實(shí)戰(zhàn)口語(yǔ)情景對(duì)話：Sizing Up Students 評(píng)價(jià)學(xué)生

Note: This is a continuation of a conversation about student learner types from conversation 1289.注：本期內(nèi)容是上期討論學(xué)生類型的對(duì)話的第二部分。

Todd: Yeah, but next time you teach, when you look at your students, think about it.

托德：下次你教學(xué)生的時(shí)候，可以看著學(xué)生們想想這些。

Julia: I will, yeah.

朱莉亞：我會(huì)的。

Todd: Who's a player, who's a pupil, who's a participant, who's a prisoner.

托德：看看誰(shuí)是玩家，誰(shuí)是學(xué)生，誰(shuí)是參與者，誰(shuí)是囚禁者。

Julia: Who's a prisoner. And do you find that you have like an even distribution of those four types within any one class or...?

朱莉亞：誰(shuí)是囚禁者。那你認(rèn)為每個(gè)班的學(xué)生類型是平均分布的還是……?

Todd: No, usually you'll a couple players, like let's say if you have a class of 20, if you have a class of 20 students you might have one or two players, one or two pupils, about 12-14 participants and maybe two or three prisoners.

托德：不是，通常有幾名玩家，假設(shè)一個(gè)班級(jí)有20名學(xué)生，假設(shè)你教的班級(jí)有20名學(xué)生，那其中可能有一兩名玩家，一兩名學(xué)生，約12到14名參與者，可能兩到三名囚禁者。

Julia: Well, it's interesting, as you were giving those definitions, student's names and faces were coming to mind. Oh yeah, he's just described... Oh yeah, that's her, yeah. I could see how they would fit into the categories.

朱莉亞：這很有意思，依據(jù)你進(jìn)行的描述，學(xué)生的名字和面孔已經(jīng)浮現(xiàn)在我的腦海里。哦，他剛形容的是哪個(gè)人，哦，他剛說(shuō)的應(yīng)該是她。我可以看到他們屬于哪個(gè)分類。

Todd: See, it works.

托德：你看，這有用吧。

Julia: It does. But how does it help you teach them?

朱莉亞：沒(méi)錯(cuò)。可是這對(duì)你的教學(xué)工作有什么幫助呢?

Todd: I think it does help you teach, like you know how to deal with everyone differently, right. So like a prisoner for example, you just have to have a lot of empathy, you know, you have to understand that they don't want to be there so you shouldn't expect that they have a great attitude about the class. You know, a participant, you should make it really highly interactive, you should make it very social, as much as you can. A pupil, you know, you give them the extra feedback when you write, you know, comments on their papers and stuff and you give them the encouragement like, "Oh wow, you did a really good job on your test." A player, you, you know, because I'm a language teacher, I try to talk with them a lot, like almost cordial, like a friend so that they have a lot of personal interaction. So, yeah, I think it's, you know you just kind of ... you have to adjust to each one. Yeah, and the thing about this is, I've thought about these four types a lot and I think they apply to any subject and the person can change, like one person isn't automatically a player in every subject, so for some subjects you're a player, for other subjects you're a prisoner, maybe other subjects you're a participant. Okay, so what subjects were you a player?

托德：我認(rèn)為這對(duì)教學(xué)很有幫助，因?yàn)槟阒廊绾螀^(qū)別應(yīng)對(duì)不同學(xué)生的情況。比如囚禁者，你要有同理心，你要理解他們?yōu)槭裁床幌肷蠈W(xué)，所以你不能期待他們?cè)谏险n時(shí)表現(xiàn)出積極態(tài)度。對(duì)于參與者來(lái)說(shuō)，你應(yīng)該讓課堂具有高度互動(dòng)性，盡你所能讓課堂充滿社交性。至于學(xué)生，你要對(duì)他們的寫作給出額外的反饋，在他們的論文上寫評(píng)語(yǔ)時(shí)要鼓勵(lì)他們，你應(yīng)該這樣寫：“哇哦，你在測(cè)驗(yàn)中的表現(xiàn)好極了。”而玩家，因?yàn)槲沂钦Z(yǔ)言老師，我會(huì)試圖多和他們溝通，要誠(chéng)懇地和他們交流，就像朋友聊天一樣，這樣他們就能進(jìn)行很多人際互動(dòng)了。我認(rèn)為，你要……你要去適應(yīng)不同的學(xué)生。關(guān)于這點(diǎn)，我思考了很多與這四種類型的學(xué)生有關(guān)的事情，我認(rèn)為依據(jù)他們對(duì)每個(gè)科目的適應(yīng)情況不同，他們可能會(huì)發(fā)生改變。一個(gè)人不是在所有科目上都會(huì)自動(dòng)成為玩家的，你可能在一些科目上是玩家，在一些科目上是囚禁者，在其他科目上是參與者。你在哪個(gè)科目上是玩家?

Julia: Language, definitely, foreign language, loved French. I did Latin at school as well which was quite unusual but enjoyed it.

朱莉亞：當(dāng)然是語(yǔ)言了，外語(yǔ)，我喜歡法語(yǔ)。我在學(xué)校時(shí)拉丁語(yǔ)的成績(jī)很不錯(cuò)，這其實(shí)很罕見(jiàn)，不過(guò)我很享受。

Todd: And a prisoner?

托德：那囚禁者呢?

Julia: A prisoner, at the time, music. When I was at school I was a prisoner in music and I don't think it was just my response to the subject, it was also my response to the teacher. Didn't have a good relationship with the teacher but nothing I could do, couldn't escape, had to be there and that affected my learning I think. Being a prisoner's not a good ... I don't think it's a good learning situation.

朱莉亞：我在音樂(lè)課上是囚禁者。我上學(xué)的時(shí)候，在音樂(lè)課上是囚禁者，我認(rèn)為這不僅僅是我對(duì)這個(gè)科目的反應(yīng)，我對(duì)那門課的老師也是這種反應(yīng)。我和那個(gè)老師關(guān)系不太好，不過(guò)我什么都做不了，我不能逃走，我只能待在那里，我認(rèn)為那影響了我的學(xué)習(xí)。我認(rèn)為囚禁者這種狀態(tài)并不是好的學(xué)習(xí)環(huán)境。

Todd: No, definitely not.

托德：當(dāng)然不是。

Julia: No.

朱莉亞：不是。

Todd: How about, were you ever a participant? You just did something to be with your friends and you really didn't care what it was?

托德：那你什么時(shí)候是參與者?你只是和朋友們一起，并不在乎那是什么課?

Julia: Yeah, there were some subjects like that I think. Like history and geography, those kind of subjects, humanities subjects, they were mildly engaging but I liked, yeah ... I didn't have an aversion to them because I was hanging out with my friends. I didn't love them, I didn't excel in them, I wasn't particularly interested in them.

朱莉亞：我想有一些科目是這樣的。比如歷史、地理和人文這種課，這些課不太吸引人，我并不是討厭這類課，因?yàn)槲抑皇呛团笥褌円黄鹑ド系?。我不喜歡這些課，我也不擅長(zhǎng)這些科目，我對(duì)這類課不是特別感興趣。