(全)英语精读之雅思10含译文def

英语精读之雅思10含译文defD段Yetinordertolearnbythemselves,thegifteddoneedsomesupportfromtheirteachers.独立自律的学习自然离不开老师的点拨。Conversely,teacherswhohaveatendencyto'overdirect'candiminishtheirgiftedpupils'learningautonomy.然而过犹则反，师有拔苗助长之嫌，学生的学习热忱必遭贬损。Although'spoon-feeding'canproduceextremelyhighexaminationresults,thesearenotalwaysfollowedbyequallyimpressivelifesuccesses.纵然“满堂灌”换取了高分，最终只能换来庸庸碌碌的人生。Toomuchdependenceontheteacherriskslossofautonomyandmotivationtodiscover.仰息于师的代价是自觉性主动性的丧失。However,whenteachershelppupilstoreflectontheirownlearningandthinkingactivities,theyincreasetheirpupils'self-regulation.事实上，规范学生的自律是通过引导学生反思实现的。Forayoungchild,itmaybejustthesimplequestion'Whathaveiyoulearnedtoday?'whichhelpsthemtorecognisewhattheyaredoing.对小朋友而言，一句：今天学什么了？足以启发他们反省反思。Giventhatafundamentalgoalofeducationistotransferthecontroloflearningfromteacherstopupils,improvingpupils'learningtolearntechniquesshouldbeamajoroutcomeoftheschoolexperience,especiallyforthehighlycompetent.鉴于教育的根本职责是让学生操盘学习，引导学生尤其是天资聪颖的学生学习真正的学习之道，应当是衡量教育成果的重要指标。Therearequiteanumberofnewmethodswhichcanhelp,suchaschild-initiatedlearning,ability-peertutoring,etc.现存很多新的用以启发学生学习主动性的体验实践。Suchpracticeshavebeenfoundtobeparticularlyusefulforbrightchildrenfromdeprivedareas.这些办法据说对启发偏远地区的孩子效果显著。E段Butscientificprogressisnotalltheoretical,knowledgeisalsovitaltooutstandingperformance:individualswhoknowagreatdealaboutaspecificdomainwillachieveatahigherlevelthanthosewhodonot(Elshout,1995).科学之功并非只是得出某种结论命名某个定理，于实践中，出类拔萃的巧匠能工，定然是掌握了该行业领域的技艺经验：在自己领域研精苦思的人定必比敷衍塞责者成绩斐然。ResearchwithcreativescientistsbySimonton(1988)broughthimtotheconclusionthataboveacertainhighlevel,characteristicssuchasindependenceseemedtocontributemoretoreachingthehighestlevelsofexpertisethanintellectualskills,duetothegreatdemandsofeffortandtimeneededforlearningandpractice.然而，1988年Simonton与一些创新型科学家通过研究得出结论，鉴于勤思苦学与反复操练背后所要求的努力和耗时，要想取得比精，专，更卓越的成就，非独立之类的性格道德素养不可得。英语精读Creativityinallformscanbeseenasexpertisemixedwithahighlevelofmotivation(Weisberg,1993).对任何领域，任何形式的创新而言，高追求的内在驱动与熟练的专业技能，二者缺一不可。F段Tosumup,learningisaffectedbyemotionsofboththeindividualandsignificantothers.总之，学习者自身及对学习者影响深刻的人，他们的情绪情操颇能干预学习。Positiveemotionsfacilitatethecreativeaspectsoflearningandnegativeemotionsinhibitit.正向的情绪引导能有助于创新型学习，负向的情绪导向只会起阻碍作用。Fear,forexample,canlimitthedevelopmentofcuriosity,whichisastrongforceinscientificadvance,becauseitmotivatesproblem-solvingbehaviour.例如，解决问题的行动实施是被好奇心驱使，好奇心是推进创新型学习的重要力量，而好奇心会被恐惧这样的负面情绪浇灭。InBoekaerts'(1991)reviewofemotioninthelearningofveryhighIQandhighlyachievingchildren,shefoundemotionalforcesinharness.Boekaert的关于天才儿童学习过程中的情绪研究中指出，他们对情感能量运用的张弛有序，颇能掌控自己的情绪，使自己免于被情绪干扰。Theywerenotonlycurious,butoftenhad