新世纪研究生公共英语教材 阅读A第六单元课文及翻译

1、unit 6 how service experiences affect studentsduring college，service participants exhibit greater increases in social self confidence and leadership ability than do non-participants.大学期间，参加社会服务的学生比不参加社会服务的学生更能提高自己的领导能力和社交方面的自信。 1. currently，higher education is confronting urgent calls to return to i

2、ts original mission of developing a well-informed, critically thinking, and civically engaged citizenry. 当前对高等教育最迫切的要求是它能重新担负起其最初的使命，即培养广闻博见、独立思考、社会意识强的公民。 2what exactly can higher education do to promote citizenship development among students, and at the same time address the myriad problems that c

3、ontinue to plague society?高等教育究竟该怎样才能做到既能进一步提高学生的公民意识，又能解决仍在困扰社会的诸多问题呢？3. one answer may be found within the college or university curriculum, through the simple but extremely powerful pedagogical tool known as service learning. the basic idea behind service learning is to use a community or public

4、service experience to enhance the meaning and impact of traditional course content. connecting service directly with academic courses makes it quite different from volunteer work that is performed in the community. service learning also involves more than simply sending a class of students into comm

5、unities for additional course credit. properly designed service learning courses relate the community service experience to the course material and require that students reflect on their experiences through writings, discussions, or class presentations. service learning not only enriches traditional

6、 course content by giving the student an opportunity to test or demonstrate abstract theory in the real world, it also improves the quality of the service being performed by giving it an intellectual underpinning.一种解决方案在于大学的课程设置，即把“社会服务学习”作为简单但强有力的教育工具。“服务学习”的深层含义就是运用社区或公共服务经验来提高传统课堂教学内容的意义和影响，把社会服务

7、直接同教学内容结合在一起，这与通常所说的“自愿者”到社区服务是完全不同的。“社会服务学习”也不意味着简单地把一班学生送到社区去以获取额外的学分。设计合理的“社会服务学习”课程是把社区服务经理用课堂内容联系在一起，并要求学生以书面、讨论或课堂发言的形式对自己的精力进行认真的思考。通过给学生提供机会，使他们能在现实社会中“验证”或“正面”抽象的理论。“社会服务学习”课程不仅丰富了传统的教学内容，而且为社会服务提供了知识基础，使其提高了服务质量。 4. service learning may be implemented in any number of academic fields. for

8、example, students enrolled in a psychology class could conduct counseling, mentoring, or drug education for at-risk school children. we have also examined the relationship between the service experience and 35 college outcomes in the following areas: civic responsibility, academic attainment, and li

9、fe skills. the most remarkable result of the study was that all 35 student outcome measures were favorably influenced by service participation.在任何一个学术领域中， “社会服务学习”都能够推广起来。例如，学心理学的学生就可以为那些处于危险状态的中小学生提供咨询、指导和戒毒教育的服务。 为考察学生成绩和社区服务经验的关系，对大学生35门课程的学习成绩进行了一下几方面的考察：公民责任感、学术成就和生活能力。最明显的结果是：参见社会服务学习活动对学生35门课

10、程的成就都产生了良好的影响。5. the effects of service are the strongest in the area of civic responsibility. for example, students are asked to indicate how much their commitment to serving the community had changed since entering college. more than twice as many service participants as non-participants (60 perce

11、nt versus 28 percent) reported on the follow-up questionnaire that their commitment to serving the community was either stronger or much stronger than their commitment had been when they were freshmen. equally impressive are the results on students plans for the near future: more than four times as

12、many service participants as non-participants (39 percent versus 9 percent) indicated that they planned to do volunteer work in the coming fall. further, during college, student participants were much more likely than non-participants to strengthen their commitment to the following life goals: promo

13、ting racial understanding, participating in community action programs, and influencing social values.在公民责任感方面，社会服务的影响虽强。例如，在要求学生回答入学以来他们的“社区服务贡献意识”是如何改变的时候，许多参加社会服务的学生在跟踪调查的问卷中回答道，他们的社会服务贡献意识比上大学一年级时“增强”或者“比以前强多了”，这个人数是不参加社会服务的两倍多（60%比28%）。对学生们的近期计划的问卷结果也同样受人关注，比不参加社会服务者多4倍的社会服务参加者（39%比9%）表示，他们准备在这个

14、秋季去从事自愿者工作。此外，在大学期间，参加社会服务的学生比那些不参加社会服务的学生更有可能加强他们在下列生活目标上的贡献意识：促进种族间的理解、参加社区行动计划项目和影响社会价值观念。待添加的隐藏文字内容26 perhaps the most commonly voiced objection to volunteer participation during the under-graduate years is that it consumes time and energy that the student might otherwise devote to academic purs

15、uits. this argument has been laid to rest by the results of our longitudinal analyses, which reveal significant positive effects on all ten academic outcomes included in the study. while the analyses reveal that the net benefit attributable to service participation is quite small in the case of a st

16、udents grade point average- about 1 grade point - the fact remains that the effect is indeed positive and statistically significant. among students who had at least a baverage in high school, 69 percent of the service participants (compared to 56 percent of the non-participants) were able to maintai

17、n at least a b average in college. among those who entered college with a b or lower average, 27 percent of the service participants (compared to 19 percent of the non-participants) were able to improve to at least a b average in college.反对在大学期间自愿参加社会服务的最普遍的呼声也许是认为社会服务占去了学生的时间和精力，否则，学生会用这些时间和精力去做学术研

18、究。这一争论已随着我们纵向分析结果的出现而平息。因为分析结果表明10门学习成绩都受到社会服务显著的正面影响。分析表明，尽管从学生的平均积分点看，对他们直接的收益很小-大约为一个积分点，但事实上其影响是积极的，从统计学角度来看很明显。在那些高中成绩至少是平均b+的学生中，69%的参加社会服务的学生（同56%的不参加社会服务的学生相比）能在大学保持至少平均b+的成绩；在那些入学时成绩为b或低于平均分的学生中，27%的参加社会服务的学生（19%不参加社会服务的学生相比）能在大学至少将成绩提高到平均为b+。7. service participants also are significantly m

19、ore likely than non-participants to report stronger or much stronger changes during college in general knowledge, knowledge of a field or discipline, and preparation for graduate or professional school. participants are more likely than non-participants to report that they did extra work for courses

20、. finally, although both groups show a net decline between pre-test and post-test in their aspirations for doctoral or advanced professional degrees, the decline is significantly greater among non-participants. 有意义的是，在基础知识方面，在某一领域或学科知识方面，以及在准备攻读研究生学位或专业学位方面，参加社会服务的学生比那些不参加社会服务的学生更有可能说大学期间他们有了“较强”或“强

21、得多”的变化。参加社会服务的学生比那学不参加社会服务的学生往往学的课程更多一些。最后，社会服务活动后的调查分析表明，尽管两组学生在攻读博士学位或高级专业学位方面的愿望和活动前的调查分析相比都有所下降，但那些不参加社会服务的学生下降程度更大些。8. in the area of life skills, service participants show greater positive change than do non-participants in terms of all eight outcomes analyzed, with the largest differences occ

22、urring in understanding community problems, knowledge of different races/cultures, acceptance of different races/cultures, and interpersonal skills. other significant differences that favor service participants include understanding the nations social problems, the ability to work cooperatively, skills in conflict resolution, and the ability to think critically.在生活能力上，从所分析的8门课程成绩看，参加社会服务的学生比那些不参加社会服务的的学生表现出更为积极的变化。其中最大的变化在于对社会问题的理解，对不同种族/文化的认识，对不同种族/文化的认可，以及人际交往能力的提高。其他有益的变化还包括对这个国家的社会问题的理解，合作能力、解决社会冲突问