劍橋雅思16 Test4 Passage2閱讀原文翻譯

劍橋雅思16 Test4 Passage2閱讀原文翻譯，今天中國教育在線就來為大家分析這個(gè)問題

劍橋雅思16 Test4 Passage2閱讀原文翻譯

第1段

Look around on your next plane trip.The iPad is the new pacifier for babies and toddlers.Younger school-aged children read stories on smartphones;older kids don’t read at all,but hunch over video games.Parents and other passengers read on tablets or skim a flotilla of email and news feeds.Unbeknown to most of us,an invisible,game-changing transformation links everyone in this picture:the neuronal circuit that underlies the brain’s ability to read is subtly,rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult.

下次乘坐飛機(jī)的時(shí)候記得環(huán)顧四周。iPad已經(jīng)成為嬰兒和幼兒新的安撫物。年輕一些的學(xué)齡兒童在手機(jī)上看故事；年齡稍大一些的孩子則完全不閱讀，只是低頭玩游戲。父母和其他乘客要么在平板上看東西，要么瀏覽電子郵件和新聞。我們大多數(shù)人不知道的是，一場看不見的，天翻地覆的變化將這一情景中的每個(gè)人聯(lián)系在一起：構(gòu)成大腦閱讀能力基礎(chǔ)的神經(jīng)回路正在發(fā)生微妙而迅速的改變。從尚不會(huì)閱讀的幼兒到成年專家，它影響著每一個(gè)人。

第2段

As work in neurosciences indicates,the acquisition of literacy necessitated a new circuit in our species’brain more than 6,000 years ago.That circuit evolved from a very simple mechanism for decoding basic information,like the number of goats in one’s herd,to the present,highly elaborated reading brain.My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes:internalized knowledge,analogical reasoning,and inference;perspective-taking and empathy;critical analysis and the generation of insight.Research surfacing in many parts of the world now cautions that each of these essential‘deep reading’processes may be under threat as we move into digital-based modes of reading.

神經(jīng)科學(xué)方面的研究表明，6000多年前，讀寫能力的獲取讓我們種族的大腦中出現(xiàn)新的回路。從解碼基礎(chǔ)信息（如羊群中的山羊數(shù)量）這一十分簡單的機(jī)制開始，該回路進(jìn)化成如今十分精妙的、有閱讀能力的大腦。我的研究描繪了當(dāng)前擁有閱讀能力的大腦如何使得一些我們最為重要的智力和情感發(fā)展成為可能，如知識(shí)的內(nèi)化、類比推理與干預(yù)；態(tài)度取舍與共情；批判性分析和洞察力的產(chǎn)生等。如今世界許多地方進(jìn)行的研究告誡我們，隨著我們轉(zhuǎn)向數(shù)字模式的閱讀習(xí)慣，這些重要的深度閱讀過程可能遭到威脅。

第3段

This is not a simple,binary issue of print versus digital reading and technological innovation.As MIT scholar Sherry Turkle has written,we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating.In this hinge moment between print and digital cultures,society needs to confront what is diminishing in the expert reading circuit,what our children and older students are not developing,and what we can do about it.

這并不是簡單的紙張對(duì)抗數(shù)碼閱讀與技術(shù)創(chuàng)新的二元問題。正如麻省理工學(xué)者Sherry Turkle所寫的那樣，我們的社會(huì)并不會(huì)在我們創(chuàng)新的時(shí)候出錯(cuò)，而是在我們忽略我們創(chuàng)新所打破或者消弭的東西時(shí)才會(huì)出錯(cuò)。在這一紙張與數(shù)碼文化的承接時(shí)期，社會(huì)需要解決專業(yè)閱讀回路中什么東西正在消失，我們的孩子以及年齡稍大的學(xué)生沒有提升什么能力，以及我們對(duì)此能做什么。

第4段

We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language;it needs an environment to develop.Further,it will adapt to that environment’s requirements–from different writing systems to the characteristics of whatever medium is used.If the dominant medium advantages processes that are fast,multi-task oriented and well-suited for large volumes of information,like the current digital medium,so will the reading circuit.As UCLA psychologist Patricia Greenfield writes,the result is that less attention and time will be allocated to slower,time-demanding deep reading processes.

我們從研究中得知，與視力或者語言不同，閱讀回路并非通過基因藍(lán)圖被賦予給人類。它需要相應(yīng)的環(huán)境才能發(fā)展。此外，它會(huì)適應(yīng)環(huán)境的要求–從不同的書寫體系到所使用的媒介的特點(diǎn)。如果主流媒介有利于快速、多重任務(wù)導(dǎo)向、以及適合處理大量信息的過程，比如當(dāng)前的數(shù)碼媒介，那么閱讀回路也會(huì)這樣子。正如UCLA心理學(xué)家Patricia Greenfield所寫的那樣，結(jié)果是更少的注意力和時(shí)間會(huì)被分配給速度較慢、需要時(shí)間的深度閱讀過程。

第5段

Increasing reports from educators and from researchers in psychology and the humanities bear this out.English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19th and 20th centuries in favour of something simpler as they no longer have the patience to read longer,denser,more difficult texts.We should be less concerned with students’‘cognitive impatience’,however,than by what may underlie it:the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts.

越來越多來自教育者與心理學(xué)和人類學(xué)領(lǐng)域研究者的報(bào)告支持這一觀點(diǎn)。英國文學(xué)學(xué)者和教師Mark Edmundson描述了有多少大學(xué)生會(huì)主動(dòng)避開19世紀(jì)和20世紀(jì)的經(jīng)典文學(xué)作品，反而選擇一些更為簡單的作品，因?yàn)樗麄儾辉贀碛虚喿x更長、更密集、難度更大的文本的耐心。我們應(yīng)該更多的關(guān)注學(xué)生認(rèn)知急躁背后的原因，而非這一現(xiàn)象：大量的學(xué)生沒有能力在閱讀中進(jìn)行一定程度的批判性分析，從而理解要求更高的文本中所體現(xiàn)的復(fù)雜思想和爭論。

第6段

Multiple studies show that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school and college students.In Stavanger,Norway,psychologist Anne Mangen and her colleagues studied how high school students comprehend the same material in different mediums.This article is from Laokaoya website.Mangen’s group asked subjects questions about a short story whose plot had universal student appeal;half of the students read the story on a tablet,the other half in paperback.Results indicated that students who read on print were superior in their comprehension to screen-reading peers,particularly in their ability to sequence detail and reconstruct the plot in chronological order.

許多研究表明，數(shù)碼屏幕的使用可能對(duì)高中生和大學(xué)生的閱讀理解能力造成各種各樣令人煩心的負(fù)面影響。在挪威的斯塔萬格，心理學(xué)家Anne Mangen和她的同事研究了高中生在不同的媒介下如何理解相同的材料。Mangen的團(tuán)隊(duì)詢問實(shí)驗(yàn)對(duì)象有關(guān)一篇短小故事的問題。該故事的情節(jié)受到學(xué)生的普遍歡迎。其中一半學(xué)生在平板上閱讀該故事，而另一半學(xué)生則在紙張上閱讀。研究表明，相比于在屏幕上閱讀的學(xué)生，在紙張上閱讀的學(xué)生在理解方面更勝一籌，尤其是在他們按順序排列細(xì)節(jié)并根據(jù)時(shí)間發(fā)展重構(gòu)情節(jié)的能力方面。

第7段

Ziming Liu from San Jose State University has conducted a series of studies which indicate that the‘new norm’in reading is skimming,involving word-spotting and browsing through the text.Many readers now use a pattern when reading in which they sample the first line and then word-spot through the rest of the text.When the reading brain skims like this,it reduces time allocated to deep reading processes.In other words,we don’t have time to grasp complexity,to understand another’s feelings,to perceive beauty,and to create thoughts of the reader’s own.

圣何塞州立大學(xué)的Ziming Liu進(jìn)行的一系列研究表明，閱讀方面的新常態(tài)是略讀，包括識(shí)別單詞與瀏覽文本。如今，許多閱讀者文章來自老烤鴨雅思在閱讀時(shí)使用如下模式：首先看下第一行，然后只看剩余文本中的個(gè)別詞匯。當(dāng)閱讀大腦這樣略讀的時(shí)候，它就會(huì)減少分配給深入閱讀的時(shí)間。換句話說，我們沒有時(shí)間領(lǐng)悟復(fù)雜的東西，理解他人的情感，欣賞美，或者產(chǎn)生讀者自身的想法。

第8段

The possibility that critical analysis,empathy and other deep reading processes could become the unintended‘collateral damage’of our digital culture is not a straightforward binary issue about print versus digital reading.It is about how we all have begun to read on various mediums and how that changes not only what we read,but also the purposes for which we read.Nor is it only about the young.The subtle atrophy of critical analysis and empathy affects us all equally.It affects our ability to navigate a constant bombardment of information.It incentivizes a retreat to the most familiar stores of unchecked information,which require and receive no analysis,leaving us susceptible to false information and irrational ideas.

批判性分析、共情和其他深入閱讀過程可能成為我們數(shù)碼文化無意之間附帶的犧牲品。這一可能性并不是簡單的紙張對(duì)抗數(shù)碼閱讀的二元問題。它更多的是關(guān)于：我們所有人如何開始在不同媒介上閱讀，以及這如何改變了我們閱讀的內(nèi)容和閱讀的目的。它也不僅僅是關(guān)于年輕人的。批判性分析和共情不易察覺的衰退同等地影響著我們所有人。它影響我們在持續(xù)不斷的信息轟炸中尋找出路的能力。它刺激我們退回到未經(jīng)核驗(yàn)的、最熟悉的信息中。這些信息不需要、也沒有經(jīng)過分析，讓我們很容易受到錯(cuò)誤信息和不合邏輯的觀點(diǎn)的影響。

第9段

There’s an old rule in neuroscience that does not alter with age:use it or lose it.It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.The story of the changing reading brain is hardly finished.We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched.If we work to understand exactly what we will lose,alongside the extraordinary new capacities that the digital world has brought us,there is as much reason for excitement as caution.

神經(jīng)科學(xué)中有一條不隨時(shí)間變化的古老規(guī)則：用進(jìn)廢退。當(dāng)應(yīng)用于閱讀大腦的批判性思維時(shí)，它是一條給人以希望的原理，因?yàn)樗A(yù)示著選擇。閱讀大腦改變的故事還遠(yuǎn)未終止。我們擁有科學(xué)和技術(shù)能夠在閱讀方式的變化固化之前對(duì)其進(jìn)行界定和矯正。如果我們嘗試?yán)斫馕覀兯鶕p失的東西，以及數(shù)碼世界帶給我們的全新能力，那么我們就有相同的理由保持謹(jǐn)慎和興奮。

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