2018年翻譯資格考試英語(yǔ)筆譯高級(jí)模擬題：上課制度

　　英譯漢

　　Required class attendance， like an old custom， is so common in Chinese colleges and universities that many teachers and even students themselves simply assume it a good practice.　But is it wise to do so? It does contribute to the rise in the number of students attending class. But is there any proven correlation between attendance and performance in a course? The value of required attendance is being questioned by more and more teachers and students.

　　Why is class attendance required? The reason seems fairly distinct and understandable. For one thing， to ensure that all the students in his or her class are attending it has been considered one of the responsibilities of the teacher in the long run.　A strong sense of responsibility is acting on the teachers and making them feel lose face or even guilty if they are facing just several students in a classroom which should be filled with many more of them. Also playing a part is that teachers have to find ways to evaluate their students， and attendance， which is a perfect measurable factor， can be their good choice apart from mere paper marks.

　　But does that make sense? Have teachers achieved their goal? Take the first glance and people may say "yes"， because you can easily find that in the courses which require class attendance there are always a lot of students.　But things are not just simply what they look like， however. "I'm tired of the course，but I've got to attend it. So I leave after my name is mentioned by the teacher." A college student said so and if you have experienced college life， you'll find he's not alone in saying so. In some courses attendance checking has been somewhat a burden to the students and they have developed several ways to escape classes while still retain good record on the teachers' handbook.One way is to leave silently after attendance checking， and there's still other ways such as asking others to reply when his or her name is called， etc. Even just talk about the students who never escape classes. We can hardly assume they're really "taking" the course because none of the available data shows any proven correlation between attendance and performance in a course. One may be sitting in the classroom， but who knows whether he or she is just sitting there daydreaming all the time?What surprises us is that there are students who get high marks without attending many classes. So now we seem to have reached a corner： how to explain all these phenomena? Is class attendance requirement really a ridiculous thing or have we missed something important that gives us the answer?

　　Just consider the teachers' goal again and we can get more out of the problem. The point of all the things is that we should find a better way to arouse the students' enthusiasm and efficiency to study and attendance requirement is just one of the methods. One's course performance is measured by his or her efforts and efficiency rather than the time he spends to attend class.　A student may have a high rate of attendance but low study efficiency. What's more， if we make a close research about the college education we can see why college education is not welcome. A sense of being compelled to study and not being trusted is the most important factor in it.　Students in colleges tend to think they are already grown-ups who're responsible for what they can do and what they want to do.　The attendance checking makes them feel that they are treated like children and thus may destroy the enthusiasm of study or even cause them to cheat the teachers in different ways.　Another factor that bears the same importance is the classes， or to say the teachers them selves. Why do students fail to follow the courses? One thing that can not be denied is that many classes are simply too boring.Teachers only repeat　their materials　from　the　textbook and students feel they can gain nothing from it. For the third but not the least one， students do lack a strong desire to study and responsibility for themselves these days. Their life is filled with too many things such as PCs， TVs， and a lot of other things.These make them impetuous and unable to sit down quietly studying.

　　"Awareness of the problem is half of the solution，" Once Edison mentioned. Now that we have reached the conclusion that mere attendance requirement is not right， nor necessary， what shall teachers and students do to find the other half of the solution and end the "hide and see" game?

　　First， maintaining students attention and interest is still a big challenge for the classroom lecturers. One way for professors to meet the challenge is to brighten the classes with anecdotes for comic relief.　Another way is to integrate visuals into classroom activities. Still another way is to punctuate the classes with discussion. Through all these methods the students' enthusiasm of study may be aroused and they would have the desire to study instead of being compelled to sit in the classroom thinking how to escape it.

　　Students themselves should take actions to solve the problems too.　The essence of the problem is how to improve their study quality and students themselves，　as those who benefit from all the endeavors， must give an active response to teachers and the society. Just as Newton once said， "Exploring the unknown is the happiest thing in my life."Students must develop their interest and desire to learn in classes. They should try their best to follow the courses to get knowledge from them instead of making all kinds of excuses to escape classes.

　　After all， taking all these factors into account， we may safely arrive at the conclusion that to require class attendance is not an effective way to ensure the students' study quality and efficiency， but it stands for the endless endeavor of educators to improve the standard of education and to give students better tourscs. Awareness of the problem is the first step and other effective measures are being taken. We have strong belief that the situation in the near future will be better and students as well as the teachers will both get high efficiency and interest from the classes.

　　Just try and believe it! We cast our eyes forward because there will be a brighter future of education!

　　參考譯文

　　要求上課,就像一個(gè)古老的習(xí)俗,是如此普遍在中國(guó)高校,許多教師和學(xué)生也自己只是假定它是一個(gè)好的實(shí)踐。但是這樣做是明智的嗎?它有助于學(xué)生的數(shù)量也在增加,但是上課有什么證明出勤和表現(xiàn)之間的相關(guān)性在課程?上課點(diǎn)名制度的價(jià)值正在受到越來(lái)越多的教師和學(xué)生。

　　為什么需要上課嗎?原因似乎是相當(dāng)不同的和可以理解的。首先,以確保所有的學(xué)生都在他或她的階級(jí)參加它一直被認(rèn)為是老師的責(zé)任從長(zhǎng)遠(yuǎn)來(lái)看。責(zé)任心強(qiáng)是作用于教師,使他們感到丟臉或甚至內(nèi)疚,如果他們正面臨只是幾個(gè)學(xué)生在教室里應(yīng)該充滿更多的學(xué)生。也在發(fā)揮作用,教師必須找到方法來(lái)評(píng)估他們的學(xué)生,并出席,這是一個(gè)完美的衡量因素,可以是他們不錯(cuò)的選擇除了純粹的紙標(biāo)志。

　　但這是否有意義嗎?有教師達(dá)到了他們的目標(biāo)?邁出第一眼,人們可能會(huì)說(shuō)“是的”,因?yàn)槟憧梢院苋菀椎匕l(fā)現(xiàn)在課程需要上課總是有很多學(xué)生,但是事情并不只是簡(jiǎn)單的模樣,然而�！拔覅捑肓苏n程,但是我必須參加它。所以我離開后,我的名字是提到老師。”一個(gè)大學(xué)生這樣說(shuō)的,如果你有經(jīng)驗(yàn)豐富的大學(xué)生活,你會(huì)發(fā)現(xiàn)他不是一個(gè)人在這么說(shuō)。在某些課程出勤檢查已經(jīng)有點(diǎn)負(fù)擔(dān),學(xué)生和他們已經(jīng)發(fā)展了好幾種不同的方式來(lái)逃課而仍然保持良好的記錄,在教師手冊(cè)的一個(gè)方法是不動(dòng)聲色的離開后,考勤檢查還是其他方面如要求別人回答,他或她的名字叫做等等。甚至只是談?wù)搶W(xué)生從不逃課。我們幾乎不能假設(shè)他們是真正的“以”課程,因?yàn)闆]有可用的數(shù)據(jù)顯示任何證明出勤和性能之間的相關(guān)性在課程。一個(gè)可能是坐在教室里,但誰(shuí)知道他或她只是坐在那里做白日夢(mèng)?我們感到驚異的是,有學(xué)生得到高分沒有參加很多課程。所以現(xiàn)在我們似乎已經(jīng)達(dá)到了一個(gè)角落:如何解釋這些現(xiàn)象?是上課的要求真的可笑的事情或有我們錯(cuò)過(guò)了一些重要的事情給了我們答案嗎?

　　只是考慮到教師的目標(biāo)再次和我們可以得到更多的問(wèn)題。這一點(diǎn)在所有的事情是,我們應(yīng)該找到一個(gè)更好的方法來(lái)激發(fā)學(xué)生的熱情和效率研究出勤要求只是方法之一。其發(fā)展性能是衡量他或她的努力和效率而不是時(shí)間他花上課。學(xué)生可以有一個(gè)高速率的出勤但低學(xué)習(xí)效率。更重要的是,如果我們做一個(gè)關(guān)于大學(xué)教育密切研究我們可以看到為什么大學(xué)教育不是歡迎。某種意義上的被迫學(xué)習(xí)和不被信任是最重要的因素在它。在高等學(xué)校學(xué)生傾向于認(rèn)為他們已經(jīng)是成年人誰(shuí)是負(fù)責(zé)他們所能做的,什么是他們想要做的。勤檢查使他們覺得他們像對(duì)待孩子,因此可能會(huì)破壞學(xué)習(xí)的熱情,甚至導(dǎo)致他們作弊的老師在不同的方式。另一個(gè)因素,熊同樣的重要性是類,或說(shuō)老師他們自我。為什么學(xué)生未能遵循課程嗎?一件事,不能否認(rèn)是那么多的課太無(wú)聊的老師只有重復(fù)他們的材料從教材和學(xué)生感到他們可以獲得任何東西。第三但不是最少的一個(gè),學(xué)生缺乏一個(gè)強(qiáng)烈的欲望去學(xué)習(xí)和責(zé)任為自己這些天來(lái)。他們的生活中充滿太多的事情如電腦、電視、和許多其他的事情這些讓他們沖動(dòng)的和無(wú)法坐下來(lái)安靜地學(xué)習(xí)。

　　“意識(shí)到這個(gè)問(wèn)題的解決方案的一半,“一旦愛迪生提到。現(xiàn)在我們已經(jīng)得出這樣的結(jié)論:純粹的出勤要求是不正確的,也不是必要的,老師和學(xué)生應(yīng)當(dāng)如何找到其他解決方案的一半和結(jié)束“隱藏和看”的游戲嗎?

　　首先,保持學(xué)生的注意力和興趣仍然是一個(gè)大挑戰(zhàn)。的一個(gè)方式,教室講師教授迎接挑戰(zhàn)是照亮類與軼事搞笑。另一種方法是整合到課堂活動(dòng)的視覺效果。還有另一種方法是更加深了類與討論。通過(guò)這些方法,學(xué)生們的學(xué)習(xí)積極性可能引起和他們渴望學(xué)習(xí),而不是被迫坐在教室里思考如何逃避它。

　　學(xué)生自己應(yīng)該采取措施來(lái)解決這個(gè)問(wèn)題太。問(wèn)題的實(shí)質(zhì)是如何提高他們的學(xué)習(xí)質(zhì)量和學(xué)生本身,因?yàn)槟切┦芤嬗谒�有的努�?必須給一個(gè)積極響應(yīng)老師和社會(huì)。正如牛頓曾經(jīng)說(shuō)過(guò),“探索未知,是我生命中最快樂的事”。學(xué)生必須培養(yǎng)他們的興趣和學(xué)習(xí)欲望在類。他們應(yīng)該盡力遵循課程從他們獲得知識(shí),而不是制造各種借口來(lái)逃避類。

　　畢竟,把所有這些因素考慮在內(nèi),我們可以得出以下結(jié)論,即要求上課不是一個(gè)有效的方法來(lái)保證學(xué)生的學(xué)習(xí)質(zhì)量和效率,但它代表著無(wú)盡的努力的教育者提高教育的水準(zhǔn)和給學(xué)生更好的tourscs。認(rèn)識(shí)問(wèn)題是第一步和其他有效的措施被采取。我們有堅(jiān)定的信念,在不久的將來(lái)的情況會(huì)更好的和學(xué)生以及教師都將得到效率高、興趣類。