Directions: Read the following text carefully and then translate the underlined segments into Chinese. Write your Chinese version in the proper space on your ANSWER SHEET.

Politicians and the public are quick to blame college faculty members for the decline in learning, but professors — like all teachers — are working in a context that has been created largely by others: Few people outside of higher education understand how little control professors actually have over what students can learn. Here are some reasons: Lack of student preparation. Increasingly, undergraduates are not prepared adequately in any academic area but often arrive with strong convictions about their abilities. (1) So college professors routinely encounter students who have never written anything more than short answers on exams, who do not read much at all，who lack foundational skills in math and science，yet are completely convinced of their abilities and resist any criticism of their work，to the point of anger and tears: “But I earned nothing but A’s in high school,” and “Your demands are unreasonable. ” Such a combination makes some students nearly unteachable. Grade inflation. It has become difficult to give students honest feedback. (2) The slightest criticisms have to be cushioned by a warm blanket of praise and encouragement to avoid provoking oppositional defiance or complete breakdowns. As a result, student progress is slowed, sharply. Rubric-driven approaches give the appearance of objectivity but make grading seem like a matter of checklists, which, if completed, must ensure an A. (3) Increasingly，time-pressured college teachers ask themselves，“What grade will ensure no complaint from the student，or worse，a battle over whether the instructions for an assignment were clear enough?” So，the number of A-range grades keeps going up, and the motivation for students to excel keeps going down.

Student retention. As the college-age population declines, many tuition-driven institutions struggle to find enough paying customers to balance their budgets. (4) That makes it necessary to recruit even more unprepared students，who then must be retained，shifting the burden for academic success away from the student and on to the teacher. (5)Faculty members can work with an individual student，if they have time，but the capabilities of the student population as a whole define the average level of rigor that is sustainable in the classroom. At some institutions, graduation rates are so high because the academic expectations are so low. Failing a lot of students is a serious risk, financially, for the college and the professor.

點(diǎn)擊返回2015年中科院考博英語(yǔ)真題總卷<<<

考博英語(yǔ)自學(xué)神器：中國(guó)科學(xué)院大學(xué)-希賽學(xué)習(xí)包

版權(quán)輔導(dǎo)教材+推薦自學(xué)計(jì)劃+在線智能題庫(kù)+知識(shí)點(diǎn)練習(xí)+入群共同學(xué)習(xí)+1-2年服務(wù)期

考博英語(yǔ)培訓(xùn)課程：中國(guó)科學(xué)院-希賽課程

結(jié)合歷年考試真題，輔以相關(guān)理論知識(shí)，以輕松、簡(jiǎn)化的語(yǔ)言教授，讓學(xué)生迅速掌握知識(shí)點(diǎn)及做題技巧。

小編推薦：

中國(guó)科學(xué)院2019考博英語(yǔ)初試時(shí)間及科目

中國(guó)科學(xué)院2019考博英語(yǔ)報(bào)名條件

中國(guó)科學(xué)院2019考博英語(yǔ)報(bào)名時(shí)間

中國(guó)科學(xué)院2019考博英語(yǔ)網(wǎng)上報(bào)名方式

加入希賽網(wǎng)，獲取更多考博英語(yǔ)相關(guān)信息，真題解析

>>點(diǎn)擊注冊(cè)會(huì)員，享更多英語(yǔ)考試相關(guān)資料