新编大学英语4课文翻译和答案(浙江大学)

并按其传统的、

期望的模式造

就了不同性别的人。

1

Understanding the Organization of the Text

(1)

Introduction (para 1)

It has been proven repeatedly that the various types of behavior, emotions, and

interests that constitute being masculine and feminine are patterned by both heredity

and culture.

(2)

There is a cultural bias in education that favors boys over girls. (para. 2-4)

Supporting evidence

A.

Teachers called on males in class far more than on female students. (para 2)

i)

Its consequence: This has a tremendous impact on the learning process.

ii)

The reason for this: Active classroom participants develop more positive attitudes

and go on to higher achievement.

iii) Two examples:

a.

In

many

of

the

former

all-

women’s

colleges,

the

boys

were

taking

over

the

class- room discussions and active participation by women students had diminished noticeably.

b.

A similar subordination of female to male students has also been observed in law

and medical school classrooms in recent years.

B.

Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para.

3)

i)

Its consequence: This prevented girls from participating as actively as boys in class.

ii)

An

example:

A

teacher

had

the

little

boys

perform

the

scientific

experiment

while

the

girls were given the task of putting the materials away.

C.

Gender-biased education is also reflected in the typical American

teacher’ assumption. (para

4)

i)

The

assumption:

Boys

will

do

better

in

the

hard,

masculine

subjects

of

math

and

science while girls are expected to have better verbal and reading skills.

ii) Three examples:

a. American boys do develop reading problems, while girls, who are superior to boys

in

math up to the age of nine, fall behind from then on.

b. In Germany, all

studies are considered masculine and it is girls who

develop reading

problems.

c.

In

Japan,

where

early

education

appears

to

be

nonsexist,

both

girls

and

boys

do

equally well in reading.

(3) The educational bias begins at home. (para 5)

A.

Supporting evidence:

i)

Boy preschoolers were permitted to go away from home in a much wider area than

girl preschoolers.

ii)

Boys were encouraged to develop intellectual curiosity and physical

skills, while girls

are filled with fears of the world outside the home and with the desire to be approved of for their

goodness and obedience to rules.

B.

The consequence when these lessons carry over from the home to the classroom: Girls

are generally observed to be more dependent on the teacher, more concerned with the form and

neatness of their work than its content, and more anxious about being right in their answers than

in being intellectually independent, analytical, or original.

C. Conclusion: Through the educational

process that occupies most of the child’s waking

hours,

society

reinforces

its

established

values

and

turns

out

each

sex

in

its

traditional

and

expected

mold.

2

CBDBCD

Vocabulary

1.

1) genetic

2) assign

3) noticeably

4) approved

5) Bias

6) deprived

7) constituted

8) participation

9) unintentional

10) postgraduate

2.

conscious

–

unconscious

positive

–

negative

encourage

–

discourage

superior

–

inferior

directly

–

indirectly

biased

–

fair

sexist

–

nonsexist

limited

–

unlimited

dependent

–

independent

appropriately

–

inappropriately

3. 1) C

2) D

3) A

4) E

5) B

6) C

7) F

8) B

4. 1) turn out

2) carry over

3) calling on

4) put away

5) fallen behind

6) take over

Unit 4

关于创造力的培养——鼓励孩子思考

1

教育界和商业界的专家们说

,

具有创 造性是通向光明前程的关键。

本文将介绍一下学校

和家长如何才 能鼓励孩子发展这一至关重要的能力。

2

如果

19 25

年迪克?德鲁听从了他老板的意见，

也许我们就不会有遮护 胶带这种用品

了。

现在我们几乎离不 开它。

德鲁当时就职于

“明尼苏达制造和矿业公司”

通常称为

3M

公司。< /p>

在工作中，

他研制了一种用于胶带有黏性那面的物质，

但是

老板却不让他 做进一步的研究。

最后德鲁只好利用自己的时间改进了这种胶带。

这种胶带现

已被人们广泛使用。

而他原来工作过的

公司也从自己的失误中吸取了教训：

现在该公 司

鼓励员工抽出

15%

的工作时间专门 用来开动脑筋搞创新。

3

现在这种策略已被越来越多的公司所采用，

< br>而且全国各地的专家认为，

对待孩子也应仿

效这种做法，

无论是在家里还是在学校。

他们认为，

如果我们教育孩子进行创造性思维，

他

们就能在明天的社会中更 好地发挥作用。

4

受益于创造性的不只限于音乐和艺术领域。

< br>能取得成功的学生和成人都是那些会寻求各

种办法解决问题的人。

5

< br>创造性并非与生俱来，

也不一定就是高智慧的特征。

一个 人智力高并不意味着他必然能

创造性地发挥才智。

创造性是指能 利用已有的资源想出新点子，

而这些点子有助于解决某方

面的问 题。

6

遗憾的是，

学校还没有想到要促使学生发挥创造性。

强

调阅读、

写作和数学能力，

往往因追求正确的答案而牺牲了对创造性的培养。< /p>

其结果是，

孩

子们能够反馈所学的知识，

却不知道如何灵活地应用知识。

比如，他们可能熟记乘法表，< /p>

却

不会用它来解决数学应用题。

7

然而 ，

在有些学校里，

教育者们正逐渐认识到这一问题，

性的新的教学方法。

一些教师把基础知识和要求学生发挥想象力的活动结合起来。

比如，

教

师不再简单地问学生哥伦布何时发现了新大陆，

他们可能 让学生思考如果哥伦布首先到达的

不是加勒比地区而是纽约，

情 况会是如何。

要回答这一问题，

学生必须应用自己掌握的关于< /p>

哥伦布、

纽约和加勒比地区的知识。

教师 们认为即便学生的回答会很可笑，

也毫无关系，

这

也许是通向创造性的重要一步。

专家认为，

在课堂以 及在家里，

必须允许孩子们有些荒唐的

念头。

< br>家长和教师们则有责任和孩子共同努力，

使那些念头成为切实可行的建议。

最好的办

法是通过提问来鼓励孩子，

同时对他 们的想法和新点子表示赞赏。

专家认为必须创造一个可

以自由发 挥创造力的氛围，一个尊重和赞赏而不是鄙视或不理会荒诞想法的环境。

8

在家 里，

家长可以做一些鼓励孩子发挥创造力的事情。

如果遇到合适 的问题，

家长可以

就该问题征求孩子的意见，

< br>让他们参与决策。

家长可以帮助孩子了解不同的决策将会带来的

< br>各种后果。

家长还应鼓励孩子大声谈论他们正在做的事情。

思维能力和语言能力是紧密相关

的。大声地谈论有助于提高语言能力和思维能力。

9

具有幽默感对于开发孩子的创造力也非常重要。

当家长表现出幽默时，

孩子们就看到了

最地道的创造性。

从本 质上看，

幽默跨越了常规界限，

打破了固有模式。

要创造往往也得如

此。

10

给孩子一些选择的余地也很重要。

应该允许孩子自己做决定并清楚其后果，

要让孩子从

尽可能早 的年龄开始这样做。

做决定有助于培养思维能力，

即便只是在午 餐的两种食物的选

择上做决定也行。

随着孩子慢慢长大，

家长应让孩子自己做主支配时间或金钱；

当他们作出

< br>错误的决定时，

不要不假思索地给予过多的帮助。

这种做 法可能会使孩子迷惑不解，

但这没

有关系。

因为富有创造力的人有很强的动力，

使他们能够从混乱中创造秩序。

这是他们的一

个最重要的特点。

Reading Comprehension

1. 1) Introduction(para 1)

It is introduced in the article how teachers and parents can encourage

creativity in children.

2) An important strategy for parents and teachers to follow (para. 2-3)

A. The strategy:

To encourage children to spend time thinking and developing new ideas.

B.

The significance for adopting the strategy:

If children can be taught to think creatively, they will be better able to

function

in tomorrow’s society.

3) The definition of creativity (para. 4-5)

A.

Who successful students and adults are:

Those who can find a number of ways to approach problems.

B. What creative people can do:

They can use what they have to produce original ideas that are good for

something.

4)

A big problem in school (para. 6)

The problem: Children can obtain and give back information, but can’t figure

out ways to apply what they know in new situations.

5) A new approach to teaching (para 7)

A. The approach: Combining the basics with the activities where students must

use their imaginations.

B. How to do so: By asking questions and meanwhile praising their ideas and

new thoughts.

C. How to facilitate the process: To create an atmosphere in which there is no

risk in being creative-- a place where wild ideas are honored and valued,

never scorned or dismissed.

6)

Things parents can do at home to encourage creativity (para. 8-10)

A.

To involve children in decision making.

B.

To help children to understand the consequences of various decisions.

C.

To encourage them to talk out loud about things they are doing. The reason

for doing so: Talking out loud improves language skills and thinking skills.

D.

To show a sense of humor. The reason for doing so: Children can see

creativity in its purest form.

E.

To give children choices from their earliest age.

Examples:

a.

When they are very young, let them choose between two food items for

lunch.

b.

B. When they grow older, let them decide how to use their time or spend

their money

2 understanding specific information

TFFTTFFT

Vocabulary

1. 1) confused, confusion

2) intelligence, intelligent

3) humorous, humor

4) strategy, strategic

5) motivated, motivation

6) combination, combined

7) creation, creative

8) pursuit, pursuing

9) multiplication, multiply

10) employ, employment

2. 1) perfected

2) approaching

3) value

4) functions

5) approach

6) perfect

7) honor

8) function

9) honor

10) value

3. 1) dismiss

2) consequences

3) promoting

4) applies

5) vital

6) scorned

7) conventional

8) original

4. 1) consciously

2) innovative

3) unconsciously

4) determines

5) Imagination

6) aware

7) control

8) created

9) extension

10) technique

11) vulnerable

12) unfolding

13) joyful

14) gain

15) Apply

unit

5

运动员该成为榜样吗？

1.

我喜欢查尔斯?巴克利，就像他是我的亲兄弟一样，而且除了比赛中在篮板下彼此冲撞的

时候（我在犹他爵士队；他在菲尼克斯太阳队）

，我们是很好的朋友。 我们的爱好不一定完

全相同：

查尔斯酷爱高尔夫球，