现代大学英语（第三版）精读3 课件 B3U1、B3U2

ContentsUnit1Lead-inWarm-upquestions:Stillrememberyourplanswhenyouwereafreshman?Thequestionsbelowwillhelpyourefreshyourmemory.Lead-inWouldyouliketotelltheclasshowmanyofthemyouhavefulfilled?...read10booksayear/semester......trytobecomeagloriousmemberoftheCommunistPartyofChina......trytogetthecertificatesneeded......trytogetaboy/girlfriend......writealettertoyourparentsonceamonth......signupforthecompetitions...

......Lead-inMorequestionsaboutthetext:1.Whatdoyouthinktheauthormeansby“identitycrisis”?Haveyouexperiencedsuchacrisissofar?2.Howarewetoknowwhoweare?WhichofthethreefactorsmentionedbyErikH.Eriksonisthemostimportant?Ourgenes?Theenvironment?Orchanceevents?Howdotheyinfluenceouridentity?3.Whyisitsoimportanttoachievemoreindependenceduringcollegeyears?Inyouropinion,whatdoesitmeantohavemorefreedominourlives?4.Doyoustillfindparentaladvicehelpful?Doesitmeanyouhaveanexcessiveneedforparents’support?Howdoyouunderstand“excessive”?Canyougiveanexample?Doesitautomaticallymakeyouindependentonceyoustoplisteningtoyourparents?Wheredoyoudrawthelinebetweenwhatisexcessiveandwhatisreasonable?Lead-inMorequestionsaboutthetext:5.Doyouagreethatit’soneofthemoststressfulmatterstoestablishsexualidentity?Whatisthefutureroleyouwanttoprojectasamanorwoman?Isitdifferentfromtheconventionalview?Whathasaffectedyourperceptionofyoursexualidentity?6.Theauthortalksabouttheimportanceofinternalizingbeliefs,values,andmorals.Whatbeliefs,values,andmoralsareadvocatedinourculture?Doyouhaveanyexperienceininternalizingthem?7.Whatdoyouthinkoftheargumentofthisessay?Hastheauthorleftoutanyimportantaspects?Hashearguedpowerfullyonallpoints?Anycriticisms?8.Whatdoyouthinkofthelanguageandstyleofthisessay?Text1.Abouttheauthor2.Background

3.Structure4.GotothetextYourCollegeYearsBobHartmanText1.AbouttheauthorBobHartmanisaperformancestorytellerparexcellence.HehasbeenentertainingaudiencesonbothsidesoftheAtlanticforover25yearswithhisbooksandperformances,whichbringtogetherretellingsofBiblestoriesandtraditionaltalesfromaroundtheworldwithhisownimaginativestories.Hisbooksarefullofhumorandinsight,whilsthisstorytellingsessionsareexciting,engaging,dynamic—andaboveall,interactive!HeiswellknownforhishugelypopularTheLionStorytellerbooks,theTellingtheBibleseries,andthehighlyacclaimedpicturebooks:TheWolfWhoCriedBoy,DinnerintheLions’DenandTheThreeBillyGoats’Stuff.Text2.Background

Thisisatextaboutwhatstudentswillexperienceintheir“collegeyears.”ItisaddressedtocollegestudentsintheUnitedStates.Butwithsomemodifications,whattheauthorsaysherewillalsomakeperfectsensetoourstudents.Collegelifeisbothanexcitingandfrustratingexperience.Inshort,wehavetofacemanywhattheauthorcalls“developmentalchanges”andmakemanyimportantadjustmentsanddecisions,decisionsthatwillconcernoureducationandcareer,andvaluesandsocialresponsibilities.TextTomakeourcollegeexperiencemeaningfulandrewarding,wemustlearntohandlewhattheauthorcalls“theidentitycrisis,”tofindoutwhoweare,whatourstrongpointsandweaknessesare,whatweshoulddoandwhereweshouldgo.Ofcoursewemustlearntobeindependentorself-reliantpsychologicallyaswellasinothermatters.Buttobeindependentdoesnotmeantobeisolated.Itsimplymeansthatwehavetorelatetoourfamily,ourteachers,ourschool,thepeoplearoundusandthesocietyasawholeinanewandmorematureway.Itmeansthatwehavetolearnnewknowledge,developnewideas,formnewhabits,adoptnewattitudes,andcultivatenewrelationships.TextThereareotherchallengestoo.ForEnglishlanguagestudents,therearesomespecialproblems.Sincepeopleallsaythatlanguageisatool,shouldn’twetrytomajorinsomethingelse?Whenisthebesttimetospecialize?ForEnglishlanguagestudents,itisparticularlyimportantforthemtorealizetheirdutytounderstandWesterncultureproperlyandusewhatisgoodinitforourdevelopmentandmakeourcontributioninthisageofglobalization.TextYourCollegeYearsBobHartman1

Haveyoueverconsideredthechangesthataretakingplaceandwilltakeplaceinyourlifeasacollegestudent?Hasiteveroccurredtoyouthatyourprofessorsandotherschoolpersonnel

havecertaingoalsforyourgrowthandmaturityduringyourcollegeyears?Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescencetoyoungadulthood?Thoughcollegestudentsseldomthinkaboutthem,keychangeswillprobablyhappentothemduringtheircollegeyears.Text2

Duringthistime,studentsaregoingthroughanidentitycrisisandareendeavoringtofindoutwhotheyareandwhattheirstrengthsandweaknessesare.Theyhave,ofcourse,plentyofboth.Itisimportanttoknowhowpeopleperceivethemselvesaswellashowotherpeopleperceivethem.AccordingtoPiersandLandau,inanarticlediscussingthetheoriesofErikH.Erikson

inInternationalEncyclopediaoftheSocialSciences

(1979),identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shapedbyenvironment,andinfluencedbychanceevents.Peopleareinfluencedbytheirenvironmentand,inturn,influencetheirenvironment.Howpeopleseethemselvesinbothrolesisunquestionablyapartoftheiridentity.Text3

Whilestudentsaregoingthroughanidentitycrisis,theyarebecomingindependentfromtheirparentsyetareprobablystillverydependentonthem.Thisindependence/dependencestruggleisverymuchapartofthelateradolescencestage.Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.Immediatelyaftergraduatingfromhighschool,somegraduateschoosetoentertheworkworld.Asaresultofthischoice,theymaybecomefinanciallyindependentfromtheirparents.Butcollegestudentshavechosentogrowandlearnnewskillsthattakeyearstodevelop,sotheyprobablyneedatleastsomedegreeofdependenceontheirparents.Text4

InhisApril1984article“PsychologicalSeparationofLateAdolescentsfromTheirParents”intheJournalofCounselingPsychology,J.A.Hoffmanobservedthattherearefourdistinctaspectstopsychologicalseparationfromone’sparents.First,thereisfunctionalindependence,whichinvolvesthecapabilityofindividualstotakecareofpracticalandpersonalaffairs,suchashandlingfinances,choosingtheirownwardrobes,anddeterminingtheirdailyagenda.Second,thereisattitudinalindependence,whichmeansthatindividualslearntoseeandacceptthedifferencebetweentheirownattitudes,values,andbeliefsandthoseoftheirparents.Thethirdprocessofpsychologicalseparationisemotionalindependence.Hoffmandefinesthisprocessas“freedomfromanexcessiveneedforapproval,closeness,togetherness,andemotionalsupportinrelationtothemotherandfather.”Forexample,collegestudentswouldfeelfreetoselectthemajorthattheywanttopursuewithoutfeelingtheymusthaveparentalapproval.Fourthisfreedomfrom“excessiveguilt,anxiety,mistrust,responsibility,inhibition,resentment,andangerinrelationtothemotherandfather.”Collegestudentsneedtostandbackandseewheretheyareintheindependence/dependencestruggle.Text5

Probablyoneofthemoststressfulmattersforyoungcollegestudentsisestablishingtheirsexualidentity,whichincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.Eachmustdefineherorhissexualidentityinafeminineormasculinerole.Theseareexcitingtimesyetfrustratingtimes.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.Text6

Atthesametime,theseyoungadultsarelearninghowtogiveandreceiveaffectionintheadultworld.Thisaspectofgrowthdealsnotonlywithinteractionwiththeoppositesexbutwithfriendsofbothsexesandallages.Astheygrowandreachyoungadulthood,thewaytheyrelatetootherschanges.Itisatimewhentheyasadultsshouldthinkabouthowtheyrelatetoandshowproperrespectforpeers,howtheyrelatetothechildrenandyoungadolescentsintheirlives,andhowtheyrelatetotheirparentsandshowthemaffection.Forexample,whenIwasagraduatestudentatSouthwesternBaptist

Theological

Seminary,IvisitedmyparentsafterIhadjustfinishedacourseincounseling.DuringthecourseIhadcometorealizethatwhilemyworldwasexpandingandnewoptionswereopeningforme,myfather,whowasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow.Duringmyvisithome,myfatherandIhadseveralconversationsinwhichwediscussedthecontentofmycourseandhowitappliedtoourlives.IfoundmyselfseeingmyfatherinadifferentwayandrelatingtohimasafriendwhomIcouldencourage.Iwasconsciouslyencouragingthemanwhoovertheyearshadencouragedme.Iwasrelatingtomyfatherinadifferentway.Text7

Anotherchangeforcollegestudentsisinternalizingtheirreligiousfaith,theirvalues,andtheirmorals.Sincebirth,oneormoreparentshavebeenmodelingforthemandteachingthemcertainbeliefs,values,andmorals.Intheiradolescentyears,however,thesemattersarequestionedandinsomecasesrebelledagainst.Now,asyoungadults,theyhavetheopportunitytodecideforthemselveswhatbeliefs,values,andmoralstheyaregoingtoacceptfortheirlives.Inthelatesixties,ayoungwomanfromabackgroundthatwasextremelyprejudicedagainstpeoplefromotherracescametocollegeconvincedthatherracewassuperior.Shewasdistressedbecauseshehadbeenputintoadormthathadpeoplefroma

varietyofethnicbackgrounds.Overthenextfouryears,thisstudent,whoconsideredherselfintelligent,foundherselfinclassesandsocialeventsinwhichpeopleofotherracesperformedaswellasormorecompetentlythanshedid.Asshefinishedhersenioryear,shehadgrowntorealizethatpeopleofotherraceswerenotonlyequaltoherbutwerepeoplewhocouldbeherfriendsandfromwhomshecouldlearn.Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.Text8

Inadditiontoaffirmingpersonalvalues,collegestudentsdevelopnewwaystoorganizeanduseknowledge.Thechallengesofacademiclifenotonlyintroducethemtonewknowledgebutforcethemtoevaluatehowtheygather,process,andapplyknowledgeintheirlives.Forsome,thiswillbeapainfulexperience,butforallitwillbeagrowingexperience.OnestudentwithwhomIhadworkedwentontobecomeanEnglishteacher.Shesharedwithmehowherattitudetowardliteraturechangedduringhercollegeyears.“InhighschoolImadegoodgradesinEnglish,”sheobserved,“butthematerialmeantverylittletome.”Shethenwentontoexplainhowincollegeshecametorealizethatliteratureisoneofthebestwaystounderstandaculture.Herwayoflearninghadchanged.Allstudentsshouldbeawareofhowtheyreacttonewknowledgeandnewwaysoflearning,howtheyprocesstheknowledgepresentedtothem,andhowtheyorganizethisknowledge.Text9

Andlastofall,theseyoungadultsarebecomingworldcitizens,arebecomingawarenotonlyofothergroupsintheirownculturebutalsoofpeopleofothercultures.Astheymeetthesepeopleandinteractwiththem,theyfindthemselvesbeingintroducedtonewwaysoflifeandnewwaysofinterpretinglife.Astheydoso,theygrowandbecomemorematurepeople.AstudentattendingacommunitycollegeinhishometownexplainedhowasastudenthecametoknowastudentfromaThirdWorldcountry—acountryhehadnotevenheardofbefore.Text

Theinternationalstudent,whoexpectedtobeappointedtoanimportantgovernmentalpositionwhenhereturnedhome,hadabrotherwhotaughtlawatthemajoruniversityofhiscountry.TheAmericanstudentandtheinternationalstudentbecameclosefriendsandspentmanyhourssharingtheirthoughtsanddreams.TheAmericanstudentobserved,“Becauseofourfriendship,IhavecometounderstandpeopleofThirdWorldcountriesinawayIneverrealizedpossible.Icannolongerreadthenewspaperorwatchatelevisionnewscastwithoutseeingthepeoplefromothercountriesinadifferentlight.Theyarenowrealpeoplewhohavedreams,hopes,andstruggles,justasIdo.”Becauseoftheopportunitieshehadwhileattendingcollege,thisyoungman,likemanyotherstudents,experiencedanewunderstandingoftheworldandofhimself.Text10

Collegeisdesignedtobeatimeofpersonalgrowthandexpansion.Attimesitcanbethreatening.Forcertain,itisanexperiencethatcontributestoyoungadults’growthandmaturity.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.Justasproudly,theyaregrowingintheirunderstandingofthemselves,others,andtheworldinwhichtheylive.(1,504words)Text大学时代鲍勃·哈特曼1

你是否考虑过，作为一名大学生，你的生活现在起着什么变化，将来又会有什么变化？你是否想过，大学教授和其他学校工作人员对你大学期间的成长及成熟是有目标的？你是否想过，在你由青春期迈向成年的过程中，你的个人发展会发生某些变化？虽然大学生们很少思考这些问题，但是他们在大学时代很可能会发生一些重大的变化。Text2

在此期间，学生要经历一次认同危机，他们想弄明白自己是什么样的人，自己的优点和弱点在哪里。他们当然有不少优点和弱点。知道人们怎样看待自己，以及别人如何看待他们，这一点很重要。在《国际社会科学百科全书》（1979）的一篇讨论爱利克·H.埃里克森（心理学）理论的文章里，皮尔斯和兰多认为，身份的形成取决于基因（由父母遗传），受环境的塑造，并且被不确定的事件影响。人们受环境影响，转而也影响他们所处的环境。人们怎样看待这双重角色，毫无疑问构成了他们身份的一部分。

Text3

学生在经历自我认同危机的过程中，逐渐独立于父母，但可能仍然很依赖他们。这一独立与依赖的挣扎构成了青春期后期生活的一大部分。事实上，选择大学教育可能会加剧这一矛盾。有些人中学毕业后，选择立即参加工作，因此他们在经济上可能不再依赖父母。可是大学生选择了发展，选择了学习需要几年的工夫才能掌握的新技能，因而他们至少在一定程度上可能还得继续依靠父母。

Text4

J.A.霍夫曼在其1984年4月刊登于《咨询心理学杂志》上的《青春期后期青少年与父母的心理分离》一文中提出，与父母心理分离包含四个方面。第一，具有生活自理能力，涉及个人处理实际事务和私人事务的能力，如打理财务、选择着装、确定日程安排。第二，态度独立，即个人学会正确看待并接受自己在态度、价值观、信仰等方面和父母的差异。心理分离的第三个过程是感情独立。霍夫曼把这个过程界定为“在认可、亲近、亲密及感情支持这些方面摆脱对父母的过多依赖”。比如大学生可以自由选择自己想学习的专业，不会认为必须得到父母的同意。第四，摆脱“对父母过多的内疚、忧虑、疑心、责任感、犹豫、不满及愤怒”。大学生需要以局外人的目光审视自己在独立与依赖的挣扎中所处的位置。

Text5

对于年轻的大学生们来说，压力最大的事情之一可能是确立自己的性别身份，这包括建立与异性的关系以及呈现自己未来作为男人或女人的角色。他们每个人都必须界定自己的性别角色。这个阶段既令人兴奋，也令人沮丧。也许没有什么会比恋爱更能使大学生的感情向两个极端波动了。

Text6

与此同时，这些年轻的成年人也不断地学会如何给予和接纳成人世界中的感情。这方面的成长不仅涉及与异性的关系，也涉及与两种性别以及所有年龄段的朋友的相处。随着他们逐渐成年，他们与人交往的方式也发生着变化。在这个时期，作为成年人，他们应该考虑如何与同龄人相处，如何适当表达对同龄人的尊重；如何与在生活中所遇到的儿童和青少年相处；如何与父母相处并表现出对他们的关爱。我在西南浸礼教会神学院读研究生的时候，有一次在修完一门辅导学课程后，我去看望父母。在学习这门课的过程中，我发现在我的世界不断扩展、一个个新选择向我开放的同时，我60多岁的父亲却目睹着他的世界渐渐缩小，选择也变得越来越少。那次回家，我和父亲交谈过几次，谈到了我修的那门课程的内容，以及这些内容如何适用于我们的生活。我发现自己在以一种与以往不同的方式看待父亲，我把他看作我的朋友，一个我可以鼓励的朋友。我有意识地鼓励一位多年来一直鼓励我的人。我和父亲的关系变了。

Text7

大学生们的另一个变化是逐步内化宗教信仰、价值观以及道德标准。从出生以来，他们的父亲或母亲，或是双亲，就一直言传身教，教给他们一些信念、价值观和道德观。不过，在青春期，他们会怀疑，甚至反叛这些观念。现在，作为成年人，他们有机会自己决定接受什么样的信念、价值观以及道德观。在20世纪60年代末，有个女生一直深受极端歧视其他种族思想的影响，刚入大学时她深信自己种族的优越性。她被安排到一栋住着来自不同种族背景的学生的宿舍楼，她因此感到沮丧。在随后的四年中，这位自认为聪慧的学生发现无论是在课堂上还是在社交活动中，其他种族的人一点儿都不比她差，或者是比她更有能力。大学毕业的时候，她已经认识到其他种族的人不仅与她平等，而且还能够成为值得她学习的朋友。这些在大学时代确立的宗教、道德、价值观念往往终生不变。

Text8

除了确立个人的价值观外，大学生还会逐渐形成整理与运用知识的新方法。学业中遇到的挑战不仅将他们引入新的知识领域，还迫使他们学会考量如何在生活中获取、整理并运用知识。对于一些大学生来说，这是一个痛苦的经历，但对所有学生而言，这是一个成长的过程。与我合作过的一个学生后来当了英语老师。她曾告诉我她是如何在大学期间改变了对文学的态度。“上高中的时候，我的英语成绩不错，”她说，“不过读的那些材料对我来说没有什么意义。”她接着解释了在大学里她是怎样认识到文学是理解文化的最好方式之一。她的学习方法改变了。所有大学生都应该知道他们该如何回应新的知识和新的学习方法，如何处理这些知识，以及如何将这些知识条理化。

Text9

最后一点，这些年轻人正逐步成为世界公民。他们不仅在逐渐了解本文化体系的其他群体，同时也在了解其他文化体系的人们。在遇到这些人并与之交流的过程中，他们发现自己接触到了新的生活方式，以及对生活的不同认识。与此同时，他们成长起来，变得更加成熟。一个在家乡上社区学院的学生跟我说过他与一位来自第三世界国家的学生相识的经历。以前他甚至都没听说过这个国家。……Text9

……这位外国学生回国后会被指派到一个重要的政府部门工作。他还有个哥哥在国内一所重点大学教法律。这位美国学生和这位外国学生成了好朋友，他俩在一起度过了不少时光，交流想法和梦想。这个美国学生说，“由于我们之间的友谊，我开始了解第三世界国家的人，这是我从来都没有想到过的。现在我读报或是看电视新闻时都是以新的视角来看待其他国家的人。他们都是真实存在的人，和我一样是有梦想、有希望、在奋斗的人。”因为在上大学时有了这样的机会，这个年轻人和许许多多其他学生一样，对这个世界、对自己有了新的理解。

Text10

大学的宗旨是使学生能成长与发展。有时候它可能来势汹汹。但上大学肯定有利于年轻人的成长与成熟。他们不仅会接触到新的群体、新的知识，还会学到整合、处理信息的新方式。同样值得自豪的是，他们对自身、对他人、对他们所处的世界的理解也在不断提高。

Text

Hasiteveroccurredtoyouthat…Note:

PayattentiontothedifferencebetweenChineseandEnglishinexpressingone’sidea:InChinese,thesubjectisusuallyapersonalpronoun,whereasinEnglish,theanticipatory“it”isoftenused.Moreexamples:1.Itneveroccurredtomethatwealthcouldruinaperson’slife.2.Itsuddenlyoccurredtohimthathehadnottouchedanymeatformonths.3.Itsuddenlydawnedonusthathighsavingsratemaynotbeagoodthing.4.Itgraduallybegantodawnontheeconomiststhattheproblemwasnotoverproduction,butunder-consumption.5.Itstruckherthatalthoughshewasnowrichbyherownstandard,shewasnotreallyhappy.TextAnalysis

personnelThewordisplural.Weneversay“apersonnel.”e.g.1.Theylackedthescientificpersonneltodevelopthetechnicalapparatusmuchfurther.

他们缺少进一步研发这些技术设备的科技人员。2.Thegeneraldoesnotlikenoncombatantpersonnelnearasceneofaction.

这位将军不喜欢非战斗人员靠近战争现场。TextAnalysis

…certaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescencetoyoungadulthood?

developmentalchanges:Thisisapsychologicaltermwhichreferstothephysiologicalandbehavioralchangesthroughoutthelifespan.fromadolescencetoyoungadulthood:Theterm“adolescence”beganasaWesternconcept,whichmeanstheperiodbetweenchildhoodandadulthood.Thispassagetoadulthoodisoftenmarkedbyanumberofsmallchangesinstatusduringorneartheendofadolescence.Graduationfromhighschool,therighttovote,andtodriveacararealleventsthat,tosomedegree,signifyadultstatus.Butthemainchangesarepsychologicalaswellasphysical.Itisusuallyfraughtwithanxietyandconflict.TextAnalysis

Duringthistime,studentsaregoingthroughanidentitycrisis

…

gothrough:experienceidentitycrisis:Itreferstothedifficulties,confusions,andanxietiesthatpeoplegothroughduringadolescencewhentheyarenotsurewhotheyreallyareandwhattheirpurposesinlifeare.TextAnalysisTextAnalysis

ErikH.EriksonErikH.Erikson(1902—1994)wasborninFrankfurt,Germany,andlaterbecameanAmericancitizen.Hewasaneo-Freudianpsychologist,bestknownforhisworkinrefiningandexpandingSigmundFreud’stheoryofpsychosexualdevelopmentalstages.

InternationalEncyclopediaoftheSocialSciencesTheInternationalEncyclopediaoftheSocialSciencesisanimportantreferencebookwhichwasfirstpublishedin1968inNewYorkandwaseditedbyDavidL.SillsandRobertK.Merton.Itcontainsseventeenvolumesandthousandsofentrieswrittenbyscholarsaroundtheworld.

《国际社会科学百科全书》The2ndeditioniscomposedentirelyofnewarticles.Itwaspublishedin2008andeditedbyWilliamA.DarityJr.,anAmericaneconomist.TextAnalysis1stedition

…identityisdeterminedbygenetic

endowment(whatisinheritedfromparents),shapedbyenvironment,andinfluencedbychanceevents.Whoweareisdeterminedbythreethings:first,ourgenes,orwhatourparentshavegivenus,ourlegacy;second,environment;third,luckoropportunities.chanceevents:“Chance”hereisanadjective,meaning“accidental.”e.g.1.Thischancemeetingwiththefamouswriterchangedhiswholelife.2.Thismedicineissaidtobeachancediscovery.TextAnalysis

…theyarebecomingindependentfromtheirparentsyetareprobablystillverydependentonthem.Note:Theprepositionsusedafter“dependent”and“independent”aredifferent.e.g.1.Financially,theyarestilldependentontheirparents.2.Thesebanksarenowcompletelyindependentfrom/ofeachother.TextAnalysis

Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.“It”herereferstotheword“struggle”intheprevioussentence.Thewholesentencemeansthatiftheychoosetogotocollegetocontinuetheireducation,theywillfaceanevenmoreseriousstrugglebetweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.TextAnalysis

adolescentsAnadolescentisayoungpersonwhoisdevelopingfromachildintoanadult.Theadolescentagerangevariesbydifferentstandards.TheWorldHealthOrganization(WHO)definesadolescentsasindividualsbetweentheagesof10and19.Forpeopleconsideredfullygrownandthereforelegallyresponsible,thewords“adults”(formal)and“grown-ups”(informal)areused.Seealso:adolescenceTextAnalysis

JournalofCounselingPsychologyAjournalisaseriousmagazineproducedforprofessionalpeopleorthosewithaparticularinterest.ThisjournalisbasedinWashington,D.C.intheUnitedStates.

《咨询心理学杂志》TextAnalysis

First,thereisfunctionalindependence,whichinvolvesthecapabilityofindividualstotakecareofpracticalandpersonalaffairs,suchashandlingfinances,choosingtheirownwardrobes,anddeterminingtheirdailyagenda.functionalindependence:independenceinhandlingeverydaylifesituations;theabilitytosolvepracticalproblemshandlefinances:learnhowtospendmoneywiselychoosetheirownwardrobes:choosetheirownclothesdeterminetheirdailyagenda:makealistofwhattheyaregoingtodoeverydayTextAnalysis

freedomfromsth.:nolongerhavingsth.thatsb.doesnotwante.g.Themostimportantfreedomourpeopleshouldhaveisthefreedomfromhunger.Also:

befreefromsth.e.g.1.Anidealsocietyisonefreefromexploitationandoppression.2.Withinamonth,thewholebuildingisfreefromfliesandmosquitoes.TextAnalysis

Fourthisfreedomfrom“excessiveguilt,anxiety,mistrust,responsibility,inhibition,resentment,andangerinrelationtothemotherandfather.”Childrenoftenfeelveryguiltyinrelationtotheirparentsbecausetheythinktheyhavedonesomethingwrong;theyarealsoanxiousbecausetheyareeagertopleasetheirparents;theysometimesfeelunhappybecausetheythinkthattheirparentshavenotbeenfairtothem;theyfeelthattheyareresponsibletotheirparentsforeverythingtheydo;theyarealwaysafraidofsayingthewrongthingornotbehavingproperly;allthismaymakethemangrywiththeirparentsormakethemfeelresentful.Thesefeelingsreflecttheiremotionaldependenceontheirparents.Whentheygrowup,theyusuallystriveforthefreedomfromthese.TextAnalysis

feellower:feelunhappy,withoutmuchhopeforthefutureTextAnalysis

…myfather…wasseeinghisworldshrinkandhisoptionsnarrow.Myfatherwasbeginningtorealizethathisworldwasgettingsmallerandhischoicesfewer.Heretheword“narrow”isusedasaverb.e.g.1.Wemusttrytonarrowthedifferenceinincomebetweentherichandthepoorwithoutdelay.2.Thismightyrivernarrowstoagorgeofabout50meterswhenitcomestothisplacebetweenthemountains.TextAnalysis

...oneormoreparentshavebeenmodelingforthem...modelforsb.:serveasamodelforsb.;setanexampleforsb.Note:Thephrase“bemodelsforsb.”ismorecommon.TextAnalysis

...however,thesemattersarequestionedandinsomecasesrebelledagainst.However,adolescentsbegintodoubtaboutthebeliefs,values,andmoralstheirparenthavetaughtthem,andsometimesopenlyrefusetoacceptthem.TextAnalysis

avarietyofethnicbackgrounds:(here)manydifferentracesintheU.S.Todaysociologistsoftenprefer“ethnic”to“racial,”and“ethnicgroup”to“race.”TextAnalysis

beequalto:bejustasgoodase.g.1.Manyofourproductsareequaltothebestintheworld.2.Itisridiculoustothinkoneraceisnotequaltoanothersimplybecauseithasadifferentskincolor.TextAnalysis

Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.Thesevaluesthatareestablishedduringthecollegeyearsoftenlastalifetime.Itisbelievedthatourcharacterorbasicmoralprinciplesareformulatedduringthisperiodoftime.TextAnalysis

personalvalues…values:moralprinciples;principlesofwhatisrightandwhatiswrongpersonalvalues:valuesconcerningpersonallifeorbehavior,asopposedtosocialvaluesTextAnalysis

communitycollegeAcommunitycollegeisatypeofeducationalinstitution.Thetermcanhavedifferentmeaningsindifferentcountries.IntheU.S.andCanada,itreferstoacollegethatstudentscanattendfortwoyearsinordertolearnaskillortoprepareforuniversity.Itissometimesknownasthejuniorcollege.TextAnalysis

ThirdWorldcountriesThisisatermusedtorefertothedevelopingcountriesinAsia,Africa,LatinAmerica,andotherregions.Ithasdecreasedinuseandtheterm“developingcountries”ispreferrednow.TextAnalysis

…seeingthepeoplefromothercountriesinadifferentlight.seesb./sth.inacertainlight:seesb./sth.inacertainwaye.g.1.Whathedidmadeusseehiminanewlight.2.AfterItookthatcourse,Ibegantoseetheworldinadifferentlight.TextAnalysis

forcertain:

certainly;definitely;nodoubte.g.1.Heisprobablyanaccountant.Idon’tknowitforcertain.2.Ican’tsayforcertainhowmuchthiscarwillcost.TextAnalysis

...theyarealsoacquiringnewwaysofassemblingandprocessinginformation.Theyarealsofindingorlearningnewwaysofarranging,organizing,analyzingorunderstandinginformation.Itimpliesthatunrelated,unclassifiedinformationisnotscientifictruth.Scientifictruthrequirestheprocessingofinformation.Incollege,studentswilllearnnewapproaches,methods,andtheorieswhichwillchangemanyoftheirprejudices.TextAnalysisGlossaryadolescenceencyclopediaheightenadulthoodendeavorinheritaffir