口译教材：美国课堂

What Happens in American Classroom

There is a considerable variety in university classroom in the United States. Nevertheless, there are shared features in American college and university classroom. Active Participation

Student participation in the classroom is not only accepted but also expected of the student in many courses. Some professors base part of the final grade on the student's oral participation. Although there are formal lectures during which the student has a passive role (i.e., listening and taking notes), many courses are organized around classroom discussions, student questions, and informal lectures.(A) In graduate discussions, the professor had a “manager” role and t he students make presentations and lead discussions. The students do the actual teaching in these discussions.

A professor's teaching method is another factor that determines the degree and type of student participation. Some professors prefer to control discussion while others prefer to guide the class without controlling it. Many professors encourage students to question their ideas. Students who object to the professor's point of view should be prepared to prove their positions.

In the teaching of science and mathematics, the controlling mode of instruction is generally traditional, with teachers presenting formal lectures and students taking notes. However, new educational trends have turned up in the humanities and social sciences in the past twenty years. (B)Students in education, society, and history classes, for example, are often required to solve problems in groups, design projects, make presentations, and examine case studies. Since some college or university courses are “practical” rather than theoretical, they pay more attention to “doing” for themselves.

The Teacher-Student Relationship

Many instructors believe that an informal, relaxed classroom environment is good for learning and innovation. It is not uncommon for students to have easygoing and friendly relationships with their professors. The casual professor is not necessarily a poor one and is still respected by students. (C)Although students may be in a subordinate position, some professors treat them as equals. However, no matter how equal professors would like to be, they still are in a position of authority.

Professors may establish social relationships with students outside of the classroom, but in the classroom they maintain the instructor's role. A professor may have coffee one day with students but the next day expect them to meet a deadline for the submission of a paper or to be prepared for a discussion or an exam. (D)The professor may give extra attention outside of class to a student in need of help but probably will not treat him or her differently when it comes to evaluating school work. Professors have several roles in relation to students; they may be friends as well as teachers. Students must realize that when a teacher's role changes, they must appropriately adapt their behavior and attitudes.

Independent Learning

Many teachers believe that the responsibility for learning lies with the student. If a long-reading assignment is given, instructors expect students to be familiar with the information in the reading even if they do not discuss it in class or on a given examination. (Courses are not designed merely for the students to pass exams,) (E)The ideal student is considered to be one who is motivated to learn for the sake of learning, not the one interested only in getting high grades. Grade-conscious students may be frustrated with teachers who do not believe it is necessary to grade every assignment. Sometimes home work is returned with brief written comments but without a grade.

(F)When research is assigned, the professor expects the students to take the initiative and to complete the assignment with minimal guidance. Professors expect students, particularly graduate students, to be able to exhaust the reference sources in the library.

Professors will help students who need it, but prefer that their students do not be overly dependent on them. The time that a professor can spend with a student outside of class is limited. If a student had problems with classroom work, the student should either approach a professor during office hours or make an appointment.

在文中找出相对应的词

1.多种多样

2.共同特点

3.积极的参与/ 课堂参与

4.期待

5.（扮演）被动（角色）

6.质疑观点

7.反对观点

8.支撑观点

9.控制型的教学模式

10.人文

11.社科

12.随兴的教授

13.处于从属地位

14.处于权威地位

15.交论文的最后期限

16.评价作业

17.关注成绩的学生

18.采取主动

19.完成作业

20.穷尽图书馆的参考资料

21.在办公时间获取老师帮助

翻译文中划线的句子

A．_________________________________________________________________ B．_________________________________________________________________ C．_________________________________________________________________ D．_________________________________________________________________ E．_________________________________________________________________ F．_________________________________________________________________ G: In fact, that’s a common problem shared by students undergoing a transitional phase from a teacher centered education mode to a student-centered education mode.

H. There, the teachers have to change their roles from knowledge disseminator to mentors, facilitating and supervising the learning process of students.

口译小试牛刀：

Hua是在美国就读的中国留学生，和美国同学Jack正在聊自己的大学生活。J: Hi, Hua, you have been here for two months. How do you get along with your studies and life on campus?

H: 我很喜欢这儿。// 因为我在高中也是住校生，所以很容易适应这里大学的生活。//我参加了好多学生社团，交了很多朋友。

J：That is really great. //You know, in America, college life means exploring your potential and developing your interest in an all-round way, learning is just a small part of it.

H. 说到学习，我现在遇到了一个问题。//美国老师的授课方式和中国老师大不

一样。在中国，老师是知识的源泉，在课堂上一般都是老师讲，学生听，//而在美国，老师上课讲得很少，给学生很多时间提问和小组讨论。

J：You get the point. In America, the professor usually plays a “manager” role and

the students make presentations and have discussions.// Many professors encourage students to question their ideas. // Students who object to the professor's point of view should be prepared to prove their positions.

H. 对，而且发现在小组讨论之后，老师一般只是点评，没有给予正确答案，这

和中国的课堂很不一样。//我们因为有考试的压力，所以更重视结果。

J: Yes, American education greatly values diversity and independent thinking, and our courses are not merely designed for students to pass exams. //But in China, since you have great population, you have more fierce competition than we do. // Exam, though questioned by most, it remains the most effective measure to judge

a person’s ability and academic achievement.

H. 你对中国的教育真是了解啊！//对，在中国，高考可以决定你的命运和未来，

所以我们花很多时间在准备考试。

J: Here, class participation is more important than one single exam. //Most teachers base part of the final grade on the student's class participation.// On the other hand, for the students who are quite conscious about grades, I am afraid that they might get disappointed since many teachers return student’s home work without

a grade but some brief comments.

H. 我还发现很有意思的一件事儿，那就是师生关系。//在中国“一日为师，终生

为父”，我们对老师充满的尊敬，//而在这儿，我发现老师更像是朋友, 课后和学生一起打篮球，喝咖啡。

J：Many teachers believe that an informal, relaxed classroom environment is good for learning and innovation. //It is common for students to have easygoing and friendly relationships with their professors.// It does not mean we don’t respect them, they are still in a position of authority. //

H. 是啊，虽然老师平时平易近人，但是对我们要求还是很高的，比如我们论文

必须要按时上交，不能拖延。

J: By the way, the role of teachers here is different from that of yours. I heard that Chinese teachers are very responsible and would guide students step by step. // Here teachers believe that the responsibility for learning lies with the students.

When research is assigned, the professor expects the students to take the initiative and to complete the assignment with minimal guidance.

H. 是啊，以教师为中心的教育模式转换到以学生为中心的教育模式，我还需要

一些时间，//我一定要在学习上更加自觉，很努力，更独立。

J：You are right. I believe that you will enjoy your college life here for the next 4 years!

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