Reading 16:A College Course Under Review

接受审查的大学课程
Reading 16:149 个本篇首次出现学习单元已在正文中标记;共 60 组中英文句子。
淡黄色表示本篇首次学习单元。无论中文是否展开,任何英文单词都可以随时点击,查看有道释义和发音;展开中文后,英文生词与下方词义标签还会联动高亮。
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第1段

The university had offered the same education course since its campus opened beside a humid marsh.
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自从校园在一片潮湿的沼泽旁启用以来,这所大学一直开设着同一门教育课程。
A brook ran behind an old lodge, while a huge library faced the downtown road.
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一条小溪从一座旧屋舍后方流过,一座巨大的图书馆则面向通往市中心的道路。
The course certainly attracted undergraduates, postgraduate entrants hoping to matriculate, and graduates seeking a scholarship.
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这门课程确实吸引了本科生、希望注册入学的研究生新生,以及正在申请奖学金的毕业生。
Unfortunately, recent feedback suggested that its previously admired curriculum had become very broad but vague.
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遗憾的是,最近的反馈表明,这套过去备受赞赏的课程体系如今范围很广,却变得含糊不清。

第2段

The syllabus moved from a governess teaching a pupil by candle and blackboard at an embassy school to modern coeducation, virtual lectures, and documentary production.
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教学大纲从家庭女教师在使馆学校里借助蜡烛和黑板教学生,一直延伸到现代男女同校教育、线上讲座和纪录片制作。
One week students studied a headmaster's allegiance to tradition; the next they handled glassware, bleach, a pulley, and a bridle.
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这一周,学生研究一位校长对传统的忠诚;下一周,他们又操作玻璃器皿、漂白剂、滑轮和马笼头。
They even discussed extinction, homicide, kidnap, and vengeance.
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他们甚至还讨论物种灭绝、杀人、绑架和复仇。
This range was impressive, yet some topics reflected a historical quirk or an arbitrary choice rather than an educational purpose.
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这样的范围看起来令人印象深刻,但有些主题体现的只是历史上的特殊现象或随意选择,而不是明确的教育目的。

第3段

Dean Mara initiated a formal review.
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院长玛拉发起了一次正式审查。
The chairperson asked the faculty, bursar, professors, lecturers, scholars, and students to canvass opinions.
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主席要求教师队伍、财务主管、教授、讲师、学者和学生广泛征求意见。
Anybody could speak, and respondents could identify themselves or remain unknown.
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任何人都可以发言,反馈者既可以表明身份,也可以保持匿名。
“This criticism is mine, and I shall defend it myself,” one professor wrote.
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一位教授写道:“这项批评意见是我的,我会亲自为它辩护。”
Others submitted comments themselves.
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其他人也亲自提交了意见。
More than two hundred replies arrived, almost twice the expected number.
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最终收到了两百多份回复,几乎是预计数量的两倍。

第4段

Many pupils said the workload was extremely tough.
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许多学生表示,学习任务极其艰巨。
They read one textbook per seminar, scanned another, and retrieved articles from an overloaded bookshelf.
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每次研讨课,他们都要读一本教材、快速浏览另一本书,还要从塞得过满的书架上找出相关文章。
They had to pursue every domain, make a conceptual leap between unrelated topics, and use precise punctuation.
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他们必须深入每一个领域,在互不相关的主题之间完成概念跳跃,并准确使用标点符号。
A single slip or correction cost marks.
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一次小失误或一处修改都会被扣分。
Some worked halfway through the night; others felt guilt because they could not be productive everywhere and forever.
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有些人学习到深夜;另一些人则因为自己无法随时随地永远保持高效率而感到内疚。

第5段

The review team observed an exam directly.
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审查小组直接旁观了一场考试。
Staff assigned to invigilate shut the shutters, placed a red pencil on each stool, and told every entrant to begin.
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被安排监考的工作人员关上百叶窗,在每张凳子上放置一支红铅笔,然后通知每位考生开始答题。
The paper asked candidates to adjudicate a campus dispute and state precisely when police may arrest a suspect.
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试卷要求考生裁决一起校园纠纷,并准确说明警察何时可以逮捕嫌疑人。
Another question described a brutal criminal who tried to kidnap and molest a child before committing homicide.
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另一道题描述了一名残暴的罪犯:他企图绑架并猥亵一名儿童,随后又实施了杀人行为。
Several students clenched their hands or clutched their papers.
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几名学生攥紧双手,或者紧紧抓住试卷。
An elaborate, powerful story had displaced reasoning.
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一个复杂而冲击力强烈的故事取代了对推理能力的考查。

第6段

Practical work was equally scattered.
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实践环节同样十分零散。
At the field lodge, students examined a wild marsh and measured a brook, then watched a horse kick against its bridle.
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在野外住处,学生考察一片荒野沼泽并测量一条小溪,随后又观察一匹马踢蹬自己的马笼头。
In a laboratory they used bleach on glassware and pulled a load with a pulley.
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在实验室里,他们使用漂白剂处理玻璃器皿,并用滑轮拉动重物。
A loose hook caused a safety breach, a cable gave a sharp screech, and a lamp began to scorch a wooden surface.
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一个松动的挂钩造成了安全漏洞,一根缆绳发出尖锐的摩擦声,一盏灯还开始烤焦木质表面。
Nearby, one student chose to loll on a couch while another claimed danger might lurk below every bench.
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在旁边,一名学生懒洋洋地躺在沙发上,另一名学生则声称每张工作台下面都可能潜藏危险。
These memorable scenes did not form a coherent course.
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这些令人难忘的场景并没有组成一门连贯的课程。

第7段

Mara asked the panel to adapt the curriculum instead of rejecting it altogether.
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玛拉要求评审小组调整课程,而不是把它完全否定。
Historical material would remain, but a hundredth minor fact or public clamor would not outweigh evidence.
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历史材料会继续保留,但第一百个次要事实或公众的喧嚷都不能比证据更重要。
The eleventh lecture would become an exhibition in which each undergraduate presented one inquiry.
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第十一次讲座将改为成果展示,每名本科生都要呈现一项探究。
Postgraduates would oversee research groups, while the dean oversaw safety.
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研究生负责监督研究小组,院长则负责监管安全。
The bursar promised to expedite essential purchases but refused luxurious equipment.
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财务主管承诺加快必要物品的采购,却拒绝购买奢华设备。

第8段

The revised structure had three stages.
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修改后的课程结构分为三个阶段。
Students examined how education had changed, learned to retrieve evidence without overlooking inconvenient facts, and identified motive.
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学生研究教育发生了怎样的变化,学习在不忽略不利事实的情况下检索证据,并识别行为动机。
They then designed an initiative that embedded theory in a practical problem.
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接着,他们设计一项把理论嵌入实际问题的行动方案。
A specially designed virtual simulation let them practise decisions without placing anybody in danger.
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一套专门设计的虚拟模拟系统让他们能够练习决策,而不会使任何人陷入危险。

第9段

Several weak activities were removed.
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几项薄弱的活动被取消了。
A gorgeous pink poster, a supposedly delicious lunch, and a luxury reception could not substitute for evidence.
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一张绚丽的粉色海报、一顿据说很美味的午餐和一场豪华招待会都不能代替证据。
Nor could a quick pitch totally unlike the written report.
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一场与书面报告完全不同的简短陈述也不能代替证据。
Students were entitled to creative methods, but they had to state their purpose explicitly and make sure evidence supported it.
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学生有权使用创造性方法,但必须明确说明目的,并确保有证据支持。
A documentary could echo an argument, yet it did not prove it true.
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纪录片可以呼应某种论点,但这并不能证明该论点正确。

第10段

The faculty also adopted clearer support.
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学院还采用了更加明确的支持措施。
A student with toothache could request a short delay.
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牙痛的学生可以申请短暂延期。
Someone living in inconvenient lodging could attend online.
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居住条件不便的学生可以在线参加课程。
A pupil who feared public speaking could rehearse alongside a tutor.
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害怕公开发言的学生可以在导师陪同下排练。
Scholarships would be awarded by published criteria, not personal privilege.
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奖学金将按照公开标准发放,而不是根据个人特权决定。
Serious misconduct would still be investigated, but ordinary mistakes would not attract ridicule or a demand for vengeance.
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严重的不当行为仍会受到调查,但普通错误不会招致嘲笑或要求报复的声音。

第11段

After one term, productivity rose and complaints fell heavily.
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一个学期后,学习效率提高了,投诉数量大幅下降。
Students were more motivated, and projects showed genuine initiative.
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学生的积极性更高,项目也展现出了真正的主动性。
The course was not flawless: one presentation was far too long, another quite incomplete, and a few conclusions remained vague.
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这门课程并非毫无缺点:一场展示过长,另一场很不完整,还有少数结论依然含糊。
Perhaps no curriculum can satisfy everybody.
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或许没有任何课程体系能够让所有人满意。
However, the review replaced a collection of objects with an ongoing educational purpose.
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不过,这次审查让持续的教育目标取代了杂乱无章的物件集合。

第12段

Ultimately, the university kept the course because its strongest elements were worth preserving.
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最终,这所大学保留了这门课程,因为其中最有价值的部分值得保存。
It superseded arbitrary tasks and made assessment more precise.
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新课程取代了随意安排的任务,并使评估更加精确。
The new hallmark was not a big exhibition, a leap of faith, or supreme authority.
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新课程的标志并不是大型展览、毫无依据的信念跳跃或至高无上的权威。
It was a promise: teaching and examination shall remain alike in one respect—they must help students think seriously, adapt intelligently, and explain truly what they know.
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它体现的是一项承诺:教学和考试至少应在一点上保持一致——二者都必须帮助学生认真思考、灵活调整,并真实说明自己掌握了什么。

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