1、Unit 7 Learning StrategiesPassage A Not Just a Job, an Adventure: Undergraduate Research Sophia Stella, a sophomore at Columbias School of Engineering, is one of many undergraduates who become involved, one way or another, in research performed at the university. Some do it for academic credit, some
2、 for money, some just for experience. Students and professors agree that an undergraduate research project can be uniquely beneficial to both parties. Ideally, undergraduate research is an opportunity for the kind of intensive study that can expand the mind in ways traditional courses cant. Economic
3、s Professor Ralph Edison says: “To really understand a discipline you have to get the feeling that knowledge isnt just out there and you passively have to absorb it, but rather that its constantly being created and were constantly rethinking things. When students see a discipline as evolving rather
4、than fixed, they usually get a lot more excited about learning because they see that its an ongoing process.“ He points out that research can be exciting because “a research project really gives students an opportunity to answer real-life questions that we dont know the answers to.“ Research also sp
5、urs independent thinking and intellectual confidence in students. Amelia, a graduate student in computer science, says, “You had to go out and learn on your own. You werent going to be spoon-fed.“ Her fond memories of work as an undergraduate researcher played an important role in her decision to le
6、ave her Wall Street programming job and return to Columbia as a graduate student. Arthur Hannah, a political science graduate of Columbia College says undergraduate research “felt like a whole new mode of learning.“ Instead of looking for the knowledge we do have, he says, research forces students t
7、o look for knowledge we dont have. Its a process of looking for holes and trying to plug them, which is completely different from the classroom experience of learning what others already know. He also describes how creating a piece of original research instilled a “pride of authorship“ in his work,
8、something he hadnt found in his regular classes. Most undergraduates doing research are working for credit. They register for a semester-long course and do a project for a professor who gives them a grade for their efforts. In some departments a research project might constitute an honors thesis. So
9、me students do research for pay. Taken simply as a form of employment, its one of the most desirable jobs available to undergraduates. Stella says, “I need some kind of income, and Id rather work here than in the cafeteria“; paid research work gives her an opportunity to transform a work-study job i
10、nto an engaging aspect of her education. The money for her wages is available because of a program started this year providing $100 000 to fund undergraduate research. This funding is intended to support about 50 undergraduates in work-study research positions. Other students do research not for cre
11、dit or for money but simply on a volunteer basis. Usually, these are students pursuing a career that requires some demonstration of altruistic commitment, such as medicine. As Economics Professor Ralph Edison says: “Undergraduate research can become a valuable part of education. Its a real and valua
12、ble privilege. It has to remain an extraordinary undertaking for extraordinary people in extraordinary circumstances.“ A 篇 大学生在校搞研究哥伦比亚大学工程学院二年级学生索菲亚斯黛拉，是众多以各种方式在校参与研究工作的学生之一。这些学生有的是为了拿学分，有的是为了挣钱，还有的就是为了多一份经历。老师和学生都认为，大学生从事研究工作对师生双方都有特别的好处。 的确，大学生从事研究是一种深入学习的机会，能拓展思维，而这是传统教育做不到的。经济学教授拉尔夫爱迪生说：“要真正学好一
13、门课程，你得有这种感觉：知识不是现成的，等着你去被动吸收，而是在不断地创新，所以我们得不断地进行再思考。一般来说，当学生认识到一门学科是发展的而不是静止的，他们就会对学习产生更大的兴趣，因为他们看到这是个发展的过程。“他指出，研究能让人兴奋不已，因为 “研究项目才能真正给学生提供机会，解决现实生活中我们没有现成答案的问题。“ 同时，从事研究也培养了学生独立思考的能力和对自己智慧的信心。艾米莉娅是计算机系的研究生，她说：“你得走出课堂自己学习，没有人会用勺子喂你知识。“ 对大学时期从事研究工作的美好回忆促使她下决心放弃在华尔街的编程工作，又回到哥伦比亚大学读研究生。 哥伦比亚大学政治科学系的毕业
14、生艾伦哈勒说，大学生从事研究“感觉像是一种全新的学习。“他说研究不是让学生寻找已有的知识，而是促使他们探索尚未掌握的知识。这是一个发现漏洞然后再竭力补漏的过程，与在教室里学习人们已掌握的知识完全不同。他还认为，一项有创意的独特研究会让你的工作充满“独家创造的自豪 “，这可是他在常规课程里从来没有感受到的。 多数大学生作研究是为了拿学分。他们注册一门学期课程，为老师做一个项目，老师也就会给他们的工作打分。有些系的学生通过做研究项目，可能据此写出一篇（教学计划之外的）论文，从而在毕业时获得（这个学科的单科优秀）荣誉。 有些学生作研究是为了挣钱。如果只是将做科研看成一种就业，这可是大学生能得到的最理
15、想的工作之一。斯黛拉说：“我需要一份收入，与其在餐厅端盘子，不如在这里工作。“有偿研究工作使她的勤工俭学演变成其教育的充满魅力的一个方面。她的工资也有保障，因为一项给大学生研究工作提供 100，000 美元的计划今年已经启动。这笔资金将给 50名大学生提供勤工俭学的研究岗位。 还有些学生作研究既不是为学分，也不是为钱，完全是出于自愿。这些学生将来从事的职业通常需要他们关心他人，比如当医生。 正如经济学教授拉尔夫爱迪生所说： “大学生参与科研可以成为教育中很有价值的一部分，这是一项真实而有益的特权。它是特别环境下为特别的人准备的特别任务。“Passage B The Best Way to Le
16、arn: Creative Emulation I have a young son. I notice every day that he learns something new. It did not take long for me to see he was watching me and then trying to do whatever I did. Utilizing this simple method he has learned to walk, run, open doors, and climb stairs. When he does these things h
17、e never looks exactly like I do. He supplements his actions with his own creative touch. I call how he learns creative emulation. I used creative emulation to help me attain my goal of playing tennis on the pro circuit I used several methods to creatively emulate those players who were winning pro t
18、ournaments. I would read every tennis book I could find in the library and .bookstores. I examined back issues of every tennis magazine looking for articles on techniques. I would watch top pros on television. I would videotape pro matches and play them back, sometimes in slow motion. I would go to
19、see pros play in person. As I studied I made observations. I wrote most of these ideas in my personal journal, which consisted of several notebooks and thousands of index cards. I used this journal to help me apply what I had observed. This process converted me from a third-string player on a second
20、-rate college tennis team to someone who could win a few minor tournaments on the pro circuit. Along the way I developed one of the best approaches to learning tennis there is. Shortly after finishing my Ph.D., I established a goal of starting a part-time business lecturing and conducting seminars.
21、I used the same creative emulation to help me reach my goal. The next stage of my transition to the business world was my purchase of a computer in early 1985. I once again tried to learn all I could about how I could use this machine in business. I subscribed to computer periodicals. I learned how
22、to use spreadsheet, database, word processing, graphics, desktop publishing, and outlining processing software. I wrote down almost every idea I get from my readings or my own thinking and published articles. I became a part-time computer hardware and software agent and consultant. Because of the so
23、ftware skills I now had, I became confident of my ability to do more significant things in business. I realized that I could manage complex projects that involved many co-workers, customers, resources, and products. I started doing seminars to the public in 1988. These went so well that I was able t
24、o leave traditional education for good in 1989. My one-person home business bloomed over the years into a collection of larger enterprises which have taught at least 11 000 adults computer and business skills. My success tells me that the key to successful creative emulation is to emulate the succes
25、sful people, the doers of the world. The best way to emulate someone in business is to follow him or her around and make observations of what they do. If you do this long enough, with the right person, and apply what you observe you should succeed. The second best way to emulate is to listen or read
26、 about what your model businessperson or mentor does and how he does it. The more you know about how your mentor succeeds the more clues you will have to help you succeed. B 篇 创造性模仿我有个小儿子，我注意到他每天都在学些新东西。没过多久我就发现他在观察我，之后我做什么他就会学着做什么。就用这种简单的办法他学会了走路、跑步、开门、爬楼梯。他做这些事情从不完全学我的样子，而是加进自己创造的特色，我把他的这种学习方法称作创造
27、性模仿。创造性模仿让我实现了参加职业网球巡回赛的目标。我用几种方法创造性的模仿那些职业锦标赛的胜利者。我通读了在图书馆和书店里能找到的每一本有关网球的书。我仔细研究每一本过期的网球杂志，寻找各种关于网球技术的文章；我在电视上观看职业选手的比赛；我把职业网球比赛实况进行录像并反复播放，有时候还要用慢镜头播放；我还去现场看职业比赛。边学边观察，将绝大部分心得写在日记里。我记的日记有好几本，还做了上千的索引卡片。这些笔记帮助我将看到的用于实践。就这样，我从一个二流大学网球队的三流选手变成一个小型职业比赛的夺冠者。创造性模仿使我找到了学习网球技术的最好办法。获得博士学位不久，我又打算开办一个业余行当-
28、 开学习班。又是创造性模仿帮助我来实现我的目标。1985 年初我买了一台电脑，这是我向商界过渡的第一步。我再一次竭尽全力学习如何在工作中使用这台电脑。订阅电脑期刊，学习使用电子制表软件、数据库、文字处理、制图、桌面排版系统以及大纲处理软件。我记下书本上的或是我自己思考的以及从发表的文章里得来的几乎每一个想法。我成为了一名兼职电脑硬软件经销商和顾问。因为有了这些软件技术，我开始自信自己能做更大的生意。我意识到我能管个大企业，有许多同事、顾客、物资和产品。1988 年，我向公众开放了学习班业务，非常成功，所以我在 1989 年能够永远舍弃传统教育这一行。几年以后，原本只有我一个人的家庭行业发展成了一个大集团公司，至少培养了 11，000 名成人学习电脑和商务技术。我的成功表明，创造性模仿的成功秘诀在于模仿世上那些成功的人和实干的人。在业务上模仿他人的最好办法就是跟踪观察他们，看他们如何行事。如果这样做得久了，又跟对了人，并且将观察到的用于实践，你就会成功。第二个最好的途径就是多听多读你的表率人物或者说导师的所作所为，看他们是如何做到的。对他们的成功之道了解越多，助你成功的线索也就越多。
