀察一個(gè)你心目中出類拔萃的人，你就會(huì)發(fā)現(xiàn)以下的很多特點(diǎn)，甚至是全部。那些能在看來極短時(shí)間內(nèi)學(xué)到很多東西的人們都具備這些特點(diǎn)。4. 好奇心這樣的人好奇心極強(qiáng)。整個(gè)世界都是她們的興趣所在，她們能見人所未見。諾貝爾獎(jiǎng)得主、物理學(xué)家艾伯特·圣捷爾吉說得好，“發(fā)現(xiàn)乃見眾人之所見而思眾人所未思。”與好奇之心相伴而來的是一種“探索精神”；學(xué)習(xí)過程與其說是獲得信息的過程，不如說是一種探索，一種質(zhì)疑，將要學(xué)習(xí)的東西翻來覆去方方面面層層次次看個(gè)明白。這不是有僵化意見的“知”，而是如圣捷爾吉所說，在這一觀察的基礎(chǔ)上，在另一個(gè)時(shí)間用另一個(gè)角度獲得全新理解的能力。5. 自律任何學(xué)科——尤以那些極其微妙和復(fù)雜的學(xué)科為最，如瑜伽或太極——都可成為終生追求的目標(biāo)，而堅(jiān)持不懈、持之以恒、節(jié)制自律是必不可少的。沒有這些，我們的學(xué)習(xí)就不過是沒有實(shí)質(zhì)的泡沫。沒有捷徑可言。這些看似枯燥的品質(zhì)(我們更愿意羨慕別人擁有它們)，給我們帶來的是圓滿完成某事后的滿足感，或成功面對(duì)挑戰(zhàn)的興奮。不過，我們的文化可能需要給學(xué)習(xí)重新下個(gè)定義。如果我們將所選擇的學(xué)科或手藝看作是一個(gè)正在持續(xù)的進(jìn)程，而不是一個(gè)單獨(dú)的成就，那么學(xué)習(xí)的潛力就可能無窮無盡。帶著這樣的態(tài)度，我們面對(duì)哪怕最平淡無奇的發(fā)現(xiàn)時(shí)也能在不知不覺之中充滿好奇與喜悅。6. 冒險(xiǎn)那究竟為什么能充分挖掘出自身潛力的人少之又少呢？在鋪好的坦途和我們一般為自己建造的堅(jiān)固房屋之外，有潛伏的惡魔、不確定的落腳之處——當(dāng)然也有從未感受過的快樂。當(dāng)學(xué)生就意味著要冒險(xiǎn)。但教育一般不會(huì)鼓勵(lì)人們大膽走出太遠(yuǎn)去冒險(xiǎn)、去犯錯(cuò)?！昂⒆觽?nèi)雽W(xué)時(shí)是問號(hào)，畢業(yè)時(shí)是句號(hào)”教育家內(nèi)爾·波斯特曼如是說。你代表的是哪種標(biāo)點(diǎn)符號(hào)呢？你覺得自己是在尋找能給你安全感的明確答案嗎？我們學(xué)會(huì)了尋找唯一的正確答案，可能就放棄了尋找別的答案和解決辦法的能力。我們還學(xué)會(huì)了避失敗而遠(yuǎn)之，因?yàn)槭?huì)招致恥辱。如果我們嘗試不同的方法，做以前未嘗經(jīng)歷過的事情，我們就肯定會(huì)犯錯(cuò)誤，而有創(chuàng)意的人會(huì)把這些“失敗”當(dāng)作踏腳石。7. 主動(dòng)進(jìn)取這樣的話，我們就能將老師視為我們旅程中的導(dǎo)游，而旅程本身則是自己的責(zé)任所在了吧？在經(jīng)歷了艱難的過程、長期辛苦的工作之后發(fā)現(xiàn)那個(gè)過程的真正本質(zhì)，是最令人滿足的。這工作可能很簡單，比如在陶輪上制出一個(gè)完整的陶罐；也可能很復(fù)雜，如提出一套物理學(xué)理論。為達(dá)到目標(biāo)所付出的努力越多，所體會(huì)到的滿足感也就會(huì)越強(qiáng)。成功的學(xué)生不希望填鴨式教育，而是會(huì)主動(dòng)進(jìn)取。希望從老師那里得到答案是我常見的逃避伎倆，這樣我就不必主動(dòng)經(jīng)過練習(xí)為自己找到答案。8. 熱忱這么說來，