劍橋雅思7test1passage3閱讀原文翻譯

劍橋雅思7test1passage3閱讀標(biāo)題為educating psyche暗示教學(xué)法，一共有7個(gè)自然段，下面則是全文翻譯，感興趣的小伙伴一起往下看吧。

劍橋雅思7test1passage3閱讀原文翻譯

第1段

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning,describing the effects of emotion,imagination and the unconscious on learning.One theory discussed in the book is that proposed by George Lozanov,which focuses on the power of suggestion.

伯尼·內(nèi)維爾（Bernie Neville）撰寫(xiě)的《教育心理》一書(shū)探討了全新的學(xué)習(xí)方法，描述了情感，想象力和無(wú)意識(shí)對(duì)學(xué)習(xí)的影響。本書(shū)中討論的一種理論是喬治·洛扎諾夫（George Lozanov）提出的，它著眼于建議的力量。

第2段

Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing(which he calls non-specific mental reactivity)are more durable than those made through conscious processing.Besides the laboratory evidence for this,we know from our experience that we often remember what we have perceived peripherally,long after we have forgotten what we set out to learn.If we think of a book we studied months or years ago,we will find it easier to recall peripheral details–the colour,the binding,the typeface,the table at the library where we sat while studying it–than the content on which we were concentrating.If we think of a lecture we listened to with great concentration,we will recall the lecturer’s appearance and mannerisms,our place in the auditorium,the failure of the air-conditioning,much more easily than the ideas we went to learn.Even if these peripheral details are a bit elusive,they come back readily in hypnosis or when we relive the event imaginatively,as in psychodrama.The details of the content of the lecture,on the other hand,seem to have gone forever.

洛扎諾夫（Lozanov）的教學(xué)方法基于以下證據(jù)：通過(guò)無(wú)意識(shí)加工在大腦中建立的聯(lián)系（他稱(chēng)之為非特定的心理反應(yīng)）比通過(guò)有意識(shí)加工建立的聯(lián)系更持久。除了支持這一觀點(diǎn)的實(shí)驗(yàn)室證據(jù)外，我們從自己的經(jīng)驗(yàn)中也能得知，在我們忘記所學(xué)習(xí)的東西很久之后，我們經(jīng)常會(huì)記住周?chē)氖马?xiàng)。如果我們想想幾個(gè)月或幾年前學(xué)習(xí)過(guò)的書(shū)，我們會(huì)發(fā)現(xiàn)回憶周?chē)募?xì)節(jié)（顏色，裝訂，字體，我們?cè)趫D書(shū)館時(shí)所坐的桌子）比回憶我們當(dāng)時(shí)正在專(zhuān)心閱讀的內(nèi)容要簡(jiǎn)單。如果我們想想曾經(jīng)專(zhuān)心聽(tīng)過(guò)的講座，回憶講師的外貌和舉止，我們?cè)谟^眾席中的位置，空調(diào)的故障，要比回憶我們學(xué)到的觀念容易得多。即使這些外圍細(xì)節(jié)有些難以捉摸，它們也很容易在催眠狀態(tài)下或當(dāng)我們重溫事件時(shí)出現(xiàn)。另一方面，講課內(nèi)容的細(xì)節(jié)似乎永遠(yuǎn)消失了。

第3段

This phenomenon can be partly attributed to the common counterproductive approach to study(making extreme efforts to memorise,tensing muscles,inducing fatigue),but it also simply reflects the way the brain functions.Lozanov therefore made indirect instruction(suggestion)central to his teaching system.In suggestopedia,as he called his method,consciousness is shifted away from the curriculum to focus on something peripheral.The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.

這種現(xiàn)象可以部分歸因于常見(jiàn)的適得其反的學(xué)習(xí)方法（盡力去記憶，拉緊肌肉，誘發(fā)疲勞），但它也反映了大腦運(yùn)轉(zhuǎn)的方式。因此，洛扎諾夫?qū)㈤g接指導(dǎo)（建議）作為其教學(xué)體系的核心。正如他所說(shuō)的那樣，在暗示教學(xué)法中，意識(shí)從課程轉(zhuǎn)移到專(zhuān)注于某些外圍事物。然后課程成為外圍事項(xiàng)，由大腦的儲(chǔ)備能力處理。

第4段

The suggestopedic approach to foreign language learning provides a good illustration.In its most recent variant(1980),it consists of the reading of vocabulary and text while the class is listening to music.The first session is in two parts.In the first part,the music is classical(Mozart,Beethoven,Brahms)and the teacher reads the text slowly and solemnly,with attention to the dynamics of the music.The students follow the text in their books.This is followed by several minutes of silence.In the second part,they listen to baroque music(Bach,Corelli,Handel)while the teacher reads the text in a normal speaking voice.During this time they have their books closed.During the whole of this session,their attention is passive;they listen to the music but make no attempt to learn the material.

用暗示教學(xué)法學(xué)習(xí)外語(yǔ)提供了很好的例證。在其最新版本（1980）中，該課程包括在課堂上聽(tīng)音樂(lè)的同時(shí)閱讀詞匯和文本。第一節(jié)分為兩部分。在第一部分中，音樂(lè)是古典樂(lè)（莫扎特，貝多芬，勃拉姆斯），老師會(huì)緩慢而莊重地閱讀文本，將注意力放在音樂(lè)上。學(xué)生們根據(jù)書(shū)本上的文章學(xué)習(xí)。接下來(lái)是幾分鐘的沉默。在第二部分中，他們聽(tīng)巴洛克音樂(lè)（巴赫，科雷利，漢德?tīng)枺?，而老師則以普通語(yǔ)音朗讀文本。在此期間他們合上書(shū)本。在整個(gè)過(guò)程中，他們的注意力是不集中的。他們聽(tīng)音樂(lè)，但沒(méi)有嘗試學(xué)習(xí)這些資料。

第5段

Beforehand,the students have been carefully prepared for the language learning experience.Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class.In a preliminary talk,the teacher introduces them to the material to be covered,but does not‘teach’it.Likewise,the students are instructed not to try to learn it during this introduction.

事先，學(xué)生已經(jīng)為語(yǔ)言學(xué)習(xí)經(jīng)歷作了精心準(zhǔn)備。通過(guò)與員工和滿意的學(xué)生的見(jiàn)面，他們產(chǎn)生了學(xué)習(xí)會(huì)簡(jiǎn)單輕松并且將在課堂上成功地學(xué)習(xí)數(shù)百個(gè)外語(yǔ)單詞的想法。在初步講解中，老師向他們介紹了要學(xué)習(xí)的材料，但沒(méi)有“教”它。同樣，在介紹過(guò)程中，學(xué)生要要求不要嘗試學(xué)習(xí)它。

第6段

Some hours after the two-part session,there is a follow-up class at which the students are stimulated to recall the material presented.Once again the approach is indirect.The students do not focus their attention on trying to remember the vocabulary,but focus on using the language to communicate(e.g.through games or improvised dramatisations).Such methods are not unusual in language teaching.What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall.The‘learning’of the material is assumed to be automatic and effortless,accomplished while listening to music.The teacher’s task is to assist the students to apply what they have learned paraconsciously,and in doing so to make it easily accessible to consciousness.Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session,as well as grammar and idiom.

在分為兩部分的課程結(jié)束之后的幾個(gè)小時(shí)內(nèi)，會(huì)有一個(gè)后續(xù)課程。該課程會(huì)激發(fā)學(xué)生回憶所介紹的材料。同樣，該方法是間接的。學(xué)生們不會(huì)將注意力集中在試圖記住的詞匯上，而是著重使用語(yǔ)言進(jìn)行交流（例如，通過(guò)游戲或即興表演）。這種方法在語(yǔ)言教學(xué)中并不罕見(jiàn)。暗示教學(xué)法的獨(dú)特之處是它們完全致力于協(xié)助回憶。材料的“學(xué)習(xí)”被認(rèn)為是自動(dòng)且輕松的，在聽(tīng)音樂(lè)的同時(shí)完成。教師的任務(wù)是協(xié)助學(xué)生將他們所學(xué)的知識(shí)通過(guò)潛意識(shí)應(yīng)用出來(lái)，并使其易于被意識(shí)所接受。與常規(guī)教學(xué)的另一個(gè)不同之處在于，證據(jù)表明學(xué)生可以在暗示教學(xué)期間學(xué)會(huì)1000個(gè)新外語(yǔ)單詞，以及語(yǔ)法和習(xí)語(yǔ)。

第7段

Lozanov experimented with teaching by direct suggestion during sleep,hypnosis and trance states,but found such procedures unnecessary.Hypnosis,yoga,Silva mind-control,religious ceremonies and faith healing are all associated with successful suggestion,but none of their techniques seem to be essential to it.Such rituals may be seen as placebos.Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo,but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains.Like any placebo,it must be dispensed with authority to be effective.Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals,Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated,by trained and accredited suggestopedic teachers.

洛扎諾夫在睡覺(jué)，催眠和發(fā)呆狀態(tài)下通過(guò)直接暗示進(jìn)行了教學(xué)實(shí)驗(yàn)，但發(fā)現(xiàn)這樣的程序并不必要。催眠，瑜伽，席爾瓦（Silva）心理控制，宗教儀式和信仰康復(fù)都與成功的暗示有關(guān)，但是這些方法似乎都不是必不可少的。這種儀式可以被視為安慰劑。洛扎諾夫（Lozanov）承認(rèn)在他自己的體系中儀式性的周邊暗示也是安慰劑，但他堅(jiān)持認(rèn)為，沒(méi)有這樣的安慰劑，人們將無(wú)法或害怕挖掘大腦的儲(chǔ)備能力。像任何安慰劑一樣，必須富有權(quán)威才能有效。正如醫(yī)生通過(guò)堅(jiān)持要求患者每天飯前精確地服用三粒白色膠囊來(lái)充分發(fā)揮權(quán)威暗示的全部力量一樣，洛扎諾夫（Lozanov）堅(jiān)決主張嚴(yán)格按照設(shè)計(jì)的方式，由受過(guò)訓(xùn)練、經(jīng)過(guò)認(rèn)可的暗示教學(xué)法的老師進(jìn)行暗示教學(xué)。

第8段

While suggestopedia has gained some notoriety through success in the teaching of modern languages,few teachers are able to emulate the spectacular results of Lozanov and his associates.We can,perhaps,attribute mediocre results to an inadequate placebo effect.The students have not developed the appropriate mind set.They are often not motivated to learn through this method.They do not have enough‘faith’.They do not see it as‘real teaching’,especially as it does not seem to involve the‘work’they have learned to believe is essential to learning.

盡管暗示教學(xué)法通過(guò)現(xiàn)代語(yǔ)言教學(xué)上的成功聲名鵲起，但很少有老師能夠模仿洛扎諾夫及其同事的驚人成果。我們也許可以將平庸的結(jié)果歸因于安慰劑作用不足。學(xué)生們尚未建立適當(dāng)?shù)乃季S定勢(shì)。他們通常沒(méi)有動(dòng)力通過(guò)這種方法學(xué)習(xí)。他們沒(méi)有足夠的“信仰”。他們不認(rèn)為這是“真正的教學(xué)”，尤其是當(dāng)它似乎不涉及他們所認(rèn)為的對(duì)學(xué)習(xí)至關(guān)重要的“努力”。

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