CATTI二級筆譯日常練習：大學教育

CATTI是學英語人的一塊試金石，平時都覺得自己英語學的還行，試過CATTI就知道自己是什么水平了。這里還是建議大家實踐為主，因為翻譯這種東西，經(jīng)驗和技巧太重要了。下面是小編整理的關于CATTI二級筆譯日常練習：大學教育的內(nèi)容，希望對你有所幫助！

　　A professor at Loyola University New Orleans taught his first virtual class from his courtyard, wearing a bathrobe and sipping from a glass of wine. Faculty at Lafayette College, in Easton, Penn., trained in making document cameras at home using cardboard and rubber bands.

　　新奧爾良洛約拉大學(Loyola University New Orleans)的一位教授從自家院子里講授了他的第一節(jié)網(wǎng)課，他穿著浴袍，時不時抿一口葡萄酒。賓州伊斯頓拉法耶特學院(Lafayette College)的教員們接受了如何用硬紙板和橡皮筋在家里制作實物投影機的訓練。

　　Hamilton College, in Clinton, N.Y., set up drive-up Wi-Fi stations for faculty members whose connections weren’t reliable enough to let them upload material to the internet. And students in a musicology course at Virginia Tech were assigned to create TikTok videos.

　　位于紐約州克林頓市的漢密爾頓學院(Hamilton College)為那些網(wǎng)絡不穩(wěn)定、無法上傳教學材料的教員們設立了讓他們能從車里上網(wǎng)的有Wi-Fi的停車場。弗吉尼亞理工大學(Virginia Tech)給音樂學課程的學生布置的作業(yè)是制作TikTok視頻。

　　The disruption caused by the coronavirus pandemic has prompted cobbled-together responses ranging from the absurd to the ingenious at colleges and universities struggling to continue teaching even as their students have receded into diminutive images, in dire need of haircuts, on videoconference checkerboards.

　　新冠病毒大流行打亂了高校的教學活動，迫使各個高校匆忙應對，或荒謬或巧妙，努力將教學繼續(xù)下去，盡管學生們都已退縮為視頻會議屏幕上格子里的小圖，而且急需理發(fā)。

　　But while all of this is widely being referred to as online higher education, that’s not really what most of it is, at least so far. As for predictions that it will trigger a permanent exodus from brick-and-mortar campuses to virtual classrooms, all indications are that it probably won’t.

　　雖然所有這一切都被廣泛地稱為在線高等教育，但其中的大部分至少到目前為止并不能算作在線高等教育。至于那些稱這將引發(fā)從實體校園到虛擬教室永久性轉移的預測，所有跡象都表明那恐怕不會發(fā)生。

　　“What we are talking about when we talk about online education is using digital technologies to transform the learning experience,” said Vijay Govindarajan, a professor at Dartmouth’s Tuck School of Business. “That is not what is happening right now. What is happening now is we had eight days to put everything we do in class onto Zoom.”

　　“我們所說的在線教育，是指使用數(shù)字技術來改變學習經(jīng)歷，”達特茅斯大學塔克商學院(Dartmouth’s Tuck School of Business)教授維賈伊·戈文達拉揚(Vijay Govindarajan)說?！把巯虏⒎侨绱恕，F(xiàn)在的情況是，我們有八天的時間把我們在課堂上做的所有事情都放到Zoom上去。”

　　There will be some important lasting impacts, though, experts say: Faculty may incorporate online tools, to which many are being exposed for the first time, into their conventional classes. And students are experiencing a flexible type of learning they may not like as undergraduates, but could return to when it’s time to get a graduate degree.

　　不過，專家們說，這將產(chǎn)生一些重要且持久的影響：教師們可能會將在線工具結合到他們的傳統(tǒng)課堂中來，他們中的許多人是第一次接觸這些工具。學生們正在經(jīng)歷一種靈活的學習方式，他們在本科生階段可能不喜歡這種方式，但在他們讀研究生時，可能會回到這種方式上來。

　　These trends may not transform higher education, but they are likely to accelerate the integration of technology into it.

　　這些趨勢可能不會改變高等教育的形態(tài)，但可能會加快將技術與高等教育結合的速度。

　　This semester “has the potential to raise expectations of using these online resources to complement what we were doing before, in an evolutionary way, not a revolutionary way,” said Eric Fredericksen, associate vice president for online learning at the University of Rochester. “That’s the more permanent impact.”

　　這個學期“有可能會提高一種期望，那就是我們將用這些在線資源來補充我們之前所做的工作，但這會是一種漸進的方式，而不是革命的方式，”羅切斯特大學(University of Rochester)負責在線學習的副校長埃里克·弗雷德里克森(Eric Fredericksen)說?！斑@是更持久的影響?！?/P>

　　Real online education lets students move at their own pace and includes such features as continual assessments so they can jump ahead as soon as they’ve mastered a skill, Dr. Fredericksen and others said.

　　弗雷德里克森及其他人說，真正的在線教育是讓學生按照自己的節(jié)奏學習，并提供對學生進行連續(xù)評估的功能，這樣他們在掌握了一項技能后，能盡早邁出下一步。

　　Conceiving, planning, designing and developing a genuine online course or program can consume as much as a year of faculty training and collaboration with instructional designers, and often requires student orientation and support and a complex technological infrastructure.

　　構思、規(guī)劃、設計和發(fā)展一個真正的在線課程或項目可能需要長達一年的時間，包括教師的培訓以及與教學設計師的合作，而且往往需要學生的訓練和支持，以及復雜的技術基礎設施。

　　“Not surprisingly, when we really do this, it does take more than seven or eight days,” Dr. Fredericksen said wryly.

　　“毫不奇怪，當我們真這么做時，的確需要七八天以上的時間，”弗雷德里克森揶揄道。

　　If anything, what people are mistaking now for online education — long class meetings in videoconference rooms, professors in their bathrobes, do-it-yourself tools made of rubber bands and cardboard — appears to be making them less, not more, open to it.

　　如果一定要把人們現(xiàn)在誤以為是在線教育的東西——視頻會議室里漫長的課時、穿浴袍的教授、用橡皮筋和硬紙板自己動手做的工具——說成是在線教育的話，這似乎會降低人們對在線教育的接受程度，而不是提高。

　　“The pessimistic view is that [students] are going to hate it and never want to do this again, because all they’re doing is using Zoom to reproduce everything that’s wrong with traditional passive, teacher-centered modes of teaching,” said Bill Cope, a professor of education policy, organization and leadership at the University of Illinois at Urbana-Champaign.

　　“悲觀的看法是，(學生們)正在討厭它，絕不想再上網(wǎng)課，因為他們正在做的所有事情只不過是把被動的、以教師為中心的傳統(tǒng)教學模式中所有的錯誤用Zoom復制出來而已，”伊利諾伊大學香檳分校(University of Illinois at Urbana-Champaign)的教育政策、組織和領導力教授比爾·科佩(Bill Cope)說。

　　Undergraduates already seemed lukewarm toward virtual higher education; only about 20 percent took even one online course in the fall of 2018, the consulting firm Eduventures estimates.

　　本科生似乎已經(jīng)對在線高等教育沒有多大興趣;據(jù)咨詢公司Eduventures估計，在2018年秋季學季，只有大約20%的本科生選過哪怕一門在線課程。

　　If they didn’t like that, they definitely don’t like what they’re getting this semester.

　　如果他們以前就不喜歡網(wǎng)課的話，他們肯定不喜歡這學期得到的東西。

　　More than 75 percent said they don’t think they’re receiving a quality learning experience, according to a survey of nearly 1,300 students by the online exam-prep provider OneClass. In a separate poll of 14,000 college and graduate students in early April by the website niche.com, which rates schools and colleges, 67 percent said they didn’t find online classes as effective as in-person ones.

　　在線備考服務提供商OneClass對近1300名學生開展的一項調(diào)查顯示，超過75%的學生說，他們認為自己沒有獲得高質(zhì)量的學習體驗。在對中小學和大學進行排名的niche.com網(wǎng)站4月初對1.4萬名大學生和研究生進行的另一項調(diào)查中，有67%的人說，他們認為在線授課不如面對面授課效果好。

　　Among college-bound high school seniors, fewer than a quarter said in December that they were open to taking even some of their college courses online, Eduventures reported; by the end of March, after some had experienced virtual instruction from their shutdown high schools, fewer than one in 10 polled by niche.com said they would consider online college classes.

　　Eduventures的報告稱，去年12月，在打算上大學的高中畢業(yè)班學生中，只有不到四分之一的人表示，他們對大學課程中只有少部分的課選擇網(wǎng)絡教學方式持開放態(tài)度;到今年3月底時，一些學生已在他們的高中停課后有了在線上課的體驗，在接受niche.com的調(diào)查時，只有不到十分之一的人表示會考慮在線授課的大學課程。

　　Sentiments like these suggest there’s little likelihood that students will desert their real-world campuses for cyberspace en masse. In fact, if there’s a silver lining in this situation for residential colleges and universities, it’s that students no longer take for granted the everyday realities of campus life: low-tech face-to-face classes, cultural diversions, libraries, athletics, extracurricular activities, in-person office hours and social interaction with their classmates.

　　類似的看法表明，學生們不太可能成批地逃離現(xiàn)實世界的校園，躲進網(wǎng)絡空間。實際上，如果說目前的情況對住宿學院和大學有什么好處的話，那就是學生們不再把校園生活的日?，F(xiàn)實——低技術的面對面授課、文化娛樂活動、圖書館、體育活動、課外活動、學生在辦公時間去見教授，以及與同學的社交往來——視為理所當然。

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