最新Your College Years现代大学英语Book 3 Unit 1.docx

1、最新Your College Years现代大学英语Book 3 Unit 1现代大学英语Book 3 Unit 1Your College Years（By Bob Harter）1. Have you ever considered the changes that are taking place and will take place in your life as a college student? Has it ever occurred to you that your professors and other school personnel have certain goa

2、ls for your growth and maturity during your college years? Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood? Though college students seldom think about them, key changes will probably happen to them during their coll

3、ege years.1你可曾考虑过作为一个大学生你生活中正在发生和即将发生的变化？你可曾想到过大学时代教授们以及其他教职工为了你的成长和发展制定了目标？你可曾注意过你在从青少年渐渐成人的过程中会发生某些变化？尽管大学生很少想这些，但是在大学生时代很可能会发生一些主要的变化。 2.During this time, students are going through an identity crisis and are endeavoring to find out who they are and what their strengths and weaknesses are. They h

4、ave, of course, plenty of both. It is important to know how people perceive themselves as well as how other people perceive them. According to Piers and Landau, in an article discussing the theories of Erik H. Erickson in International Encyclopedia of Social Sciences (1979), identity is determined b

5、y genetic endowment (what is inherited from parents), shaped by environment, and influenced by chance events. People are influenced by their environment and, in turn, influence their environment. How people see themselves in both roles is unquestionably a part of their identity.2在这段时期，学生们正经受自我认同危机，他

6、们努力要了解自己的身份，掌握自身的优缺点。当然，优缺点他们兼而有之，且两者都为数不少。重要的是人们如何看待自己，其他人又如何看待他们。皮尔斯和兰多曾在一篇文章中探讨了爱立信在国际社会百科全书中有关理论，根据他们的观点，性格特征是由先天基因（即父母的遗传物质）所决定，由外部环境而形成，并受偶然事件的影响的。人们受环境的影响，反过来也影响他们的环境。人们如何看待自己扮演的这两个角色无疑正是他们性格特征的部分表现。 3.While students are going through an identity crisis, they are becoming independent from the

7、ir parents, yet are probably still very dependent on them. This independence / dependence struggle is very much a part of the later adolescence stage. In fact, it may be heightened by their choice to pursue a college education. Immediately after graduating from high school, some graduates choose to

8、enter the work world. As a result of this choice, they may become financially independent from their parents. But college students have chosen to grow and learn new skills that take years to develop, so they probably need at least some degree of dependence on their parents. 3学生们经历自我认同危机的时候，他们也开始渐渐独立

9、，但是可能仍然非常依赖父母。这种介于独立与依赖之间的冲突常常发生在青少年末期。事实上，这种冲突很可能因为他们选择继续接受大学教育而愈发激烈。高中一毕业，一些学生便会立即走入社会开始工作。这种选择的结果就是他们可能他们在经济上获得独立。但是大学生已经选择了用几年的时间继续掌握新知并且发展自我，因此他们在一定程度上还要依赖父母。4.In his April 1984 article Psychological Separation of Late Adolescents from Their Parents in the Journal of Counseling Psychology, Jeff

10、ery A. Hoffman observed that there are four distinct aspects to psychological separation from ones parents. First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes, a

11、nd determining their daily agenda. Second, there is attitudinal independence, which means that individuals learn to see and accept the difference between their own attitudes, values, and beliefs and those of their parents. The third process of psychological separation is emotional independence. Hoff

12、man defines this process as freedom from an excessive need for approval, closeness, togetherness, and emotional support in relation to the mother and father. For example, college students would feel free to select the major that they want to pursue without feeling they must have parental approval. F

13、ourth is freedom from excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father. College students need to stand back and see where they are in the independence / dependence struggle.4 1984年4月杰利弗A霍夫曼在心理咨询杂志上发表了即将成人的青年与父母的心理距离，文章中他提及了人与父

14、母产生心理距离的四个不同方面。第一，独立处理日常生活的能力，它包括个人独立处理实际事物和自身事务的能力，如理财的能力、选购服装的能力和决定每天工作日程的能力。第二，态度独立，即个人学会正确看待和接受自己与父母的态度、价值和信仰上的差异。第三个心理分离过程是情感独立，霍夫曼将这一过程定义为“摆脱父母的认可、亲近、陪伴和情感支持的过分依赖”。例如，大学生们会随自己所愿自由选择专业，而且并不认为必须征得父母的认同。第四是摆脱“对父母的过度内疚、焦虑、疑惑、责任、反感和愤怒的心理”。大学生们需要退一步看清自己在介于独立与依赖之间的冲突中所处的位置。 5.Probably one of the most

15、 stressful matters for young college students is establishing their sexual identity, which includes relating to the opposite sex and projecting their future roles as men or women. Each must define her or his sexual identity in a feminine or masculine role. These are exciting times yet frustrating ti

16、mes. Probably nothing can make students feel lower or higher emotionally than the way they are relating to whomever they are having a romantic relationship with. For example, when I was working with a young college student, he bounced into my office once with a smile on his face and excitement in hi

17、s voice. The young man declared, Ive just had the best day of my life! He went on to explain how he had met an extraordinary young woman and how this relationship was all he had dreamed a romantic relationship should be. That same young man came into my office less than a week later, dragging his fe

18、et with a dismayed, dejected look on his face. He sat down in the same chair, sighed deeply, and declared, Ive just had the worst day of my life! He and the young woman had just had an argument, and their relationship was no longer going well. Thus, the way students are relating to those of the oppo

19、site sex has a definite influence on their emotions. 5可能大学生们面临的最紧张的问题之一就是构建自己的性别特征，这包括与异性之间的关系和对未来自身男性或女性角色的设计。每个人必须将其性格特征定义为男性或女性角色。这一过程中兴奋与受挫并存。也许没有什么比恋爱更能让学生们情绪低落或高涨的。例如，我曾经和一位年轻的大学生共事，一次他欢呼雀跃的进了我的办公室，面带笑容，声音激动。年轻人宣布：“我刚度过了人生中最灿烂的一天。”他继续解释他是如何与一位超凡脱俗的女子相遇的，而且这份浪漫的爱情与他梦中所期待的完全一致。而不倒一个星期，同一个年轻人却拖着脚

20、步神情沮丧的进了我的办公室。他在同一张椅子上坐下来，深深地叹了口气，宣布说：“我经历了人生中最糟糕的一天。”他和那个年轻女子刚刚吵过架，两人的关系不再看好。因而，大学生们与异性交往的方式对他们的情感必定有所影响。 6.At the same time, these young adults are learning how to give and receive affection in the adult world. This aspect of growth deals not only with interaction with the opposite sex but with fr

21、iends of both sexes and all ages. As they grow and reach young adulthood, the way they relate to others changes. It is a time when they as adults should think about how they relate to and show proper respect for peers, how they relate to the children and young adolescents in their lives, and how the

22、y relate to their parents and show them affection. For example, when I was a graduate student at Southwestern Baptist Theological Seminary, I visited my parents after I had just finished a course in counseling. During the course I had come to realize that while my world was expanding and new options

23、 were opening for me, my father, who was in his sixties, was seeing his world shrink and his options narrow. During my visit home, my father and I had several conversations in which we discussed the content of my course and how it applied to our lives. I found myself seeing my father in a different

24、way and relating to him as a friend whom I could encourage. I was consciously encouraging the man who over the years had encouraged me. I was relating to my father in a different way. 6于此同时，这些刚刚成年的大学生也在学习如何在成年人的世界里奉献和收获情感。在这一角度上，成长不仅要处理与异性之间的关系，还要处理与两性及所有年龄段的朋友之间的关系。随着他们渐渐成人，他们与异性交往的方式也在发生变化。这时作为成年人

25、他们应该思索如何与同龄人和睦相处并有礼有节，如何与他们生活中的青少年儿童和睦相处，如何与他们的父母和睦相处并表达自己的感情。举个我在西南浸礼教会学院读研究生时的例子，当我刚刚修完一门咨询课程后，我去探望父母。在学习这门课的过程中我渐渐意识到，当我的世界不断扩展，新的机遇不断出现时，我的父亲，一个年过花甲之人，正在亲眼目睹自己的世界在变小，选择在变少。在家的那些日子里，我和父亲几次谈心，共同探讨了我课程的内容以及它如何应用到我的生活中。我发觉自己正以一种不同的方式看待父亲，并且把他看作一个我可以鼓励的朋友。我有意识的去鼓励这个从前鼓励过我的人。我在以一种不同的方式与父亲交流。7.Another

26、change for college students is internalizing their religious faith, their values, and their morals. Since birth, one or more parents have been modeling for them and teaching them certain beliefs, values, and morals. In their adolescent years, however, these matters are questioned and in some cases r

27、ebelled against. Now, as young adults, they have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept for their lives. In the late sixties, a young woman from a background that was extremely prejudiced against people from other races came to college conv

28、inced that her race was superior. She was distressed because she had been put into a dorm that had people from a variety of ethnic backgrounds. Over the next four years, this student, who considered herself intelligent, found herself in classes and social events in which people of other races perfor

29、med as well as or more competently than she did. As she finished her senior year, she had grown to realize that people of other races were not only equal to her but were people who could be her friends and from whom she could learn. These religious, moral, and ethical values that are set during the

30、college years often last a lifetime. 7大学生的另一个变化就是内化他们的宗教信仰、价值尺度和道德观念。从出生开始，就有一位或更多的父母成为他们的榜样，教给他们特定的信仰、价值和道德。然而，当他们到了青春期，这些问题却遭到了质疑，在一些情况下甚至遭到了反叛。现在他们刚刚成年，他们有机会为自己决定人生中将会如何选择何种信仰、价值和道德。60年代末，一位生活在极度歧视其他种族的环境中的年轻女子深信自己种族的优越性。进入大学后，她很苦恼，因为她被安排在了一间多民族学生共住的宿舍里。在接下来的四年里，这个人为自己很聪慧的学生却发现，在课堂上和社会活动中来自于其他种族的

31、学生像她一样或比她表现得更加精明强干。当她结束了高年级的学业后，她已经渐渐意识到了其他种族的人不仅与她平等，而且可以成为朋友，并且值得她学习的人。这些在大学时代建立起来的宗教、道德和种族价值常常会伴随他们的一生。8. In addition to affirming personal values, college students develop new ways to organize and use knowledge. The challenges of academic life not only introduce them to new knowledge but force t

32、hem to evaluate how they gather, process, and apply knowledge in their lives. For some, this will be a painful experience, but for all it will be a growing experience. One student with whom I had worked went on to become an English teacher. She shared with me how her attitude toward literature chang

33、ed during her college years. In high school I made good grades in English, she observed, but the material meant very little to me. She then went on to explain how in college she came to realize that literature is one of the best ways to understand a culture. Her way of learning had changed. All students should be aware of how they react