劍橋雅思7test1passage3閱讀原文翻譯

劍橋雅思7test1passage3閱讀標題為educating psyche暗示教學法，一共有7個自然段，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）撰寫的《教育心理》一書探討了全新的學習方法，描述了情感，想象力和無意識對學習的影響。本書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）的教學方法基于以下證據(jù)：通過無意識加工在大腦中建立的聯(lián)系（他稱之為非特定的心理反應）比通過有意識加工建立的聯(lián)系更持久。除了支持這一觀點的實驗室證據(jù)外，我們從自己的經(jīng)驗中也能得知，在我們忘記所學習的東西很久之后，我們經(jīng)常會記住周圍的事項。如果我們想想幾個月或幾年前學習過的書，我們會發(fā)現(xiàn)回憶周圍的細節(jié)（顏色，裝訂，字體，我們在圖書館時所坐的桌子）比回憶我們當時正在專心閱讀的內(nèi)容要簡單。如果我們想想曾經(jīng)專心聽過的講座，回憶講師的外貌和舉止，我們在觀眾席中的位置，空調的故障，要比回憶我們學到的觀念容易得多。即使這些外圍細節(jié)有些難以捉摸，它們也很容易在催眠狀態(tài)下或當我們重溫事件時出現(xiàn)。另一方面，講課內(nèi)容的細節(jié)似乎永遠消失了。

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的適得其反的學習方法（盡力去記憶，拉緊肌肉，誘發(fā)疲勞），但它也反映了大腦運轉的方式。因此，洛扎諾夫將間接指導（建議）作為其教學體系的核心。正如他所說的那樣，在暗示教學法中，意識從課程轉移到專注于某些外圍事物。然后課程成為外圍事項，由大腦的儲備能力處理。

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.

用暗示教學法學習外語提供了很好的例證。在其最新版本（1980）中，該課程包括在課堂上聽音樂的同時閱讀詞匯和文本。第一節(jié)分為兩部分。在第一部分中，音樂是古典樂（莫扎特，貝多芬，勃拉姆斯），老師會緩慢而莊重地閱讀文本，將注意力放在音樂上。學生們根據(jù)書本上的文章學習。接下來是幾分鐘的沉默。在第二部分中，他們聽巴洛克音樂（巴赫，科雷利，漢德爾），而老師則以普通語音朗讀文本。在此期間他們合上書本。在整個過程中，他們的注意力是不集中的。他們聽音樂，但沒有嘗試學習這些資料。

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，學生已經(jīng)為語言學習經(jīng)歷作了精心準備。通過與員工和滿意的學生的見面，他們產(chǎn)生了學習會簡單輕松并且將在課堂上成功地學習數(shù)百個外語單詞的想法。在初步講解中，老師向他們介紹了要學習的材料，但沒有“教”它。同樣，在介紹過程中，學生要要求不要嘗試學習它。

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束之后的幾個小時內(nèi)，會有一個后續(xù)課程。該課程會激發(fā)學生回憶所介紹的材料。同樣，該方法是間接的。學生們不會將注意力集中在試圖記住的詞匯上，而是著重使用語言進行交流（例如，通過游戲或即興表演）。這種方法在語言教學中并不罕見。暗示教學法的獨特之處是它們完全致力于協(xié)助回憶。材料的“學習”被認為是自動且輕松的，在聽音樂的同時完成。教師的任務是協(xié)助學生將他們所學的知識通過潛意識應用出來，并使其易于被意識所接受。與常規(guī)教學的另一個不同之處在于，證據(jù)表明學生可以在暗示教學期間學會1000個新外語單詞，以及語法和習語。

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，催眠和發(fā)呆狀態(tài)下通過直接暗示進行了教學實驗，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都與成功的暗示有關，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）承認在他自己的體系中儀式性的周邊暗示也是安慰劑，但他堅持認為，沒有這樣的安慰劑，人們將無法或害怕挖掘大腦的儲備能力。像任何安慰劑一樣，必須富有權威才能有效。正如醫(yī)生通過堅持要求患者每天飯前精確地服用三粒白色膠囊來充分發(fā)揮權威暗示的全部力量一樣，洛扎諾夫（Lozanov）堅決主張嚴格按照設計的方式，由受過訓練、經(jīng)過認可的暗示教學法的老師進行暗示教學。

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.

盡管暗示教學法通過現(xiàn)代語言教學上的成功聲名鵲起，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果歸因于安慰劑作用不足。學生們尚未建立適當?shù)乃季S定勢。他們通常沒有動力通過這種方法學習。他們沒有足夠的“信仰”。他們不認為這是“真正的教學”，尤其是當它似乎不涉及他們所認為的對學習至關重要的“努力”。

>> 雅思 托福 免費測試、量身規(guī)劃、讓英語學習不再困難<<