? asked in 社會與文化語言 · 1 decade ago

(英文)急!!麻煩幫我翻譯這段文章~~

One pupil's best may be another pupil's worst. One can expect no more than that every pupils should do his best at all times. Some will have much greater intelligence and intellect than others; some will have greater powers of application and perseverance. Some children will have none of these attributes, but the teacher must encourage all pupils, whether naturally bright or dull, keen or lazy, always to do their best.

Encouragement is a human need. Those who need it least are those who are effortlessly successful, but even these lucky ones welcome recognition of their success. Less fortunately endowed children will step up their efforts if offered encouragement and proof of their efforts. Similarly, incorrigible slackers can be roused from their lethargy if shown evidence of their slipshod ways.

From the pupil's point of view marks are a ‘must’. Children like to be given marks for their work. Coupled with the appropriate comments from the teacher they acts as an incentive and a reward to the ‘triers’, a warning to the slackers. They are also important evidence to the child that the teacher is taking the trouble to correct his work and assess its value.

From the teacher's point of view it is impossible to keep a complete record of each child's work. It is not necessary to give a mark for every single piece of written work the child does but the teacher must correct most of his written work and allot marks for most of the work the pupil does in each subject each week. If these marks are entered in a mark book they enable the teacher to assess the child's progress the more easily. Bearing in mind the individual child and the fact that 5 marks out of 10 is very good for one and very poor for another, the teacher who knows his children can tell at a glance whether the child has worked hard over a period of time, or drifted along, or simply idled away his time.

2 Answers

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  • Anonymous
    1 decade ago
    Best Answer

    一國小生最好可能在另一個國小生最壞。 一個人能頂多期望每位國小生始終應該盡力。 與其它相比較,一些將有大得多的智慧和智力; 一些將有很強的能力應用和堅持。 一些孩子將不有這些屬性, 教師必須是否自然明亮和黯淡,熱心還是懶惰鼓勵全部國小生,總是盡力。 鼓勵是一人需要。 需要它的那些人最小是成功effortlessly,而且這些運氣好的歡迎他們的成功的承認的那些人。 如果被提供他們的努力的鼓勵和證據,較不幸運捐助孩子將增加他們的努力。 與此類似,如果被證明他們的不整潔的模式,難以糾正的偷懶者可能被由於他們的倦怠喚醒。 從國小生的觀點標記是ust '。 孩子喜歡被為他們的工作給標記。 加上適當意見從他們擔任一獎勵和一報酬給riers,警告在那些偷懶者的教師。 他們也是孩子的重要的證據教師正費心改正他的工作並且確定它的價值。 從教師的觀點保持一個每孩子的工作的完整的記錄是不可能的。 它, 為每寫的工作給一個標記是不必要的 孩子做教師必須改正他的大多數書面工作並且分發適合國小生在每主題內做每周的的工作中大多數標明。 如果這些標記登記標記書他們使那些教師能夠確定這孩子發展更容易。 記住個別的孩子和從10當中5馬克非常有益於一個人並且為另一個非常貧窮的事實, 知道他的孩子能一瞥告訴是否孩子已經在一個時期努力工作的教師, 或者向前漂流,或者僅僅虛度他的時間。

    Source(s): 用詞真艱深呀!
  • 1 decade ago

    一國小生最好可能在另一個國小生最壞。 一個人能頂多期望每位國小生始終應該盡力。 與其它相比較,一些將有大得多的智慧和智力; 一些將有很強的能力應用和堅持。 一些孩子將不有這些屬性, 教師必須是否自然明亮和黯淡,熱心還是懶惰鼓勵全部國小生,總是盡力。

    鼓勵是一人需要。 需要它的那些人最小是成功effortlessly,而且這些運氣好的歡迎他們的成功的承認的那些人。 如果被提供他們的努力的鼓勵和證據,較不幸運捐助孩子將增加他們的努力。 與此類似,如果被證明他們的不整潔的模式,難以糾正的偷懶者可能被由於他們的倦怠喚醒。

    從國小生的觀點標記是ust '。 孩子喜歡被為他們的工作給標記。 加上適當意見從他們擔任一獎勵和一報酬給riers,警告在那些偷懶者的教師。 他們也是孩子的重要的證據教師正費心改正他的工作並且確定它的價值。

    從教師的觀點保持一個每孩子的工作的完整的記錄是不可能的。 它, 為每寫的工作給一個標記是不必要的 孩子做教師必須改正他的大多數書面工作並且分發適合國小生在每主題內做每周的的工作中大多數標明。 如果這些標記被登記他們使那些教師能夠確定這孩子發展的標記書更容易。 記住個別的孩子和從10當中5馬克非常有益於一個人並且為另一個非常貧窮的事實, 知道他的孩子能一瞥告訴是否孩子已經在一個時期努力工作的教師, 或者向前漂流,或者僅僅虛度他的時間。

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