美语情景对话 第1016期:Sizing Up Students 评价学生
日期:2017-03-07 15:13

(单词翻译:单击)

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情景对话

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Note: This is a continuation of a conversation about student learner types from conversation 1289.
注:本期内容是上期讨论学生类型的对话的第二部分!1|!1XA*4UeJ9kz
Todd: Yeah, but next time you teach, when you look at your students, think about it.
托德:下次你教学生的时候,可以看着学生们想想这些tD)FDMMTkl..oJ
Julia: I will, yeah.
朱莉亚:我会的hE%,Q3PvNU7@6un%
Todd: Who's a player, who's a pupil, who's a participant, who's a prisoner.
托德:看看谁是玩家,谁是学生,谁是参与者,谁是囚禁者yOSSWFBT9fBNmxUcyuQ
Julia: Who's a prisoner. And do you find that you have like an even distribution of those four types within any one class or...?
朱莉亚:谁是囚禁者[-vkrv*Qq~AR]4akslZO。那你认为每个班的学生类型是平均分布的还是……?
Todd: No, usually you'll a couple players, like let's say if you have a class of 20, if you have a class of 20 students you might have one or two players, one or two pupils, about 12-14 participants and maybe two or three prisoners.
托德:不是,通常有几名玩家,假设一个班级有20名学生,假设你教的班级有20名学生,那其中可能有一两名玩家,一两名学生,约12到14名参与者,可能两到三名囚禁者Z&3rP(5NY,UEan
Julia: Well, it's interesting, as you were giving those definitions, student's names and faces were coming to mind. Oh yeah, he's just described... Oh yeah, that's her, yeah. I could see how they would fit into the categories.
朱莉亚:这很有意思,依据你进行的描述,学生的名字和面孔已经浮现在我的脑海里*qE7!yx=Sq@1v7.g。哦,他刚形容的是哪个人,哦,他刚说的应该是她Tgf)iwx!3;u-hn。我可以看到他们属于哪个分类VN@CYH0Qm81|
Todd: See, it works.
托德:你看,这有用吧~9]]VMqDY-HotBOAY3E8
Julia: It does. But how does it help you teach them?
朱莉亚:没错Tds[Aw+;by。可是这对你的教学工作有什么帮助呢?
Todd: I think it does help you teach, like you know how to deal with everyone differently, right. So like a prisoner for example, you just have to have a lot of empathy, you know, you have to understand that they don't want to be there so you shouldn't expect that they have a great attitude about the class. You know, a participant, you should make it really highly interactive, you should make it very social, as much as you can. A pupil, you know, you give them the extra feedback when you write, you know, comments on their papers and stuff and you give them the encouragement like, "Oh wow, you did a really good job on your test." A player, you, you know, because I'm a language teacher, I try to talk with them a lot, like almost cordial, like a friend so that they have a lot of personal interaction. So, yeah, I think it's, you know you just kind of ... you have to adjust to each one. Yeah, and the thing about this is, I've thought about these four types a lot and I think they apply to any subject and the person can change, like one person isn't automatically a player in every subject, so for some subjects you're a player, for other subjects you're a prisoner, maybe other subjects you're a participant. Okay, so what subjects were you a player?
托德:我认为这对教学很有帮助,因为你知道如何区别应对不同学生的情况My|rO_-)hJDh_h。比如囚禁者,你要有同理心,你要理解他们为什么不想上学,所以你不能期待他们在上课时表现出积极态度y!IH%p5^-^RUBS。对于参与者来说,你应该让课堂具有高度互动性,尽你所能让课堂充满社交性.lyUx_h;%-lV0g。至于学生,你要对他们的写作给出额外的反馈,在他们的论文上写评语时要鼓励他们,你应该这样写:“哇哦,你在测验中的表现好极了__x+mnstTu-gwZy((I4。”而玩家,因为我是语言老师,我会试图多和他们沟通,要诚恳地和他们交流,就像朋友聊天一样,这样他们就能进行很多人际互动了37vtF3W1l6Nz0W0p。我认为,你要……你要去适应不同的学生B&1i2,w!P|。关于这点,我思考了很多与这四种类型的学生有关的事情,我认为依据他们对每个科目的适应情况不同,他们可能会发生改变NiL52Jl_c+x8F。一个人不是在所有科目上都会自动成为玩家的,你可能在一些科目上是玩家,在一些科目上是囚禁者,在其他科目上是参与者y[rLxOeH5anl*tja]!。你在哪个科目上是玩家?
Julia: Language, definitely, foreign language, loved French. I did Latin at school as well which was quite unusual but enjoyed it.
朱莉亚:当然是语言了,外语,我喜欢法语D%gNiP~AbuX0wpE-。我在学校时拉丁语的成绩很不错,这其实很罕见,不过我很享受o3l!BQt)BHV^Y6L3
Todd: And a prisoner?
托德:那囚禁者呢?
Julia: A prisoner, at the time, music. When I was at school I was a prisoner in music and I don't think it was just my response to the subject, it was also my response to the teacher. Didn't have a good relationship with the teacher but nothing I could do, couldn't escape, had to be there and that affected my learning I think. Being a prisoner's not a good ... I don't think it's a good learning situation.
朱莉亚:我在音乐课上是囚禁者.cjl)&M9Oe-KNi9|mwj。我上学的时候,在音乐课上是囚禁者,我认为这不仅仅是我对这个科目的反应,我对那门课的老师也是这种反应F&]+]z8N1v(。我和那个老师关系不太好,不过我什么都做不了,我不能逃走,我只能待在那里,我认为那影响了我的学习-zINfSBm1gceIy~WN5Z。我认为囚禁者这种状态并不是好的学习环境W2TB|c8oCSlx5N(XWfj
Todd: No, definitely not.
托德:当然不是V7NZUND5^8+.la^D@
Julia: No.
朱莉亚:不是Zls|#=]mUuDMTx1aLLB%
Todd: How about, were you ever a participant? You just did something to be with your friends and you really didn't care what it was?
托德:那你什么时候是参与者?你只是和朋友们一起,并不在乎那是什么课?
Julia: Yeah, there were some subjects like that I think. Like history and geography, those kind of subjects, humanities subjects, they were mildly engaging but I liked, yeah ... I didn't have an aversion to them because I was hanging out with my friends. I didn't love them, I didn't excel in them, I wasn't particularly interested in them.
朱莉亚:我想有一些科目是这样的Ql^dSfmjJ|t!OKZ。比如历史、地理和人文这种课,这些课不太吸引人,我并不是讨厌这类课,因为我只是和朋友们一起去上的gJyp-I-#CZ5hL。我不喜欢这些课,我也不擅长这些科目,我对这类课不是特别感兴趣|hkY+PKMD9uLn

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译文属可可原创,仅供学习交流使未经许可请勿转载

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重点讲解

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重点讲解:
1. come to mind 突然想起; (想法)一下子冒出来;
例句:A number of possibilities come to mind.
我脑里出现了好几种可能性07w_8RA#C,e|gr,vu
2. fit into 归属,适于(某种情形或体系);
例句:Most film locations broadly fit into two categories; those on private property and those in a public place.
多数电影的拍摄场地大致归为两类:私人宅院与公共场地)D*TEo9JU)^n4We]g
3. adjust to 改变(行为或观点)以适应;调节;习惯;
例句:Becky cannot adjust to modern city life.
贝基过不惯现代化的城市生活Ora1U=iX5R
4. hang out with 闲逛,逗留;
例句:I used to hang out with them when I was in college.
上大学的时候,我常跟他们呆在一起Ze0ooI|4[njWo_
5. excel in 突出;擅长;胜过(他人);
例句:Caine has always been an actor who excels in irony.
凯恩向来是个擅长讽刺的演员u|]2rq,mVI=K

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重点单词
  • prisonern. 囚犯
  • automaticallyadv. 自动地,机械地
  • responsen. 回答,响应,反应,答复 n. [宗]答复语,
  • unusualadj. 不平常的,异常的
  • empathyn. 移情作用,共鸣,执着投入
  • participantn. 参与者
  • continuationn. 继续,延续,续集
  • interactionn. 相互作用,相互影响,互动交流
  • propertyn. 财产,所有物,性质,地产,道具
  • ironyn. 反讽,讽剌,讽剌之事