雅思练习总结（二十七）

雅思练习总结（二十七）

本文章是雅思练习总结（二十七），总结了文章《EDUCATING PSYCHE》，内容包括原文精翻，文章脉络总结，单词扩展学习3个部分

1 文章原文及翻译

EDUCATING PSYCHE

翻译：教育心理学

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.

翻译：Bernie Neville 所著的《教育心理学》是一本讨论顶尖新式学习方法的书，书中描述了情感、想象力和潜意识对教学的影响。书中涉及到一个理论是由 George Lozanov 提出的，主要侧重于心理暗示的作用。

Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details - the colour, the binding, the typeface, the table at the library where we sat while studying it - than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.

翻译：洛扎诺夫（Lozanov）的教学技巧的基础理论为：大脑中通过无意识处理（他称之为非指向性心理反应性）建立的联系，要比通过有指向性意识过程的建立的联系更加持久。除了这些实验上的证据外，大伙儿从自身经验中对这个现象也是有所认知的。我们可能早已忘记了当初特意去学习的内容，但会记得其他的小细节，可谓是，有心栽花花不开，无心插柳柳成荫。 如果我们回想起一本数月或数年前学过的书，我们会发现，比起我们当时集中精力学习的内容，更容易回想起一些周边细节 —— 比如书的颜色、装订方式、字体，以及我们学习时在图书馆所坐的那张桌子。类似地，如果我们回想一场曾全神贯注听过的讲座，我们会更容易记起讲师的外貌和举止习惯、我们在礼堂里的座位，以及当时空调失灵的情况，而不是我们去听讲座想要学习的那些观点。即使这些周边细节有些难以捉摸，但在催眠状态下，或者当我们像在心理剧中那样，通过想象重温那个场景时，它们很容易就会浮现出来。而另一方面，那场讲座的具体内容细节似乎却永远消失了。

This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.

翻译：这种现象在一定程度上可以归因于常见的适得其反的学习方法（竭力去记忆、绷紧肌肉、导致疲劳），而这种现象也恰恰反应了大脑的运作方式。因此，Lozanov 将间接教学（暗示教学）作为其教学体系的核心。在他称为“暗示教学法”的这种方法中，学生们的注意力被从课程内容上转移开，并聚焦于一些周边的事物。这样一来，课程内容就变成了“周边”，并会交由大脑的储备能力来处理。

The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.

翻译：暗示教学法在外语学习方面有良好的效果。在其 1980 年的最新模式中，暗示教学法的主要流程是让学生在听音乐的同时阅读词汇和课文。在暗示教学法的第一次讲习中，它主要被分为2个部分。第一部分中，教室播放着古典音乐（莫扎特、贝多芬、勃拉姆斯的作品），老师跟随着音乐节奏的变化缓慢而庄重地朗读课文。学生们则看着书本上的课文。在几分钟的静默时间后，就是第二阶段了，这一阶段中学生们听巴洛克风格的音乐（巴赫、科雷利、亨德尔的作品），而老师则用正常的说话语调朗读课文。在这段时间里，学生们是合着书本的。在整个讲习课堂中，学生们的注意力都处于被动状态；他们听着音乐，但并不试图去学习那些材料。

Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.

翻译：在参加讲习前，学生们已经为这次语言学习体验做好了精心准备。通过与工作人员以及同学之间的交流，参加的学生们产生了这样的预期：在这节课上，他们会轻松加愉快地学会上百个外语单词。

Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.

翻译：在讲习结束的几个小时后，会有一节跟进课程。在这节课上，学生们会被激发去会议之前的学习内容。同样，采用的激发方法也是间接的。学生们不会把注意力集中在努力回忆词汇上，而是专注于运用语言进行交流（例如通过游戏或即兴表演）。虽然这种方法在语言教学中并不罕见。但暗示教学法的独特之处在于，这些方法完全是为了帮助学生回忆。对学习材料的 “学习” 被认为是自然而然且不费力气的，是在听音乐的过程中完成的。老师的任务是帮助学生运用他们在半意识状态下学到的东西，并且通过这样做，使这些知识能够轻松地进入意识层面。与传统教学的另一个不同之处在于，有证据表明，学生们在一节暗示教学课上通常能够学会 1000 个外语新单词，同时还能掌握语法和习语。

Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.

翻译：Lozanov 还尝试过在睡眠、催眠和恍惚状态下通过直接暗示进行教学，但他发现这些程序并非必要。催眠、瑜伽、席尔瓦心灵控制法、宗教仪式以及信仰疗法都与成功的暗示有关，但上述方法的技巧都不是以暗示为核心的。上述仪式或许可被视为是一种安慰剂。 Lozanov 承认，在他自己的教学体系中，围绕暗示的那些仪式同样也只是一种安慰剂，但他坚持认为，如果没有这样的安慰剂，人们就无法或不敢去挖掘自己大脑的储备能力。就像任何安慰剂一样，要想使其发挥效用，必须借助权威来实施。就像医生会充分运用专制性暗示的力量，坚持要求病人必须每天恰好三次、在饭前服用这粒白色药丸一样，Lozanov 也坚称，暗示教学课程必须完全按照指定的方式，由经过培训且获得认可的暗示教学法教师来授课。

While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning.

翻译：虽然暗示教学法因在现代语言教学方面取得的成功而小有名气，但很少有教师能够复制 Lozanov 及其同事所取得的惊人成果。 或许，我们可以将教学效果平平归因于安慰剂效应不足。学生们尚未形成恰当的思维模式。他们往往没有动力通过这种方法来学习。也就是说，他们没有足够的“信念”。他们不认为这是“真正的教学”，尤其是因为这种教学方法似乎看不到他们一直以来认为对学习至关重要的那种“努力”。

2 文章结构分析

这篇文章的内容总结如下：

1. 第一段是说，Bernie Neville 写了一本新书，《教育心理》（Educating Psyche），其中描述了一种教育理论，是由乔治・洛扎诺夫（George Lozanov）提出的暗示学习法。
2. 第二段、第三段是对这种学习法的解释，总结来说就是有心栽花花不开，无心插柳柳成荫 ，当我们注意力集中去记忆某些东西的时候，反而会形成短暂记忆，而当时作为背景板的内容却会让人印象深刻，比如脑海里努力背书的那个下午，可能每一页的内容早已忘记，风儿的香气和暖暖的阳光却记忆犹新。而暗示学习法，就是在上课的时候，故意让学生们集中注意力在这些周边的内容，让正经学习的内容变成“周边”，让大脑集中这些学习内容
3. 第四段、第五段、第六段是对暗示学习法的一次临床教学实验进行了描述。在课前，学生们就被下了暗示：学习外语轻轻松松，教学过程也很愉快。而实际的课堂也确实氛围愉快，第一部分听古典乐伴奏下的老师课文朗诵，学生跟读文字，第二部分合上书本，巴洛克音乐当背景音，老师正常教学。但是效果出奇的好，学生们在一节暗示教学法课堂上通常能够学会 1000 个外语新单词，同时还能掌握语法和习语。
4. 第七段、第八段是揭示了暗示学习法的本质，就像宗教仪式一样，上课的形式也是一种没有实际作用的安慰剂，重点是让学生们相信这种形式是有用的，然后它就真的有用了。因此暗示学习法必须权威拉满，完全按照指定的方式，由经过培训且获得认可的暗示教学法教师来授课。这也是其他老师没法儿复刻出相似结果的关键， 老师们权威性不足，学生们信念感不强。

文章整体结构如下