Unit 11 On Becoming a Better Student课文翻译综合教程三

1、Unit11OnBecomingaBetterStudent(abridged)DonnaFarhiSchuster1Asstudentsweexpectagreatdealfromourteachers.Weexpectthemtobeenthusiastic.Weexpectthemreliable.Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledgefromwhichwemaypartakeatwill.2AsateacherIhavecometofeelweightedbytheseexpectationsandhavebeguntoseethatitisreallynotpossibletoteach.Allthewordsandtheoriesandtechniquesareofnousetostudentswhohaveyettoopenthemselveswithreceptivityandtotakeituponthemselvestopractice.Soinasense。

2、Ihavegivenuptryingto“teach,”forI’vecometobelievethatthegreatestthingIcanoffermystudentsistohelpthemlearnhowtofindthemselvesthroughtheirowninvestigation.3Manyfactorscometogethertomakeafinestudent.Findsomeoneyouthinkisextraordinary,andyouwillfindmany,ifnotall,ofthefollowingqualities.Peoplewholearnagreatdealinwhatseemslikeaveryshorttimeembodythesequalities.4CuriositySuchpeoplearetremendouslycurious.Thewholeworldisofinteresttothem,andtheyobservewhatothersdonot.NobelPrize-winnerphysicianAlbert-Gyorgy。

3、iputitwellwhenhesaid,“Discoveryconsistsoflookingatthesamethingaseveryoneelseandthinkingsomethingdifferent.”Withthiscuriositycomesan“investigativespirit”;thelearningisnotsomuchtheacquisitionofinformationasitisaninvestigation—aquestioning,aturningoveroftheobjectofstudytoseeallsidesandfacets.Itisnotknowinginthesenseofhavingarigidopinion,buttheabilitytolookagainatanothertime,inadifferentlight,asGyorgyisuggests,andtoformanewunderstandingbasedonthatobservation.5DisciplineAnydiscipline—butespeciallytho。

4、sewithgreatsubtletyandcomplexity,likeyogaort’aichi—canbealifelongpursuit.Persistence,consistency,anddisciplinearerequired.Withoutthese,ourlearningisbutforthwithoutsubstance.Therearenoshortcuts.Thefruitoftheseseeminglydryqualities(whichweprefertoadmireinothers)isthesatisfactionofhavingtastedthefullnessofcompletion,orthethrillofmeetingadifficultchallengewithsuccess.Perhaps,though,ourcultureisinneedofredefiningwhatitmeanstostudy.Ifwecanlookatourchosendisciplineorcraftasanongoingprocessratherthanasa。

5、discreteaccomplishment,thepotentialforlearningcanbeinfinite.Withthisattitudewemayfindourselvestreatingeventhemostmundanediscoverywithwide-eyedwonderandjoy.6Risk-TakingWhyisit,then,thatsofewpeopleliveuptotheirtruepotential?Beyondthewell-pavedroadsandsecurestructuresweusuallybuildforourselvesliedemons,unsurefooting—andunfeltpleasures.Tobeastudentistotakerisks.Yetmosteducationdiscouragespeoplefromventuringfarenoughtotakeriskstomakemistakes.“Childrenenterschoolasquestionmarksandleaveasperiods,”obser。

6、veseducatorNeilPostman.Whatkindofpunctuationmarkdoyourepresent?Doyoufindyourselflookingfortidyanswersthatgiveyouafeelingofsecurity?Bylearningtofindtheonerightanswer,wemayhaverelinquishedourabilitytofindotheranswersandsolutions.Welearn,then,nottoputourselvesintosituationswherewemightfail,becausefailurehastremendoussocialstigma.Whenwetrydifferentapproachesanddothingsthathavenoprecedenceinourexperience,wewillsurelymakemistakes.Acreativepersonusesthese“failure”assteppingstones.7InitiativeCanwebegin,。

7、then,toseethatourteachersareguidesonourjourney,butthatthejourneyitselfisourownresponsibility?Thereisnothingquitesosatisfyingasundergoingadifficultprocessandafterlonghardworkdiscoveringthetruenatureofthatprocess.Itcouldbeassimpleasthrowingaperfectpot,orascomplexasformulatinganewtheoryofphysics.Thesatisfactionwefeelwillbedirectlyproportionaltoamountofworkwedobyourselvestoachieveourgoal.Successfulstudentsdonotexpecttobespoon-fed,buttaketheirowninitiative.Wantinganswersfrommyteacherhasoftenbeenawayf。

8、ormetoavoidtakingtheinitiativetodiscovermyownanswersthroughmyownpractice.8EnthusiasmTolearn,then,istoopenoneself.JimSpira,directoroftheInstituteforEducationalTherapyinBerkeley,California,askshisstudentstopreparethemselvestolearninthisway:“Dropyourpriorknowledge…[and]attempttograspthenewframeworkinitsowncontext.Thestudentcomplains,‘ButIknowwhatisimportant.’Ifwhatyouknowisimportant,thenitshouldbetherewhenyoufinishthecourse.Ifyoucontinually‘holdontoit,’thenyou’llonlyseewhatispresentedintermsoftheol。

9、dknowledge/frameworkandneverreallygrowinnewways.”9Finally,asweeachadvanceonourownuniquejourney,letusliveeachdayasbeginners.Being“advanced”hasitsownpitfalls—amongthemcomplacencyandpushingorforcing.Togodeepermaymeantobestill,toprogressmorepatiently,ortodevotemoretimetootherareasofourlivesasyetgreenandimmature.AsF.M.Alexander,oftheAlexandertechnique,oncesaidtohisstudentsastheystrainedandlabored,“Giveuptryingtoohard,butnevergiveup.”10TIPSFORTHEASPIRINGSTUDENTTheinformationthatfollowsisdesignedasagui。

10、de.Theauthorwelcomescorrespondencefromthosewhocanaddtoit.Beattentive.Teacherswillusuallygooutoftheirwaytohelpaself-motivatedandinterestedstudent.Beseen.Ifyouwanttheteachertoknowthatyouareserious,sitorstandinthefrontoftheclass.Makeeyecontactandintroduceyourself,eitherbeforeorafterclass.Beontime.Consistentlatenessisasignofdisrespect.Ifyoutakeyourteacher’sskillsolightly,whyshouldheorshetakeyouseriously?Missingthebeginningofclasscanalsobephysicallydangerousifyouhavemissedexplanationsandworkmeantto。