the power of play雅思閱讀原文及答案

the power of play雅思閱讀原文及答案，文章一共10段，大體可以分為三部分，分別介紹了游戲的相關(guān)內(nèi)容，今天中國(guó)教育在線就來(lái)為大家分析這個(gè)問(wèn)題。

the power of play雅思閱讀原文及答案

劍橋雅思14 Test3 Passage3閱讀原文翻譯

第1段

Virtually every child,the world over,plays.The drive to play is so intense that children will do so in any circumstances,for instance when they have no real toys,or when parents do not actively encourage the behavior.In the eyes of a young child,running,pretending,and building are fun.Researchers and educators know that these playful activities benefit the development of the whole child across social,cognitive,physical,and emotional domains.Indeed,play is such an instrumental component to healthy child development that the United Nations High Commission on Human Rights(1989)recognized play as a fundamental right of every child.

世界上幾乎每個(gè)孩子都會(huì)玩耍嬉戲。玩耍的動(dòng)力是如此強(qiáng)烈以至于孩子會(huì)在任何情況下這樣做，即便他們沒(méi)有真正的玩具，或者他們的父母并不主動(dòng)鼓勵(lì)這種行為。在小孩的眼里，奔跑、假扮和搭建都充滿(mǎn)樂(lè)趣。研究者和教育家知道，這些玩?；顒?dòng)對(duì)于孩子在社交、認(rèn)知、身體和情感等領(lǐng)域的發(fā)展都有好處。事實(shí)上，玩耍對(duì)于孩子的健康發(fā)展是如此重要，以至于聯(lián)合國(guó)人權(quán)高級(jí)委員會(huì)（1989）認(rèn)為玩耍是每個(gè)孩子的基本權(quán)利。

第2段

Yet,while experts continue to expound a powerful argument for the importance of play in children’s lives,the actual time children spend playing continues to decrease.Today,children play eight hours less each week than their counterparts did two decades ago(Elkind 2008).Under pressure of rising academic standards,play is being replaced by test preparation in kindergartens and grade schools,and parents who aim to give their preschoolers a leg up are led to believe that flashcards and educational‘toys’are the path to success.Our society has created a false dichotomy between play and learning.

然而，盡管專(zhuān)家不停地極力闡釋玩耍在孩子生活中的重要性，但孩子實(shí)際用于玩耍的時(shí)間卻在持續(xù)減少。如今，孩子每周用于玩耍的時(shí)間要比20年前少8個(gè)小時(shí)（Elkind 2008）。在不斷提高的學(xué)業(yè)標(biāo)準(zhǔn)的壓力之下，玩耍在幼兒園和小學(xué)正被準(zhǔn)備考試所取代。那些希望助自己學(xué)齡前孩子一臂之力的家長(zhǎng)們被引導(dǎo)相信，單詞卡和具有教育意義的“玩具”才是通向成功的路徑。我們的社會(huì)在玩耍與學(xué)習(xí)之間創(chuàng)造出一種錯(cuò)誤的對(duì)立關(guān)系。

第3段

Through play,children learn to regulate their behavior,lay the foundations for later learning in science and mathematics,figure out the complex negotiations of social relationships,build a repertoire of creative problem-solving skills,and so much more.There is also an important role for adults in guiding children through playful learning opportunities.

通過(guò)玩耍，孩子學(xué)著管理自己的行為，為日后科學(xué)與數(shù)學(xué)方面的學(xué)習(xí)打下基礎(chǔ)，學(xué)會(huì)處理社交關(guān)系中復(fù)雜的溝通，積累創(chuàng)造性解決問(wèn)題的技能，并獲取許多其他好處。通過(guò)游戲化的學(xué)習(xí)機(jī)會(huì)，成人同樣在引導(dǎo)孩子方面扮演著重要角色。

第4段

Full consensus on a formal definition of play continues to elude the researchers and theorists who study it.Definitions range from discrete descriptions of various types of play such as physical,construction,language,or symbolic play(Miller&Almon 2009),to lists of broad criteria,based on observations and attitudes,that are meant to capture the essence of all play behaviors(e.g.Rubin et al.1983).

研究玩耍的學(xué)者和理論家仍然沒(méi)能就玩耍的正式定義達(dá)成一致。這些定義從對(duì)各種游戲松散的描述，比如身體的，搭建的，語(yǔ)言的或者象征性的游戲（Miller&Almon 2009），到基于觀察與態(tài)度的一系列廣泛標(biāo)準(zhǔn)。它們想要抓住所有玩耍行為的本質(zhì)（如Rubin et al.1983）。

第5段

A majority of the contemporary definitions of play focus on several key criteria.The founder of the National Institute for Play,Stuart Brown,has described play as‘a(chǎn)nything that spontaneously is done for its own sake’.More specifically,he says it‘a(chǎn)ppears purposeless,produces pleasure and joy,[and]leads one to the next stage of mastery’(as quoted in Tippett 2008).Similarly,Miller and Almon(2009)say that play includes‘a(chǎn)ctivities that are freely chosen and directed by children and arise from intrinsic motivation’.Often,play is defined along a continuum as more or less playful using the following set of behavioral and dispositional criteria(e.g.Rubin et al.1983):

當(dāng)代大多數(shù)關(guān)于玩耍的定義都聚焦于幾個(gè)核心標(biāo)準(zhǔn)上。國(guó)家玩耍協(xié)會(huì)的創(chuàng)始人，Stuart Brown，將玩耍描述為“任何因其自身原因，自發(fā)性的行為”。更確切的說(shuō)，他認(rèn)為玩?！八坪鯖](méi)有目的，產(chǎn)生快樂(lè)與愉悅，并通向自身掌控的下一階段”（引用自Tippett 2008）。相似地，Miller與Almon（2009）認(rèn)為玩耍包括“由孩子自由選擇并進(jìn)行的活動(dòng)。這些活動(dòng)源自他們自身內(nèi)在的動(dòng)力”。通常來(lái)說(shuō)，玩耍根據(jù)下列行為與意向的標(biāo)準(zhǔn)，沿著按照好玩程度構(gòu)成的連續(xù)體進(jìn)行定義。

Play is pleasurable:Children must enjoy the activity or it is not play.It is intrinsically motivated:Children engage in play simply for the satisfaction the behavior itself brings.It has no extrinsically motivated function or goal.Play is process oriented:When children play,the means are more important than the ends.It is freely chosen,spontaneous and voluntary.If a child is pressured,they will likely not think of the activity as play.Play is actively engaged:Players must be physically and/or mentally involved in the activity.Play is non-literal.It involves make-believe.

玩耍是愉快的：孩子必須享受該活動(dòng)，否則的話，它就不是玩耍。它受內(nèi)在驅(qū)動(dòng)：孩子進(jìn)行玩耍僅僅是為了這種行為自身帶來(lái)的滿(mǎn)足感。它沒(méi)有外部驅(qū)動(dòng)的作用或者目標(biāo)。玩耍是過(guò)程導(dǎo)向的：當(dāng)孩子玩耍時(shí)，方式比結(jié)果更重要。它是自由選擇的、自發(fā)的、并且是自愿的。如果孩子受到壓力，那么他們就不太可能認(rèn)為該活動(dòng)是玩耍。玩耍是主動(dòng)參與的：玩家必須在身體上和/或精神上參與到該活動(dòng)中。玩耍是非字面的。它包含想象。

第6段

According to this view,children’s playful behaviors can range in degree from 0%to 100%playful.Rubin and colleagues did not assign greater weight to any one dimension in determining playfulness;however,other researchers have suggested that process orientation and a lack of obvious functional purpose may be the most important aspects of play(e.g.Pellegrini 2009).

根據(jù)這種觀點(diǎn)，孩子的玩耍行為按照從0%到100%的好玩程度分布。Rubin和同事們?cè)诙x好玩性的時(shí)候并沒(méi)有賦予任一維度更高的權(quán)重。然而，其他研究者認(rèn)為，過(guò)程導(dǎo)向和缺乏明顯的功能目標(biāo)可能是玩耍最為重要的方面。

第7段

From the perspective of a continuum,play can thus blend with other motives and attitudes that are less playful,such as work.Unlike play,work is typically not viewed as enjoyable and it is extrinsically motivated(i.e.it is goal oriented).Researcher Joan Goodman(1994)suggested that hybrid forms of work and play are not a detriment to learning;rather,they can provide optimal contexts for learning.For example,a child may be engaged in a difficult,goal-directed activity set up by their teacher,but they may still be actively engaged and intrinsically motivated.At this mid-point between play and work,the child’s motivation,coupled with guidance from an adult,can create robust opportunities for playful learning.

從連續(xù)體的角度來(lái)看，玩耍可以與其他不那么好玩的動(dòng)機(jī)和態(tài)度混合在一起，比如工作。不像玩耍，工作通常被認(rèn)為是無(wú)趣的，并且由外在動(dòng)機(jī)驅(qū)動(dòng)（即目標(biāo)導(dǎo)向）。研究者Joan Goodman（1994）認(rèn)為，工作與玩耍的混合形式對(duì)學(xué)習(xí)沒(méi)有損害。相反，他們能夠文章來(lái)自老烤鴨雅思提供學(xué)習(xí)的最佳環(huán)境。例如，孩子可能參與到由老師設(shè)置的、具備一定難度的、并且是目標(biāo)導(dǎo)向的某項(xiàng)活動(dòng)，但他們?nèi)匀豢赡苤鲃?dòng)參與并且受內(nèi)在動(dòng)機(jī)驅(qū)使。在玩耍與工作的中間點(diǎn)，孩子的動(dòng)機(jī)，再加上成人的指導(dǎo)，能夠創(chuàng)造出游戲化學(xué)習(xí)的良好機(jī)會(huì)。

第8段

Critically,recent research supports the idea that adults can facilitate children’s learning while maintaining a playful approach in interactions known as‘guided play’(Fisher et al.2011).The adult’s role in play varies as a function of their educational goals and the child’s developmental level(Hirsch-Pasek et al.2009).

重要的是，最近的研究支持以下觀點(diǎn)，即成人可以在維持玩耍路徑的同時(shí)幫助孩子學(xué)習(xí)。這種互動(dòng)被稱(chēng)為“引導(dǎo)式玩?！保‵isher et al.2011）。成人在玩耍中的角色根據(jù)他們教育目的功能的不同以及孩子發(fā)展階段的不同而不同。

第9段

Guided play takes two forms.At a very basic level,adults can enrich the child’s environment by providing objects or experiences that promote aspects of a curriculum.In the more direct form of guided play,parents or other adults can support children’s play by joining in the fun as a co-player,raising thoughtful questions,commenting on children’s discoveries,or encouraging further exploration or new facets to the child’s activity.Although playful learning can be somewhat structured,it must also be child-centered(Nicolopolou et al.2006).Play should stem from the child’s own desire.

引導(dǎo)式玩耍有兩種形式。在十分基礎(chǔ)的層面，成人可以通過(guò)提供促進(jìn)課程某方面的物品或經(jīng)歷來(lái)豐富兒童的環(huán)境。在引導(dǎo)式玩耍更為直接的形式中，父母或其他成人可以作為玩家融入其中來(lái)支持孩子的游戲。他們可以提出引人思考的問(wèn)題，評(píng)論孩子的發(fā)現(xiàn)，或者在孩子活動(dòng)中鼓勵(lì)進(jìn)一步的探索或添加新的部分。雖然引導(dǎo)式學(xué)習(xí)可以稍微結(jié)構(gòu)化，但它必須以孩子為中心（Nicolopolou et al.2006）。玩耍必須源自孩子自身的意愿。

第10段

Both free and guided play are essential elements in a child-centered approach to playful learning.Intrinsically motivated free play provides the child with true autonomy,while guided play is an avenue through which parents and educators can provide more targeted learning experiences.In either case,play should be actively engaged,it should be predominantly child-directed,and it must be fun.

自由式玩耍和引導(dǎo)式玩耍在以孩子為中心的游戲化學(xué)習(xí)中都是必不可少的元素。內(nèi)在驅(qū)動(dòng)的自由玩耍為孩子提供真正的自主權(quán)，而引導(dǎo)式玩耍則是一種路徑。在其中，父母和教育者可以提供目的性更強(qiáng)的學(xué)習(xí)體驗(yàn)。無(wú)論在哪種情況下，玩耍都應(yīng)該是主動(dòng)參與的，以?xún)和癁橹行牡模⑶冶仨毷怯腥さ摹?/p>

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