《新大學(xué)英語(yǔ)·綜合教程3 》課件-B3U3 Embracing the Value of Doubt

EmbracingtheValueofDoubtEmbracingtheValueofDoubtEmbracingtheValueofDoubtUnit3CONTENTSLearningObjectivesAbouttheTextsPre-readingDiscussionTextATextBLearningObjectivesStudentsaresupposedtousecorrectlyrhetoricalquestionsand“one”asapronoun;learnhowtoconstructargumentsofone’sownthroughreasoning;understandthevalueofdoubtandtheadverseeffectofworshippingdisbelief.AbouttheTextsThetwotextsinthisunitaimtourgestudentstoweighthevalueofdoubtagainsttheadverseeffectofworshippingdisbelief.Undoubtedly,itisimportanttocultivatestudents’criticalthinkingabilities,yetwhentheyarebeingtoocriticalofeverything,theycannolongerembracetherealvalueofdoubt,butratherworshipdisbelief,whichclosesupthepossibilitiesandvenuesthatliberaleducationandliberallearninguphold.Therefore,studentsshouldkeepinmindthatcriticalreflectionshouldremainopen,whileabsorptionshouldalsobecomeaparamountimportantmeansforthemtoengageincriticalthinking.1.Whatiscriticalthinking?Doesitmeanunmaskingerrorsorshowinghowthingscan’tmakesense?Thelecturerinthefollowingcoursepresentshisdefinitionofcriticalthinking.Listentotherecordingandfillintheblanksbasedonwhatyouhear.Pre-readingDiscussionreflective

beingskepticalandchallengingnewsolutionsmemorizingblindlyaccepting

changeyourmind2.Commentonyourcriticalthinkingabilitiesbasedonthelecturer’sdefinition.Shareyourideawithyourpeers.Openfordiscussion.華東師范大學(xué)出版社Pre-readingDiscussionReadingAYoungMindsinCriticalCondition

MichaelScottRothCulturalBackgroundTextAnalysisLanguageFocusFurtherEnhancementSupplementaryResourcesReadingACulturalBackgroundAliberaleducationusuallyincludesageneraleducationcurriculumthatprovidesbroadlearninginavarietyofdisciplineswiththeaimofhelpingstudentsdevelopasenseofsocialresponsibilityandstrongintellectualandpracticalskillssuchascommunication,analyticalandproblem-solvingskills,andademonstratedabilitytoapplyknowledgeandskillsinreal-worldsettings.Specificdisciplinesofliberaleducationincludehumanities,sciences,arts,andsocialsciences.Usuallyinthefirstyear,studentsarerequiredtotakeanumberofintroductorycourses,whicharedesignedtogivethemawideknowledgeofmultiplesubjects,andhelpthemtochoosespecificareasforfurtherstudies.ReadingATextAnalysisStructureoftheTextPartI

(Paragraphs1—3)Anintroductiontotheproblemincollegeeducation:overemphasizingcriticalskillsPartII(Paragraphs4—10)AnanalysisofthenegativeeffectsofoveremphasizingcriticalskillsincollegeeducationThetextisapieceofargumentativewriting,inwhichtheauthorarguesbyreasoningthatliberaleducationshouldnotbelimitedtocriticalskills.ReadingATextAnalysis1)(Paragraph4)Negativeeffect1:willnottakestudentsfarbeyondtheuniversity2)(Paragraph5)Negativeeffect2:cannotmakestudentslearnasmuchaspossiblefromstudy3)(Paragraph6)Negativeeffect3:maycausestudentstolosepotentialtofindorcreatemeaninganddirection4)(Paragraph7)Negativeeffect4:maycausestudentstohavelittletoleranceforfindingormakingmeaning5)(Paragraphs8—9)Negativeeffect5:maydepletestudents’culturalresourcesPartIII(Paragraphs10—12)Theauthor’sunderstandingofliberallearning:Liberallearningdependsonabsorption.PartIV(Paragraph13)Reiteratingtheargument:Liberaleducationmustfosteropenness,participationandopportunity.ReadingATextAnalysis

TextComprehension(1)ReadingforgistReadthetextandfindoutthecentralargumentoftheessay.CReadingATextAnalysisTextComprehension(2)ReadingforstructureThemainbodyofthetextdiscussesthenegativeeffectsofoveremphasizingcriticalthinkinginliberaleducation(Seethefollowingdiagram).Maycausestudentstolosepotentialtofindorcreatemeaninganddirection

CannotmakestudentslearnasmuchaspossiblefromstudyWillnottakestudentsfarbeyondtheuniversityMaycausestudentstohavelittletoleranceforfindingormakingmeaningMaydepleteourculturalresources/weardownreceptiveabilitiesReadingATextAnalysis

TextComprehension(3)ReadingfordetailsAnswerthequestions.1.Whatisthefunctionofthetwoexamples(RousseauandEmerson)inthefirstparagraph?2.Whatdoes“thingruel”referto(Para4)?Toshowthatstudentsshouldfindinspirationinthetwoauthors’claimsratherthanmakecriticism.Thingruelisoneoftheproblemsofbeingtoocritical.華東師范大學(xué)出版社ReadingATextAnalysis

TextComprehension(3)ReadingfordetailsAnswerthequestions.3.Whyaresomestudentseagertodisplaytheircriticalskillsatcollege?4.Whatdoestheauthorwanttoprovewiththeexampleofhisfilmandphilosophyclass?Toberewardedwithscorepoints.Hewantstoprovethatcreativeworkisinvolvedincompleteabsorption.ReadingATextAnalysis

TextComprehension(3)ReadingfordetailsAnswerthequestions.5.Whatisthepointofabsorptionincompellingwork?6.Whymaycriticalthinkingbecomeadefenceagainsttheriskyinsight?Absorptionincompellingworkcanhelpstudentsactivatepotentialandinstigatenewpossibilities.Becausecriticalthinking,ifoveremphasized,maybecomeaprotectionwhichpreventsstudentsfromgettingabsorbedinlearningandseeingadifferentwayofliving.ReadingATextAnalysis

ZoominginAstudenttriumphantlypointsoutthatJean-JacquesRousseauisundermininghimselfwhenheclaims“themanwhoreflectsisadepravedanimal”,orthatRalphWaldoEmerson’scallforself-relianceisineffectacallforrelianceonEmersonhimself.(Para1)underminesb.:tomakesomeonelessconfidentorlessauthoritativee.g.Thepresidentofthatcompanyhasaccusedtwoboardmembersofworkingsecretlytounderminehim.ReadingATextAnalysis

ZoominginAstudenttriumphantlypointsoutthatJean-JacquesRousseauisundermininghimselfwhenheclaims“themanwhoreflectsisadepravedanimal”,orthatRalphWaldoEmerson’scallforself-relianceisineffectacallforrelianceonEmersonhimself.(Para1)themanwhoreflectsisadepravedanimal:Thissentenceisadaptedfrom“Themanwhomeditatesisadepravedanimal”byRousseauinthebookDiscourseontheOriginofInequality.Bysayingso,Rousseauwantstoexpressthatnaturalmaneatswhatisathandandsleepswhereverandwheneverhegrowstired.Sincenothingbelongstohimoranyoneelse,thereisnosuchathingasinjustice.“Ifnaturehasdestinedustobehealthy,Ialmostdaretoaffirmthatthestateofreflectionisastatecontrarytonatureandthemanwhomeditatesisadepravedanimal.”(Rousseau,42)ReadingATextAnalysis

Zoomingin2.Insteadoftryingtofindmistakesinthetexts,Isuggestwetakethepointofviewthatourauthorscreatedtheseapparent“contradictions”inordertoget

readerslikeustopondermoreinterestingquestions.(Para2)getsb.todosth.:toprovideanopportunityforsomebodytodosomethinge.g.Howdidyougethimtoposeforthispicture?ReadingATextAnalysis

Zoomingin3.Howdowethinkaboutinequalityandlearning,forexample,orhowcanwestandonourownfeetwhilebeingopentoinspirationfromtheworldaroundus?(Para2)standonone’sownfeet:toactinanindependentmannere.g.You’vegottolearntostandonyourownfeetandnotalwayslistentoyourpeers.ReadingATextAnalysis

Zoomingin4.Yes,there’sacertainsatisfactioninbeingcriticalofourauthors,butisn’titmoreinterestingtoputourselvesinaframeofmindtofindinspirationinthem?(Para2)aframeofmind:thewaysomeonethinksorfeelsaboutsomethingataparticulartimee.g.ThemostimportantthingistogointotheexaminapositiveframeofmindReadingATextAnalysis

Zoomingin5.Itisasignofsophistication,especiallywhencoupledwitharecognitionofone’sown“privilege”.(Para3)Paraphrase:Itshowsthatyouaresmartandcannotbeeasilyfooled,especiallywhenyoutakeitforgrantedthatbeingcriticalisanadvantageonlyavailabletoyouasacollegestudent.ReadingATextAnalysis

Zoomingin6.Takingthingsapart,ortakingpeopledown,canprovidethesatisfactionsofcynicism.(Para4)takesth.apart:todestroysomethinge.g.Thestormtookthehouseapartovernight.takesb.down:todefeatsomebodye.g.Thetariffwarwassupposedtotakedownthecountry’scompetitors,butitbackfiredandendeduphurtingitsowneconomyReadingATextAnalysis

Zoomingin7.Butthisisthingruel.(Para4)thingruel:usedfigurativelytomeansomethingthatlackssubstanceorsignificancee.g.Theargumentwasthingruelandcouldnotconvinceusatall8.Theymayclosethemselvesofffromtheirpotentialtofindorcreatemeaninganddirectionfromthebooks,musicandexperimentstheyencounterintheclassroom.(Para6)closesb.off:toisolatesomebodyfrom,toseparatesomebodyfrome.g.ShewasclosedofffromherfriendsReadingATextAnalysis

Zoomingin9.Onceoutsidetheuniversity,thesestudentsmaytrytoscorepointsbydisplayingthecriticalprowessforwhichtheywererewardedinschool,butthosepointsoftencomeattheirownexpense.(Para7)scorepoints:todosomethingthatreceivesapositivereactionorenhancesone'sreputationorstandingwithsomeonee.g.BenthinkshecanscorepointswithLesliebydonatingtothefundraisingcampaignshe'spromotingReadingATextAnalysis

Zoomingin10.Butthiscynicismisnoachievement.(Para7)noachievement:notanachievementatallThestructure“beno+n.”isinanemphaticwaytomean“nottobesomethingatall”.e.g.Peoplearenosinnersbynature.ReadingATextAnalysis

Zoomingin11.LiberaleducationinAmericahaslongbeencharacterizedbytheintertwiningoftwotraditions:ofcriticalinquiryinpursuitoftruthandexuberantperformanceinpursuitofexcellence.(Para8)exuberant:veryenergetic,enthusiastice.g.Youngandexuberant,hesymbolizesthecountry’snewvitality.Paraphrase:ThetypicalAmericanliberaleducationhasalongtraditionofseekingtruththroughcriticalinquirywhilestrivingforexcellencethroughenthusiasticworkReadingATextAnalysis

Zoomingin12.Inthelasthalf-century,though,emphasisoninquiryhasbecomedominant,andithasoftenbeenreducedtotheabilitytoexposeerrorandunderminebelief.(Para8)bereducedto:tobedecreasedtosomelevel,tobechangedintoasimplerforme.g.Theirentirebusinessphilosophycanbereducedto“CustomersarealwaysrightReadingALanguageFocusFillintheblankswiththemostappropriatewordfromthefourchoicesmarkedwithA,B,CandD.1.Luckily,thedriveronlyreceived_______injuries.A.alienB.depravedC.shallowD.superficial2.Itis______thatthebookwhichshefeltwasherworstsoldmorecopiesthananyofherothers.A.triumphantB.ironicC.wearyD.wary3.Thereweretoomanyinternal______whichpreventedthedifferentorganizationsfromworkingeffectivelytogether.A.contradictionsB.guisesC.gagsD.spectators4.Itisdifficulttoputanaccurate______onthesurveyresults.A.constructionB.interpretationC.studyD.inspirationTask1DBABReadingALanguageFocus5.Ifyoudepriveachild_______affection,theycanbecomeverywithdrawn.A.downB.fromC.ofD.by6.Itwas________fromherfacethatshewasreallyupset.A.visibleB.apparentC.reliantD.nonstop7.Don’t_______yourownvaluebycomparingyourselfwithothers.Itisbecausewearedifferentthateachofusisspecial.A.debunkB.depleteC.fractureD.undermineCDBFillintheblankswiththemostappropriatewordfromthefourchoicesmarkedwithA,B,CandD.Task1ReadingALanguageFocus8.Citizenshavedemandedafull______intothegovernment’shandlingoftheepidemic.A.inquiryB.expenseC.effectD.criticism9.Shewasreluctantto______herignorance.A.panderB.intertwineC.craveD.confess10.Thecontroversywashighlightedbyaradio______.A.commentatorB.prowessC.cynicismD.frontmanDAAFillintheblankswiththemostappropriatewordfromthefourchoicesmarkedwithA,B,CandD.Task1ReadingALanguageFocusCompletethefollowingsummarywithwordschosenfromReadingA.Theinitialletterofeachwordisgiven.Criticalthinkingmattersgreatlyincollege.Itallowsstudentstoformtheirownopinionsandengagewithmaterialsbeyonda____________superficiallevel.Theauthorrelatestohisownteachingexperienceandillustratesthemeaningofbeingcriticalincollege.Heholdstheviewthatbeingcriticaldoesnotsimplymeantryingtofindmistakesinthetextsorbeingan________spectator.Theskillat_________errorsisnottotallywithoutvalue,butithasoftenbeenreducedtotheabilitytoexposeerrorsand__________belief.Task2unmaskingundermine

superficialironicReadingALanguageFocusCompletethefollowingsummarywithwordschosenfromReadingA.Theinitialletterofeachwordisgiven.Teachersshouldbe___________ofcreatingaclassofself-satisfieddebunkers.Forstudents,itismoreto________interestingquestionsfromthose______________.Beingcritical,ineffect,meanscritical__________inpursuitoftruthandexuberantperformanceinpursuitofexcellenceatthesametime.Throughcriticalthinking,studentsshareanexperienceofreflection,____________andanalysis,andfosteropenness,participationandopportunityforalifeofongoingandpragmaticlearningthatfinds_____________inunexpectedsources.Task2waryponder

contradictionsinquiryinterpretationinspirationTask3ReadingALanguageFocus

“being+adj.”asanounphraseStudythefollowingsentencesfromReadingAandReadingB.Payattentiontothewordsinboldred:Whataretheirfunctionsinthesentences?Yes,there’sacertainsatisfactioninbeingcriticalofourauthors...Ourbestcollegestudentsareverygoodatbeingcritical.Infactbeingsmart,formany,meansbeingcritical.Incampuscultureswherebeingsmartmeansbeingacriticalunmasker,studentsmaybecometoogoodatshowinghowthingscan’tpossiblymakesense.ButeveryyearIfindthatgettingthemtoadmittofeelingdevotedorfrustrated,tobeingpeculiarinanyway,vergesontheimpossible.華東師范大學(xué)出版社Task3ReadingALanguageFocus

“being+adj.”asanounphraseStudythefollowingsentencesfromReadingAandReadingB.Payattentiontothewordsinboldred:Whataretheirfunctionsinthesentences?6.Onecanbedevotedtosomething—abandfromthe’90s,surfing,YHWH—withoutbeingabletoputthatdevotionintowords.華東師范大學(xué)出版社Task3ReadingALanguageFocus

“being+adj.”asanounphraseTranslatethefollowingsentencesintoEnglishbyusing“being+adj.”.華東師范大學(xué)出版社1.別犯傻了！2.在陌生的城市里迷路有時(shí)也可以是一段有趣的經(jīng)歷。3.成名的代價(jià)往往是隱私的喪失。4.小說里的這一角色以虐待孤兒院里的孩子們?yōu)闃贰?.感謝你一路上對(duì)我照顧有加。Stopbeingsosilly!Beinglostinastrangecitycansometimesbeaninterestingexperience.Thelossofprivacyisapricethatoneoftenhastopayforbeingfamous.Thischaracterinthenovelenjoysbeingcrueltothekidsintheorphanage.Thankyouforbeingsonicetomeduringthetrip.Task3ReadingALanguageFocus

rhetoricalquestionsStudythefollowingsentencesfromReadingAandReadingB.Payattentiontotheimpliedmeaningofthesentence:Howaretheydifferentfromordinaryquestions?

1.…butisn’titmoreinterestingtoputourselvesinaframeofmindtofindinspirationinthem?

2.Butwhycan’tthey?Task3ReadingALanguageFocus

rhetoricalquestionsDecidewhetherthefollowingquestionsarerhetoricalornot.1.Marriageisawonderfulinstitution,butwhowouldwanttoliveinaninstitution?2.Doyouknowheischeatingyou?3.Don’tyouknowheischeatingyou?4.Ifwintercomes,canspringbefarbehind?5.Isspringfarbehindwinter?rhetoricalnotrhetoricalrhetoricalrhetoricalnotrhetoricalTask3ReadingALanguageFocus

“one”asapronounStudythefollowingsentencesfromReadingAandReadingB.Payattentiontothewordsinboldred:Whataretheirmeaningsandfunctionsinthesentences?1.Itisasignofsophistication,especiallywhencoupledwitharecognitionofone’sown“privilege”.2.Thecombinationofresistancetoinfluenceanddeflectionofresponsibilitybyconfessingtoone’sadvantagesisasuresignofone’sabilitytonegotiatethepoliticsoflearningoncampus.3.Atfirsttheyseethisassomeoldguy’sfailuretograsptheirskillatmultitasking,buteventuallymostrelearnhowtogivethemselvestoanemotionalandintellectualexperience,onethatisdeeplyengagingpartlybecauseitdoesnotpandertotheirmostsuperficialhabitsofattention.4.Itriedreadingafewpassagesaloudtobreaktheice.Ithoughtmystudentsmightrelatetooneinwhichthewriterfirstwondersaboutturninghissurfingexperiencesintosomethingworthreading.Task3ReadingALanguageFocus

“one”asapronounStudythefollowingsentencesfromReadingAandReadingB.Payattentiontothewordsinboldred:Whataretheirmeaningsandfunctionsinthesentences?5.Onecanbedevotedtosomething—abandfromthe’90s,surfing,YHWH—withoutbeingabletoputthatdevotionintowords.6.IoncemadealistofallthepiecesIhadwritteninmaybe20or30years,andthenputacheckmarkbesideeachonewhosesubjectrelatedtothingsIhadbeeninterestedinbeforeIwenttocollege.Task3ReadingALanguageFocusStudythefollowingsentencesanddecidewhether“one”inthesesentencesstands1.Hisresponseisoneofangerandfrustration.

2.Ifonelooksatthelongerrun,alotofpositivethingswillbehappening.3.Inthesecircumstancesonepreferstobealone.4.Theyaresellingtheirhousetomovetoasmallerone.5.Thereareonlytwotragediesinlife:oneisnotgettingwhatonewants,andtheotherisgettingit1.something2.someone3.someone4.something5.thefirst“one”:something;thesecond“one”:someone

“one”asapronounReadingALanguageFocusTypicalMistakesFoundinChineseStudents’WritingsSentence1:

Viewofherbusy,itwouldbeembarrassedthatifIinterrupted.Analysis:“Viewof”isnotidiomatic—theproperexpressionshouldbe“inviewof”.“Herbusy”isnotanounphraseandsocannotfollowthepreposition“of”.Inthesecondhalfofthesentence,“embarrassed”shouldbereplacedby“embarrassing”sinceitdescribessomethingratherthansomeone,and“that”isredundant.Asuggestedversion:Knowingthatshewasbusy,Ithoughtitwouldbeinconsiderateofmetointerrupt.ReadingALanguageFocus

TypicalMistakesFoundinChineseStudents’WritingsSentence2:Exceptmyroommates,mostoftheclassmatesleavemetheimpressionofbeingfriend.Analysis:“Except”means“notincluding”anddoesnotfitheresemantically;theproperwordwouldbe“besides”,meaning“inadditionto”.Specialattentionshouldbepaidtothedifferencebetweenthetwowordssincebothcanbetranslatedas“除了”inChinese.“Friend”shouldbereplacedby“friendly”,asanadjectiveisneededhere.Asuggestedversion:Besidesmyroommates,mostoftheclassmateshaveleftmeanimpressionofbeingfriendly.ReadingALanguageFocusTypicalMistakesFoundinChineseStudents’WritingsSentence3:Mymothertoldmethatthemostimportantthinginone’slifeistoachievewhatyouwant,andyouhavenothingnow,throughyourworkyoucangeteverything.Analysis:“One”inthesentenceisusedasapronounstandingforsomeone,andinthissenseitisthethirdpersonratherthanthesecond,so“you”and“your”inthelatterpartofthesentencearemisused.Asuggestedversion:Mymothertoldmethatthemostimportantthinginone’slifeistoachievewhatonewants:“Youhavenothingnow,butthroughhardworkyoucangeteverything.”ReadingALanguageFocusTypicalMistakesFoundinChineseStudents’WritingsSentence4:Inthesecondplace,wedon’thaveafixedclassroom.Whenthiscourseisfinishedinthisclassroom,butthenextcoursemaybeinanotherbuildingorclassroom.Analysis:Inthesecondplace,wedon’thaveafixedclassroom.Whenthiscourseisfinishedinthisclassroom,butthenextcoursemaybeinanotherbuildingorclassroom.Asuggestedversion:Inthesecondplace,wedon’thaveafixedclassroom.Whenoneclassisfinishedinoneclassroom,thenextmaybeinanotherbuildingorclassroom.

ReadingAFurtherEnhancement

Listening(1)Criticalthinkingisafundamentalskillforcollegestudents,butitshouldalsobealifelongpursuit.Thefollowingtalkisaboutstrategiestodevelopyourselfasacriticalthinker.Listentothetalk,andanswerthefollowingquestions.1.Whenoneistryingtosolveaproblem,whatmightbetheresultofredefiningthewayheseesthings?2.Whatisthepurposeofanalysingtheinfluencesonone’sthinkingandinhislife?It’softenpossibletoreframeaproblemasanopportunity.Tobreakoutofanymoldsthatmaybeconstrictinghim.ReadingAFurtherEnhancement

Listening(1)Criticalthinkingisafundamentalskillforcollegestudents,butitshouldalsobealifelongpursuit.Thefollowingtalkisaboutstrategiestodevelopyourselfasacriticalthinker.Listentothetalk,andanswerthefollowingquestions.3.Whatisthekeytoexpressingoneselfclearly?Andwhy?4.Whyisitimportanttoenhanceone’swellness?Mostimportantinexpressingoneselfclearlyisstatingonepointatatime.Onemightbeinclinedtoargueeverythought,buthemighthavegreaterimpactifhefocusesjustonhismainarguments.Schedulingphysicalactivityintoone’sdaycanhelplowerstressandincreasementalalertness.ReadingAFurtherEnhancement

Listening(2)Interview10peopletogetanswerstothefollowingquestion.Howtoeffectivelyimproveyourcriticalthinkingskills?Openfordiscussion.ReadingAFurtherEnhancement

SpeakingSelf-doubtoccurswhenwelackconfidenceorfeelincapableofdoingthingsweneedtodo.Readthefollowingcommentandanswerthequestionsthatfollow.Haveyoueveraskedthequestion—AmIwrong?Sharewithyourclassmatesyourstoryofself-doubt.2.Doyouthinkself-doubtalwaysgeneratesnegativeeffects?Shareyouropinionwithyourclassmates.Openfordiscussion.ReadingAFurtherEnhancement

TranslationMakesenseofthewordsorexpressionsmarkedinboldinthefollowingsentences,andthentranslatethesentencesintoChinese.1.Thistypeofabsorptionisbecominganendangeredspeciesofculturallife,asournonstop,increasinglyfracturedtechnologicalexistencewearsdownourreceptiveabilities.2.LiberaleducationinAmericahaslongbeencharacterizedbytheintertwiningoftwotraditions:ofcriticalinquiryinpursuitoftruthandexuberantperformanceinpursuitofexcellence.在日益碎片化的技術(shù)生存方式消磨我們接受能力之際，這類專注力正在變成我們文化生活中的“瀕危物種”。

長(zhǎng)久以來，美國(guó)的人文教育一直有個(gè)特點(diǎn)，即“追求真理、不懈批判”與“精益求精、臻于極致”這兩種傳統(tǒng)相互交織。ReadingAFurtherEnhancement

TranslationMakesenseofthewordsorexpressionsmarkedinboldinthefollowingsentences,andthentranslatethesentencesintoChinese.3.Takingthingsapart,ortakingpeopledown,canprovidethesatisfactionsofcynicism.4.Thecombinationofresistancetoinfluenceanddeflectionofresponsibilitybyconfessingtoone’sadvantagesisasuresignofone’sabilitytonegotiatethepoliticsoflearningoncampus.毀物貶人能為懷疑論者帶來快意。華東師范大學(xué)出版社既能抵制外來影響，又能借肯定自己的優(yōu)點(diǎn)來逃避責(zé)任，這的確體現(xiàn)了一個(gè)人應(yīng)對(duì)校園學(xué)術(shù)政治的能力。ReadingAFurtherEnhancement

TranslationMakesenseofthewordsorexpressionsmarkedinboldinthefollowingsentences,andthentranslatethesentencesintoChinese.5.Inoverdevelopingtheabilitytoshowhowtexts,institutionsorpeoplefailtoaccomplishwhatthey

setouttodo,wemaybedeprivingstudentsofthechancetolearnasmuchaspossiblefromwhattheystudy.華東師范大學(xué)出版社如果我們一味地去揭示教科書、教育機(jī)構(gòu)或相關(guān)人員如何地未完成他們的既定目標(biāo)，過度培養(yǎng)學(xué)生的這種能力，那么我們或許剝奪了他們學(xué)盡所能、術(shù)有專攻的機(jī)會(huì)。ReadingAFurtherEnhancement

TranslationMakesenseofthewordsorexpressionsmarkedinboldinthefollowingsentences,andthentranslatethesentencesintoChinese.6.Atfirsttheyseethisassomeoldguy’sfailuretograsptheirskillatmultitasking,buteventuallymostrelearnhowtogivethemselvestoanemotionalandintellectualexperience,onethatisdeeplyengagingpartlybecauseitdoesnotpandertotheirmostsuperficialhabitsofattention.華東師范大學(xué)出版社起初他們認(rèn)為我這個(gè)老家伙沒法理解他們具有一心多用的能力，但最終他們大多重新學(xué)會(huì)了如何全神貫注地經(jīng)歷一場(chǎng)情感和智力體驗(yàn)。這種體驗(yàn)引人入勝，其部分原因在于它沒有迎合學(xué)生們淺嘗輒止的習(xí)慣。ReadingAFurtherEnhancement

TranslationMakesenseofthewordsorexpressionsmarkedinboldinthefollowingsentences,andthentranslatethesentencesintoChinese.7.

Onceoutsidetheuniversity,thesestudentsmaytrytoscorepointsbydisplayingthecriticalprowessforwhichtheywererewardedinschool,butthosepointsoftencomeattheirownexpense.8.LTheskillatunmaskingerror,orsimpleintellectualone-upmanship,isnottotallywithoutvalue,butweshouldbewaryofcreatingaclassofself-satisfieddebunkers.華東師范大學(xué)出版社一旦離開了大學(xué)，這些學(xué)生或許會(huì)嘗試靠批判來得分，因?yàn)樗麄冊(cè)趯W(xué)校時(shí)曾靠這種能力而受到獎(jiǎng)勵(lì)，但是在社會(huì)上，他們通常要為此付出代價(jià)。這種挑錯(cuò)揭短的能力，或在學(xué)術(shù)上取巧占上風(fēng)的本事并非全無價(jià)值，但我們應(yīng)當(dāng)心生警惕，以免培養(yǎng)出一群自鳴得意的挑錯(cuò)揭短者。ReadingAFurtherEnhancement