内容发布更新时间 : 2024/11/18 15:38:22星期一 下面是文章的全部内容请认真阅读。

新视野研究生英语读说写2

英语原文加翻译

1 大学课堂：还有人在听吗？

Toward the middle of the semester, Fowkes fell ill and missed a class. When he returned, the professor nodded vaguely and, to Fowkes‘s astonishment, began to deliver not the next lecture in the sequence but the one after. Had he, in fact, lectured to an empty hall in the absence of his solitary student? Fowkes thought it perfectly possible.

在学期中间，Fowkes 因病缺了一次课。他回到课堂的时候，教授毫无表情地向他点了点头。接着令Fowkes大吃一惊的是，教授并没有按照顺序讲下一课，而是讲了后面一课。难道他真的在他唯一的学生缺席的情况下对着空教室讲了一课？Fowkes认为这太有可能了。

Today American colleges and universities (originally modeled on German ones) are under strong attack from many quarters. Teachers, it is charged, are not doing a good job of teaching, and students are not doing a good job of learning. American businesses and industries suffer from unenterprising, uncreative executives educated not to think for themselves but to mouth outdated truisms

the rest of the world has long discarded. College graduates lack both basic skills and general culture. Studies are conducted and reports are issued on the status of higher education, but any changes that result either are largely cosmetic or make a bad situation worse.

今天美国的大学（原本是以德国的大学为模型的）受到了各方面的严厉指责。人们指责老师没有教好，学生没有学好。美国的商业和工业饱受无进取心的、缺乏创造力的管理人员之苦，这些人受的教育是自己不用思考，而是说一些过时的、在世界上其他地方早已抛弃的陈词滥调。大学毕业生即没有基本技能也没有全面修养。有人对高等教育的状况做了研究并发表了报告，但由此引发的变化很大程度上不是表面的，就是使已经糟糕的情形变得更糟。

One aspect of American education too seldom challenged is the lecture system. Professors continue to lecture and students to take notes much as they did in the thirteenth century, when books were so scarce and expensive that few students could own them. The time is long overdue for us to abandon the lecture system and turn to methods that really work.

美国教育中很少被挑战的方面是讲课制度。教授不停地讲，学生不停地记笔记，就想十三世纪时的情形一样，那时因为课本缺乏又昂贵，很少有学生买得起。我们早就该舍弃讲课制度，开

始使用真正有用的方法。

Some days Mary sits in the front row, from where she can watch the professor read from a stack of yellowed notes that seem nearly as old as he is. She is bored by the lectures, and so are most of the other students, to judge by the way they are nodding off or doodling in their notebooks. Gradually she realizes the professor is as bored as his audience. At the end of each lecture he asks, ―Are there any questions?‖ in a tone of voice that makes it plain he would much rather there weren‘t. He needn‘t worry—the students are as relieved as he is that the class is over.

有几天玛丽坐在前排，她可以看到教授在读一叠几乎和他年纪一样老的发黄的讲义。她听课听烦了，其他大部分同学也听烦了，这从他们的行为中可以做出判断：他们要么在打盹，要么在笔记本上涂鸦。渐渐地她意识到教授和他的听众一样感到无聊。每次课结束时他都问道：“有问题吗？”他的语气明显表明他更希望没有问题。他不必担心，学生和他一样感到下课是一种解脱。

Mary knows very well she should read an assignment before every lecture. However, as the professor gives no quizzes and asks no questions, she soon realizes she needn‘t prepare. At the end of term she catches up by skimming her notes and memorizing a list of