Unit11OnBecomingaBetterStudent课文翻译综合教程三.docx

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1、Unit11OnBecomingaBetterStudent(abridged)DonnaFarhiSchuster1 AsstudentsWCexpectagreatdealfromourteachers.Weexpectthemtobeenthusiastic.Weexpectthemreliable.Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledgefromwhichwemaypartakeatwill.2 AsateacherIhavecometofeelweightedbytheseexp

2、ectationsandhavebeguntoseethatitisrealIynotpossibletoteach.Al1thewordsandtheoriesandtechniquesareofnousetostudentswhohaveyettoopenthemselveswithreceptivityandtotakeituponthemselvestopractice.SoinasenseIhavegivenuptryingto“teach,forIvecometobe1ievethatthegreatestthingIcanoffermystudentsistohelpthemle

3、arnhowtofindthemselvesthroughtheirowninvestigation.3 Manyfactorscometogethertomakeafinestudent.Findsomeoneyouthinkisextraordinary,andyouwil1findmany,ifnotall,ofthefollowingqualities.Peoplewholearnagreatdealinwhatseems1ikeaveryshorttimeembodythesequalities.4 CuriositySuchpeoplearctremendouslycurious.

4、Thewholeworldisofinteresttothem,andtheyobservewhatothersdonot.NobelPrize-winnerphysicianAlbert-Gyorgyiputitwel1whenhesaid,uDiscoveryconsistsoflookingatthesamethingaseveryoneelseandthinkingsomethingdifferent.Withthiscuriositycomesaninvestigativespirit,;thelearningisnotsomuchtheacquisitionofinformatio

5、nasitisaninvestigation-aquestioning,aturningoveroftheobjectofstudytoseeal1sidesandfacets.Itisnotknowinginthesenseofhavingarigidopinion,buttheabilitytolookagainatanothertime,inadifferent1ight,asGyorgyisuggests,andtoformanewunderstandingbasedonthatobservation.5 .DisciplineAnydiscipline-butespeciallyth

6、osewithgreatsubtletyandcomplexity,likeyogaort,aichi-canbealifelongpursuit.Persistence,consistency,anddisciplinearerequired.Withoutthese,ourlearningisbutforthwithoutsubstance.Therearenoshortcuts.Thefruitoftheseseeminglydryqualities(whichweprefertoadmireinothers)isthesatisfactionofhavingtastedthefulln

7、essofcompletion,orthethrillofmeetingadifficultchallengewithsuccess.Perhaps,though,ourcultureisinneedofredefiningwhatitmeanstostudy.Ifwecanlookatourchosendisciplineorcraftasanongoingprocessratherthanasadiscreteaccomplishment,thepotentialforlearningcanbeinfinite.Withthisattitudewemayfindourselvestreat

8、ingeventhemostmundanediscoverywithwide-eyedwonderandjoy.6Risk-TakingWhyisit,then,thatsofewpeopleliveuptotheirtruepotential?Beyondthewe11-pavedroadsandsecurestructureswcusualIybuildforourselvesliedemons,unsurefooting-andunfeltpleasures.Tobeastudentistotakerisks.Yctmosteducationdiscouragespeoplefromve

9、nturingfarenoughtotakeriskstomakemistakes.Childrenenterschoolasquestionmarksand1eaveasperiods,observeseducatorNei1Postman.Whatkindofpunctuationmarkdoyourepresent?Doyoufindyourselflookingfortidyanswersthatgiveyouafeelingofsecurity?Bylearningtofindtheonerightanswer,wemayhaverelinquishedourabi1itytofin

10、dotheranswersandsolutions.Welearn,then,nottoputourselvesintosituationswherewemightfail,becausefailurehastremendoussocialstigma.Whenwetrydifferentapproachesanddothingsthathavenoprecedenceinourexperience,wewillsurelymakemistakes.creativepersonusesthese“failure“assteppingstones.7 InitiativeCanwebegin,t

11、hen,toseethatourteachersareguidesonourjourney,butthatthejourneyitselfisourownresponsibility?Thereisnothingquitesosatisfyingasundergoingadifficultprocessandafterlonghardworkdiscoveringthetruenatureofthatprocess.Itcou1dbeassimpleasthrowingaperfectpot,orascomplexasformulatinganewtheoryofphysics.Thesati

12、sfactionwefeelwillbedirectlyproportionaltoamountofworkwedobyourselvestoachieveourgoal.Successfulstudentsdonotexpecttobespoon-fed,buttaketheirowninitiative.Wantinganswersfrommyteacherhasoftenbeenawayformetoavoidtakingtheinitiativetodiscovermyownanswersthroughmyownpractice.8 EnthusiasmTolearn,then,ist

13、oopenoneself.JimSpira,directoroftheInstituteforEducationalTherapyinBerkeley,California,askshisstudentstopreparethemselvesto1earninthisway:Dropyourpriorknowledgeandattempttograspthenewframeworkinitsowncontext.Thestudentcomplains,ButIknowwhatisimportant.,Ifwhatyouknowisimportant,thenitshouldbetherewhe

14、nyoufinishthecourse.Ifyoucontinuallyholdontoit,thenyou11onlyseewhatispresentedintermsoftheoldknowledge/frameworkandneverreallygrowinnewways.,9 Finally,asWCeachadvanceonourownuniquejourney,letusliveeachdayasbeginners.Being“advanced“hasitsownpitfalls-amongthemcomplacencyandpushingorforcing.Togodeeperm

15、aymeantobestill,toprogressmorepatiently,ortodevotemoretimetootherareasofourlivesasyetgreenandimmature.sF.M.Alexander,oftheAlexandertechnique,oncesaidtohisstudentsastheystrainedandlabored,44Giveuptryingtoohard,butnevergiveup.”10 TIPSFORTHEASPIRINGSTUDENTTheinformationthatfollowsisdesignedasaguide.The

16、authorwelcomescorrespondencefromthosewhocanaddtoit. Beattentive.Teacherswillusuallygooutoftheirwaytohelpaself-motivatedandinterestedstudent. Beseen.Ifyouwanttheteachertoknowthatyouareserious,sitorstandinthefrontoftheclass.Makeeyecontactandintroduceyourself,eitherbeforeorafterclass. Beontime.Consistentlatenessisasignofdisrespect.Ifyoutakeyourteacher,sskillsolightly,whyshouldheorshetakeyouseriously?Missingthebeginningofclasscanalsobephysica