在教學過程中誰是玩家，誰是學生，誰是參與者，誰是囚禁者
今天的這段對話，在討論教育學生，
在教學過程中誰是玩家，誰是學生，誰是參與者，誰是囚禁者
來聽今天的講解:
A: Yeah, but next time you teach, when you look at your students, think about it.
下次你教學生的時候，可以看著學生們想想這些。
B: I will, yeah.
我會的。
A: Who's a player, who's a pupil, who's a participant, who's a prisoner.
看看誰是玩家，誰是學生，誰是參與者，誰是囚禁者。
B: Who's a prisoner. And do you find that you have like an even distribution of those four types within any one class or...?
誰是囚禁者。那你認為每個班的學生類型是平均分布的還是……？
A: 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.
不是，通常有幾名玩家，假設一個班級有20名學生，假設你教的班級有20名學生，那其中可能有一兩名玩家，一兩名學生，約12到14名參與者，可能兩到三名囚禁者。
B: 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.
這很有意思，依據(jù)你進行的描述，學生的名字和面孔已經(jīng)浮現(xiàn)在我的腦海里。哦，他剛形容的是哪個人，哦，他剛說的應該是她。我可以看到他們屬于哪個分類。
A: See, it works.
你看，這有用吧。
B: It does. But how does it help you teach them?
沒錯?？墒沁@對你的教學工作有什么幫助呢？
A: 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?
我認為這對教學很有幫助，因為你知道如何區(qū)別應對不同學生的情況。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，所以你不能期待他們在上課時表現(xiàn)出積極態(tài)度。對于參與者來說，你應該讓課堂具有高度互動性，盡你所能讓課堂充滿社交性。至于學生，你要對他們的寫作給出額外的反饋，在他們的論文上寫評語時要鼓勵他們，你應該這樣寫：“哇哦，你在測驗中的表現(xiàn)好極了。”而玩家，因為我是語言老師，我會試圖多和他們溝通，要誠懇地和他們交流，就像朋友聊天一樣，這樣他們就能進行很多人際互動了。我認為，你要……你要去適應不同的學生。關(guān)于這點，我思考了很多與這四種類型的學生有關(guān)的事情，我認為依據(jù)他們對每個科目的適應情況不同，他們可能會發(fā)生改變。一個人不是在所有科目上都會自動成為玩家的，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。你在哪個科目上是玩家？
B: Language, definitely, foreign language, loved French. I did Latin at school as well which was quite unusual but enjoyed it.
當然是語言了，外語，我喜歡法語。我在學校時拉丁語的成績很不錯，這其實很罕見，不過我很享受。
A: And a prisoner?
那囚禁者呢？
B: 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.
我在音樂課上是囚禁者。我上學的時候，在音樂課上是囚禁者，我認為這不僅僅是我對這個科目的反應，我對那門課的老師也是這種反應。我和那個老師關(guān)系不太好，不過我什么都做不了，我不能逃走，我只能待在那里，我認為那影響了我的學習。我認為囚禁者這種狀態(tài)并不是好的學習環(huán)境。
A: No, definitely not.
當然不是。
B: No.
不是。
A: 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?
那你什么時候是參與者？你只是和朋友們一起，并不在乎那是什么課？
B: 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.
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，因為我只是和朋友們一起去上的。我不喜歡這些課，我也不擅長這些科目，我對這類課不是特別感興趣。
在教學過程中誰是玩家，誰是學生，誰是參與者，誰是囚禁者
來聽今天的講解:
A: Yeah, but next time you teach, when you look at your students, think about it.
下次你教學生的時候，可以看著學生們想想這些。
B: I will, yeah.
我會的。
A: Who's a player, who's a pupil, who's a participant, who's a prisoner.
看看誰是玩家，誰是學生，誰是參與者，誰是囚禁者。
B: Who's a prisoner. And do you find that you have like an even distribution of those four types within any one class or...?
誰是囚禁者。那你認為每個班的學生類型是平均分布的還是……？
A: 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.
不是，通常有幾名玩家，假設一個班級有20名學生，假設你教的班級有20名學生，那其中可能有一兩名玩家，一兩名學生，約12到14名參與者，可能兩到三名囚禁者。
B: 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.
這很有意思，依據(jù)你進行的描述，學生的名字和面孔已經(jīng)浮現(xiàn)在我的腦海里。哦，他剛形容的是哪個人，哦，他剛說的應該是她。我可以看到他們屬于哪個分類。
A: See, it works.
你看，這有用吧。
B: It does. But how does it help you teach them?
沒錯?？墒沁@對你的教學工作有什么幫助呢？
A: 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?
我認為這對教學很有幫助，因為你知道如何區(qū)別應對不同學生的情況。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，所以你不能期待他們在上課時表現(xiàn)出積極態(tài)度。對于參與者來說，你應該讓課堂具有高度互動性，盡你所能讓課堂充滿社交性。至于學生，你要對他們的寫作給出額外的反饋，在他們的論文上寫評語時要鼓勵他們，你應該這樣寫：“哇哦，你在測驗中的表現(xiàn)好極了。”而玩家，因為我是語言老師，我會試圖多和他們溝通，要誠懇地和他們交流，就像朋友聊天一樣，這樣他們就能進行很多人際互動了。我認為，你要……你要去適應不同的學生。關(guān)于這點，我思考了很多與這四種類型的學生有關(guān)的事情，我認為依據(jù)他們對每個科目的適應情況不同，他們可能會發(fā)生改變。一個人不是在所有科目上都會自動成為玩家的，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。你在哪個科目上是玩家？
B: Language, definitely, foreign language, loved French. I did Latin at school as well which was quite unusual but enjoyed it.
當然是語言了，外語，我喜歡法語。我在學校時拉丁語的成績很不錯，這其實很罕見，不過我很享受。
A: And a prisoner?
那囚禁者呢？
B: 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.
我在音樂課上是囚禁者。我上學的時候，在音樂課上是囚禁者，我認為這不僅僅是我對這個科目的反應，我對那門課的老師也是這種反應。我和那個老師關(guān)系不太好，不過我什么都做不了，我不能逃走，我只能待在那里，我認為那影響了我的學習。我認為囚禁者這種狀態(tài)并不是好的學習環(huán)境。
A: No, definitely not.
當然不是。
B: No.
不是。
A: 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?
那你什么時候是參與者？你只是和朋友們一起，并不在乎那是什么課？
B: 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.
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，因為我只是和朋友們一起去上的。我不喜歡這些課，我也不擅長這些科目，我對這類課不是特別感興趣。
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