2014年職稱英語(yǔ)(綜合類)教材概括大意文章及譯文12

　　綜合類-概括大意　　

　Intelligence: a Changed View

　　1.Intelligence was believed to be a fixed entity, some faculty of the mind that we all possess and which determines in some way the extent of our achievements. Its value therefore, was as a predictor of children's future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious. Intelligence tests could be used for streaming children according to ability at an early age; and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education.

　　2. Today, we are beginning to think differently. In the last few years, research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence itself1. There is considerable evidence now which shows the great influence of environment both on achievement and intelligence. Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates.

　　3. There are evidences that support the view that we have to distinguish between genetic intelligence and observed intelligence.2 Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.3 Researches have been investigating what happens in this interaction.

　　4. Two major findings have emerged from these researches. Firstly, the greater part of the development of observed intelligence occurs in the earliest years of life. It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of four. Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. Much of the difference in measured intelligence between "privileged" and "disadvantaged" children4 may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences.5

　　5. These research findings have led to a revision in our understanding of the nature of intelligence. Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment. These skills have to be learned and, indeed, one of them is learning how to learn.

　　6. The modern ideas concerning the nature of intelligence are bound to have some effect on our school system. In one respect a change is already occurring. With the move toward comprehensive education and the development of unstrained classes6, fewer children will be given the label "low IQ'' which must inevitably condemn a child in his own, if not society's eyes. The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic is accepted by more and more people.

　　詞匯：

　　entity 存在，實(shí)體 innate 內(nèi)在的 stimulation 激發(fā)，促進(jìn)

　　stream (根據(jù)能力把學(xué)生)分組 interaction 相互作用

　　注釋：

　　1.…research has thrown doubt on the view that innate inteffigence can ever be measured and on the very nature of intelligence itself. ……科學(xué)研究對(duì)內(nèi)在智力可以衡量這一觀點(diǎn)以及智力的實(shí)質(zhì)本身都表示懷疑。

　　2.... distinguish between genetic intelligence and observed intelligence.區(qū)別基因智力和習(xí)得智力。

　　3.…the interaction of whatever is inherited with whatever stimulation has been received from the environment. ……遺傳所得和從環(huán)境所得到的激發(fā)兩者之間的相互作用。這里的兩個(gè)whatever都相當(dāng)于what，都引導(dǎo)了名詞性從句，分別作介詞of和with的賓語(yǔ)。

　　4."privileged" and "disadvantaged" children:“有優(yōu)勢(shì)的”和“沒(méi)有優(yōu)勢(shì)的”孩子。privileged原來(lái)的解釋是“有特權(quán)的”,disadvantaged是“不利的”，實(shí)際上它們分別用于指家境富裕的和家境貧困的，尤其是黑人家庭的孩子。

　　5.…lack of appropriate verbal stimulation and the'poverty of their perceptual experiences. ……缺乏必要的語(yǔ)言刺激以及感性經(jīng)歷貧乏。

　　6.comprehensive education and the development of unstreamed classes：綜合教育以及混合編班的做法。comprehensive education指具有不同能力的學(xué)生同在一校的綜合的教育制度，和后面的development of unstreamed classes是一脈相承的。

　　7.IQ：智商。IQ是Intelligence Quotient的首字母縮寫(xiě)。

　　8. ... condemn a child in his own, if not society's eyes.哪怕社會(huì)不把孩子看扁，他自己也把自己看扁了。condemn這個(gè)動(dòng)詞是“譴責(zé)，判定?一不合適、不足”的意思;in one's eyes是“在……的眼里”。

　　Intelligence: a Changed View

　　1.Intelligence was believed to be a fixed entity, some faculty of the mind that we all possess and which determines in some way the extent of our achievements. Its value therefore, was as a predictor of children's future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious. Intelligence tests could be used for streaming children according to ability at an early age; and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education.

　　2. Today, we are beginning to think differently. In the last few years, research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence itself1. There is considerable evidence now which shows the great influence of environment both on achievement and intelligence. Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates.

　　3. There are evidences that support the view that we have to distinguish between genetic intelligence and observed intelligence.2 Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.3 Researches have been investigating what happens in this interaction.

　　4. Two major findings have emerged from these researches. Firstly, the greater part of the development of observed intelligence occurs in the earliest years of life. It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of four. Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. Much of the difference in measured intelligence between "privileged" and "disadvantaged" children4 may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences.5

　　5. These research findings have led to a revision in our understanding of the nature of intelligence. Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment. These skills have to be learned and, indeed, one of them is learning how to learn.

　　6. The modern ideas concerning the nature of intelligence are bound to have some effect on our school system. In one respect a change is already occurring. With the move toward comprehensive education and the development of unstrained classes6, fewer children will be given the label "low IQ'' which must inevitably condemn a child in his own, if not society's eyes. The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic is accepted by more and more people.

　　詞匯：

　　entity 存在，實(shí)體 innate 內(nèi)在的 stimulation 激發(fā)，促進(jìn)

　　stream (根據(jù)能力把學(xué)生)分組 interaction 相互作用

　　注釋：

　　1.…research has thrown doubt on the view that innate inteffigence can ever be measured and on the very nature of intelligence itself. ……科學(xué)研究對(duì)內(nèi)在智力可以衡量這一觀點(diǎn)以及智力的實(shí)質(zhì)本身都表示懷疑。

　　2.... distinguish between genetic intelligence and observed intelligence.區(qū)別基因智力和習(xí)得智力。

　　3.…the interaction of whatever is inherited with whatever stimulation has been received from the environment. ……遺傳所得和從環(huán)境所得到的激發(fā)兩者之間的相互作用。這里的兩個(gè)whatever都相當(dāng)于what，都引導(dǎo)了名詞性從句，分別作介詞of和with的賓語(yǔ)。

　　4."privileged" and "disadvantaged" children:“有優(yōu)勢(shì)的”和“沒(méi)有優(yōu)勢(shì)的”孩子。privileged原來(lái)的解釋是“有特權(quán)的”,disadvantaged是“不利的”，實(shí)際上它們分別用于指家境富裕的和家境貧困的，尤其是黑人家庭的孩子。

　　5.…lack of appropriate verbal stimulation and the'poverty of their perceptual experiences. ……缺乏必要的語(yǔ)言刺激以及感性經(jīng)歷貧乏。

　　6.comprehensive education and the development of unstreamed classes：綜合教育以及混合編班的做法。comprehensive education指具有不同能力的學(xué)生同在一校的綜合的教育制度，和后面的development of unstreamed classes是一脈相承的。

　　7.IQ：智商。IQ是Intelligence Quotient的首字母縮寫(xiě)。

　　8. ... condemn a child in his own, if not society's eyes.哪怕社會(huì)不把孩子看扁，他自己也把自己看扁了。condemn這個(gè)動(dòng)詞是“譴責(zé)，判定?一不合適、不足”的意思;in one's eyes是“在……的眼里”。

　　練習(xí)：

　　1. Paragraph 2_________

　　2. Paragraph 4_________

　　3. Paragraph 5_________

　　4. Paragraph 6_________

　　A Main Results of Recent Researches

　　B Popular Doubt about the New View

　　C Effect of Environment on Intelligence

　　D Intelligence and Achievement

　　E Impact on School Education

　　F A Changed View of Intelligence

　　5.It was once believed_________, and thus we can tell how successful he/she will be in the future according to his/her intelligence.

　　6.More recent researches has shown that intelligence is only partly inherited_________.

　　7.It can be inferred from the passage that a child will_________if he has more opportunities to communicate with others by means of language.

　　8.Children were not just_________, but they can be taught to be more intelligent at school.

　　A born to be more intelligent or less intelligent

　　B have a better chance to develop his intelligence

　　C taught to be more intelligent

　　D that intelligence was something a baby was born with

　　E and because of the lack of communication with his classmates

　　F and partly has to do with a child's living environment

　　答案與題解：

　　1.C 第二段提出了一個(gè)新的對(duì)智力的認(rèn)識(shí)，和第一段中所講的傳統(tǒng)的理解不同，主要的不同之處在于傳統(tǒng)的觀點(diǎn)把智力看做是一種不變的能力，而新的觀點(diǎn)則認(rèn)為智力和人的成長(zhǎng)環(huán)境有關(guān)。

　　2.A 本段第一句話就把該段的內(nèi)容點(diǎn)得很清楚，要介紹的是“Two major findings have emerged from these researches."main results只是major findings的另一種說(shuō)法而已。

　　3.F 本段的第一句就說(shuō)清楚了：研究結(jié)果導(dǎo)致我們對(duì)智力本質(zhì)看法的改變。

　　4.E 最后一段第一句話就說(shuō)與智力本質(zhì)有關(guān)的現(xiàn)代見(jiàn)解必定會(huì)對(duì)學(xué)校體系產(chǎn)生影響，下面講了一些正在發(fā)生的變化。

　　5.D 這句話的意思可在第一段里找到。It was believed后面應(yīng)跟一個(gè)主語(yǔ)從句，這個(gè)從句由that引導(dǎo)。

　　6.F 原句中partly這個(gè)詞是個(gè)很好的提示，大多會(huì)出現(xiàn)第二個(gè)partly。

　　7.B will后面應(yīng)該接一個(gè)動(dòng)詞，句子的意思是以第四段的最后一句話為基礎(chǔ)的。

　　8.A 這句話可以說(shuō)是全文的中心思想，即人聰明還是不聰明并不完全由先天而定，而是可以通過(guò)學(xué)校的教育變得聰明起來(lái)。

　　譯文：一個(gè)轉(zhuǎn)變了的觀念

　　智力被認(rèn)為是一個(gè)固定的實(shí)體，我們都擁有的大腦的某種能力和以某種方式?jīng)Q定我們的成就 大小的東西。因此對(duì)它的評(píng)價(jià)可以預(yù)言孩子們未來(lái)的學(xué)習(xí)。如果他們?cè)趯W(xué)習(xí)復(fù)雜任務(wù)的能力上顯 著不同，那么明顯有必要對(duì)他們進(jìn)行不同的教育，而且顯然需要不同類型的學(xué)校，抑或在學(xué)校內(nèi) 按不同能力分班。智力測(cè)試可以用來(lái)根據(jù)能力在很小的時(shí)候就對(duì)孩子們進(jìn)行分流。在11歲的時(shí)候 進(jìn)行這種測(cè)試比為進(jìn)人不同的中學(xué)而挑選學(xué)生的成績(jī)測(cè)試更為重要。

　　現(xiàn)在，我們開(kāi)始有不同的想法。在過(guò)去的幾年里，科學(xué)研究對(duì)內(nèi)在智力可以衡量這一觀點(diǎn)以 及智力的實(shí)質(zhì)本身都表示懷疑。目前大量的證據(jù)表明環(huán)境對(duì)成就和智力有巨大的影響。家庭貧困 的孩子不僅功課和智力測(cè)試成績(jī)較差，而且和他們更為幸運(yùn)的同學(xué)們相比，他們的表現(xiàn)有越來(lái)越 惡化的趨勢(shì)。

　　有證據(jù)支持這樣的觀點(diǎn)，即我們必須區(qū)別基因智力和習(xí)得智力。無(wú)論環(huán)境多么剌激，基因的 缺陷都會(huì)限制發(fā)展。我們不能夠觀察和衡量?jī)?nèi)在智力，然而我們可以觀察和衡量遺傳所得和從環(huán) 境所得到的激發(fā)兩者之間的相互作用。研究者一直研究這種相互作用的結(jié)果。

　　這些研究產(chǎn)生了兩^^重要的發(fā)現(xiàn)。首先，大部分習(xí)得智力的開(kāi)發(fā)發(fā)生在生命的最初幾年。據(jù) 估測(cè)在17歲可衡量的智力的50%在4歲的時(shí)候就已經(jīng)可以預(yù)見(jiàn)了。其次，環(huán)境中最重要的因素是 語(yǔ)言和父母子女關(guān)系的心理方面?！坝袃?yōu)勢(shì)的”和“沒(méi)有優(yōu)勢(shì)的”孩子之間衡量到的智力的大部 分不同可能是因?yàn)楹笳呷狈Ρ匾恼Z(yǔ)言刺激以及感性經(jīng)歷貧乏。

　　這些研究結(jié)果改變了我們對(duì)智力本質(zhì)的理解。它不是很大程度上遺傳的大腦的固定能力，我 們現(xiàn)在把它看做一系列發(fā)展起來(lái)的可以應(yīng)付任何環(huán)境技能。這些技能必須要學(xué)習(xí)才能獲得，而且 其中一項(xiàng)技能是學(xué)會(huì)如何學(xué)習(xí)。

　　與智力的本質(zhì)有關(guān)的現(xiàn)代觀念對(duì)我們的學(xué)校體系將有一些影響。在一個(gè)方面一種改變正在發(fā) 生。隨著向綜合教育以及混合編班的做法的發(fā)展，越來(lái)越少的孩子會(huì)被標(biāo)上“低智商”的標(biāo)簽。 有了這個(gè)標(biāo)簽，哪怕社會(huì)不把孩子看扁，他自己也把自己看扁了。我們能夠像教孩子閱讀或算術(shù) 一樣教孩子變聰明的觀念被越來(lái)越多的人所接受。

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