unit-11-on-becoming-a-better-student課文翻譯綜合教程三

1、Unit11OnBecomingaBetterStudent(abridged)DonnaFarhiSchuster1Asstudentsweexpectagreatdealfromourteachers.Weexpectthemtobeenthusiastic.Weexpectthemreliable.Wemayevenhaveexpectationsthattheybeendlessrepositiesofskillknowledg

2、efromwhichwemaypartakeatwill.2AsateacherIhavecometofeelweightedbytheseexpectationshavebeguntoseethatitisreallynotpossibletoteach.Allthewdstheiestechniquesareofnousetostudentswhohaveyettoopenthemselveswithreceptivitytotak

3、eituponthemselvestopractice.SoinasenseIhavegivenuptryingto“teach”fI’vecometobelievethatthegreatestthingIcanoffermystudentsistohelpthemlearnhowtofindthemselvesthroughtheirowninvestigation.3Manyfactscometogethertomakeafine

4、student.Findsomeoneyouthinkisextradinaryyouwillfindmanyifnotallofthefollowingqualities.Peoplewholearnagreatdealinwhatseemslikeaveryshttimeembodythesequalities.4CuriositySuchpeoplearetremendouslycurious.Thewholewldisofint

5、eresttothemtheyobservewhatothersdonot.NobelPrizewinnerphysicianAlbertGygyiputitwellwhenhesaid“Discoveryconsistsoflookingatthesamethingaseveryoneelsethinkingsomethingdifferent.”Withthiscuriositycomesan“investigativespirit

6、”thelearningisnotsomuchtheacquisitionofinfmationasitisaninvestigation—aquestioningaturningoveroftheobjectofstudytoseeallsidesfacets.Itisnotknowinginthesenseofhavingarigidopinionbuttheabilitytolookagainatanothertimeinadif

7、ferentlightasGygyisuggeststofmanewunderstingbasedonthatobservation.5DisciplineAnydiscipline—butespeciallythosewithgreatsubtletycomplexitylikeyogat’aichi—canbealifelongpursuit.Persistenceconsistencydisciplinearerequired.W

8、ithouttheseourlearningisbutfthwithoutsubstance.Therearenoshtcuts.Thefruitoftheseseeminglydryqualities(whichweprefertoadmireinothers)isthesatisfactionofhavingtastedthefullnessofcompletionthethrillofmeetingadifficultchalle

9、ngewithsuccess.Perhapsthoughourcultureisinneedofredefiningwhatitmeanstostudy.Ifwecanlookatourchosendisciplinecraftasanongoingprocessratherthanasadiscreteaccomplishmentthepotentialflearningcanbeinfinite.Withthisattitudewe

10、mayfindourselvestreatingeventhemostmundanediscoverywithwide10TIPSFTHEASPIRINGSTUDENTTheinfmationthatfollowsisdesignedasaguide.Theauthwelcomescrespondencefromthosewhocanaddtoit.?Beattentive.Teacherswillusuallygooutoftheir

11、waytohelpaselfmotivatedinterestedstudent.?Beseen.Ifyouwanttheteachertoknowthatyouareserioussitstinthefrontoftheclass.Makeeyecontactintroduceyourselfeitherbefeafterclass.?Beontime.Consistentlatenessisasignofdisrespect.Ify

12、outakeyourteacher’sskillsolightlywhyshouldheshetakeyouseriouslyMissingthebeginningofclasscanalsobephysicallydangerousifyouhavemissedexplanationswkmeanttoprepareyoufmedifficultmovements.?Beconsistent.Thequalityofanyclassi

13、mproveswhenthereisacollectivecommitmenttoregularattendance.Inthiswayyoucangainacumulativeknowledgeprogressatamerapidpace.Onamepracticallevelyourattendancemaybeyourteacher’slivelihood.?Listenwithyourwholebody.Wehavecometo

14、treatwdslikethebackgroundnoiseofaradio.Plantwdsinthepertinentareaofyourbodysothatinfmationcanbe“embodied”.?Appreciateconstructivecriticism.Rememberwhyyou’rethere—tobreakthroughrestrictivehabitpatternstochange.Teachersusu

15、allyreservethemostscathingcriticismftheirmostpromisingstudents!?Questionscanhelpclarifyenrichbothteacherstudentifthestudent’squestionsarepertinent.Ifonthecontrarythestudentisaskingquestionsbecausehesheislateinattentiveth

16、estudentisbeingdisrespectfultotheteacherfellowclassmatesisconsequentlyloweringthequalityoftheclass.Highlypersonalquestionswithlittlerelevancetothesubjectatharebestaskedafterclass.?Youhavetherighttodisagree—butyoudonotalw

17、ayshavetherighttoexpressit.Sometimesitisappropriatetochallengeateacher.Itisuhicalhowevertoarguewithateacherbadgerateacherinpublic.Ifyouthoughlyobjecttowhatisbeingtaughtyouarefreetoleavelearnelsewhere.?Letyourteacherknowh