现代大学英语精读第二版（第三册）学习笔记（原文及全文翻译）——1a -九游会真人第一品牌

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unit 1a - your college years

your college years

bob hartman

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 goals 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 college years.

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 have, 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. erikson in international encyclopedia of social sciences (1979), identity is determined by 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.

while students are going through an identity crisis, they are becoming independent from their 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 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.

in his april 1984 article "psychological separation of late adolescents from their parents" in the journal of counseling psychology, j. a. hoffman observed that there are four distinct aspects to psychological separation from one's 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, and 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. hoffman 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. fourth 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.

probably one of the most 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 times. 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.

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 friends 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 they 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 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 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.

another 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 rebelled 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 convinced 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 performed 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 college years often last a lifetime.

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 them 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 changed 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 to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge. and last of all, these young adults are becoming world citizens, are becoming aware not only of other groups in their own culture but also of people of other cultures. as they meet these people and interact with them, they find themselves being introduced to new ways of life and new ways of interpreting life. as they do so, they grow and become more mature people.

a student attending a community college in his home town explained how as a student he came to know a student from a third world country-a country he had not even heard of before. the international student, who expected to be appointed to an important governmental position when he returned home, had a brother who taught law at the major university of his country. the american student and the international student became close friends and spent many hours sharing their thoughts and dreams. the american student observed, "because of our friendship, i have come to understand people of third world countries in a way i never realized possible. i can no longer read the newspaper or watch a television newscast without seeing the people from other countries in a different light. they are now real people who have dreams, hopes, and struggles, just as i do." because of the opportunities he had while attending college, this young man, like many other students, experienced a new understanding of the world and of himself.

college is designed to be a time of personal growth and expansion. at times it can be threatening. for certain, it is an experience that contributes to young adults' growth and maturity. not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. just as proudly, they are growing in their understanding of themselves, others, and the world in which they live.

参考译文——你的大学生活

你的大学生活

鲍勃·哈特曼

作为一个大学生，你可曾考虑过那些你生活中正在发生以及将要发生的变化吗？你可曾想到过，你的教授们和其他教职员工为你的成长和发展曾经制定了某些目标？你可曾意识到，从青春期到渐渐成熟的过程中，你会经历某些特定的发展变化？尽管大学生很少思考以上问题，但是在大学期间，一些重要的变化很有可能发生在他们身上。

大学期间，学生们正经历着自我认同危机，而且他们正在竭力了解自己，以及自己的优点和不足。当然，他们的优点和不足之处都很多。重要的是要了解人们如何看待自己，以及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艾瑞克·h.埃里克松在《国际社会科学百科全书》（1979）中的有关理论。根据他们的观点，自我认同取决于遗传基因（继承自父母），由环境塑造，并且受偶然事件的影响。人们受环境影响，反过来又影响他们周围的环境。人们如何看待自己在以上两个方面所扮演的角色，毫无疑问是他们自我心理认同的一部分。

在学生们经历自我认同危机的同时，也开始摆脱自己的父母，渐渐独立。然而，他们仍然非常依赖父母。这种独立与依赖之间的矛盾其实是青春期后期的一部分。

实际上，这种矛盾可能因为他们选择接受大学教育而升级。高中一毕业，一些毕业生选择进入职场开始工作。这种选择的结果就是他们在经济上独立于自己的父母。但是，大学生选择了再花几年时间来发展自我和学习新的技能，因此，至少在某种程度上他们往往还要依赖于自己的父母。

1984年4月，j.a.霍夫曼在《咨询心理学杂志》上发表了题为“青春期末期的孩子与父母在心理上的分离”的文章。他在文章中对孩子与父母的心理分离的四个不同方面作了论述。第一，自理独立，它包括个人处理实际事务和个人事务的能力，比如理财、自主选择穿什么样的服装以及决定日程安排等。第二，观点独立，也就是说学生学会认识和接受自己与父母在态度、价值观和信仰上的差异。第三个心理分离的过程是情感独立。霍夫曼将这一过程定义为“摆脱对父母的赞许、亲近、陪伴以及情感支持的过分依赖的过程”。例如，大学生能够自由选择自己想学的专业，而不会觉得必须经过父母同意。第四方面则是摆脱“与父母有关的过度的内疚、焦虑、怀疑、责任、压抑、反感以及愤怒”。

大学生需要退一步来审视自己在独立性与依赖性的冲突中所处的位置。

或许对于大学生来说，最有压力的问题之一就是确立自己的性别身份，这包括与异性的关系以及设计他们未来作为男人或者女人的角色。每个人都必须将其性别定位于女性或者男性角色。这是一个令人兴奋的时期也是一个让人沮丧的时期。可能没有什么能比恋爱更能让学生们在情感上大起大落的了。

与此同时，这些年轻的成年人正学着如何在成人的世界里接受和付出感情。这方面的成长不仅涉及与异性的相处，而且牵涉到与不同性别及年龄的朋友的相处。随着他们长大成人，他们与别人交往的方式也在改变。这时候作为成年人，他们应该思考如何与同龄人相处以及表示适当的尊重；如何在自己的生活中与孩子、青少年交往以及如何与父母交流并表达自己对父母的爱。例如，我在西南浸会神学院读研究生时，曾在完成一门咨询课程后就去探望我的父母。在学习该课程的过程中我渐渐意识到，当我的世界不断扩展、新的选择不断出现时，我的父亲，一个年过花甲之人，正在目睹自己的世界在缩小，选择也在减少。

在家的那些日子，父亲和我谈了几次心，我们谈论了我的课程内容以及如何将其运用到生活中。我发现自己正以一种不同的方式去看待自己的父亲，而且就像对待需要鼓励的朋友那样与之交往。我有意识地鼓励着这个从前鼓励过我的男人。我正用一种不同的方式与我的父亲相处。

对于大学生来说，另外一个转变就是他们的宗教信仰、价值观和道德观的内化。从出生那天起，就有一位或更多的家长一直充当着孩子的楷模，并且传授他们一定的信仰、价值观和道德观。然而，当他们到了青春期，这些观点都会受到质疑，甚至在某些时候遭到抗拒。现在，作为年轻的成年人，他们有机会去决定自己将一生实践的信仰、价值观和道德观。60年代末期，一位来自极度歧视其他种族的群体的年轻女子进入大学，并且深信自己的种族高人一等。令她苦恼的是，她被安排进了一个有着不同人种学生居住的宿舍里。在接下来的四年中，这位一度自认为聪明过人的学生发现在学习和社交活动中，其他种族的人和她表现得一样好，甚至有人比她显得更游刃有余。

当她完成自己最后一年的学业时，她已经意识到其他种族的学生不仅与自己是平等的，而且还可以成为自己的朋友甚至值得她学习。

这些在大学期间确立的信仰、道德和种族观念，往往伴随人的一生。

除了确立个人的价值观，大学生还学会了组织和运用知识的新方法。学术上的挑战不仅使他们接触到了新的知识，而且还迫使他们考量如何在生活中搜集、整理和运用知识。对于某些人来说，这将是一段痛苦的经历，但对于所有人来说，这将是一段成长的经历。一个曾与我共事的学生后来成了英语老师。她向我讲述了在大学期间她对文学的态度是如何改变的。“高中时我的英语成绩优异，”她说，“但学的那些东西对我的意义不大。”接着她继续解释了在大学里她如何意到文学是理解一种文化的最佳途径之一。她学习的方法改变了。所有的学生都应该清楚如何应对新的知识和新的学习方法，如何处理呈现在他们面前的知识，以及如何组织这些知识。最后，这些年轻的大人们将成为世界公民，他们不仅开始了解自己文化中的其他群体，而且还将开始了解拥有其他文化背景的人们。当他们遇见这些人并和他们交往时，他们发现自己接触到了新的生活方式和诠释生活的新的方法。与此同时，他们不断成长并且变得更为成熟。

一位正在自己家乡的一所社区大学就读的学生讲述了他作为一名学生是如何了解一位来自第三世界国家的同学的——这个国家他从未听说过。这位外国学生希望归国后能谋到一个政府要职，他有一个兄弟在本国的一所名牌大学教授法律。这位美国学生和那位留学生成为了好朋友，经常与彼此分享各自的想法和梦想。美国学生说因为我们的友谊，我已经开始以一种不曾想象过的方式了解第三世界国家的人民。在我读报或者看电视新闻时，我已经不得不用不同的眼光去看待那些其他国家的人民了。他们也是真实的人，他们也有梦想、希望并且正奋斗着，就像我一样。”因为这些上大学时遇到的机会，这位年轻人像许多其他学生一样，经历了一个对世界和对自己的全新的理解过程。

大学阶段应该是个人成长和发展的时期。有时，它可能是令人恐惧的。但它确实是一段有助于年轻人成长和成熟的经历。他们不仅结识新朋友并学到新知识，而且还将习得收集和加工信息的新方法。他们将这样在了解自我、了解他人并了解他们所生存的世界的过程中自豪地成长起来。

key words:

determined    [di'tə:mind]    

adj. 坚毅的，下定决心的

identity   [ai'dentiti]      

n. 身份，一致，特征

personnel      [.pə:sə'nel]     

n. 职员，人事部门

independence       [.indi'pendəns]     

n. 独立，自主，自立

endowment   [in'daumənt] 

n. 捐助(奖金), 天赋

social      ['səuʃəl]  

adj. 社会的，社交的

n. 社交聚会

independent  [indi'pendənt]

adj. 独立的，自主的，有主见的

n. 独立

environment  [in'vaiərənmənt]    

n. 环境，外界

dependence   [di'pendəns]  

n. 依赖，信赖，上瘾

certain    ['sə:tn]    

adj. 确定的，必然的，特定的

independence       [.indi'pendəns]     

n. 独立，自主，自立

excessive [ik'sesiv] 

adj. 过多的，过分的

capability       [.keipə'biliti]   

n. 能力，才能，性能，容量

emotional      [i'məuʃənl]     

adj. 感情的，情绪的

independent  [indi'pendənt]

adj. 独立的，自主的，有主见的

n. 独立

agenda   [ə'dʒendə]     

n. 议事日程

approval [ə'pru:vəl]      

n. 批准，认可，同意，赞同

guilt [gilt]

n. 罪行，内疚

mistrust  [mis'trʌst]      

n. 不信任，疑惑 v. 不信任，疑惑

define     [di'fain]  

v. 定义，解释，限定，规定

affection [ə'fekʃən]

n. 慈爱，喜爱，感情，影响

seminary ['seminəri]     

n. 神学院，学院，发源地

identity   [ai'dentiti]      

n. 身份，一致，特征

romantic [rə'mæntik]   

adj. 浪漫的

n. 浪漫的人

interaction     [.intə'rækʃən] 

n. 相互作用，相互影响，互动交流

expanding     [iks'pændiŋ]  

扩展的，扩充的

stressful  ['stresfəl]

adj. 紧张的，压力重的

encourage     [in'kʌridʒ]      

vt. 鼓励，促进，支持

intelligent       [in'telidʒənt]  

adj. 聪明的，智能的

morals          

n. 道德

consciously    ['kɔnʃəsli]

adv. 有意识地，自觉地

superior  [su:'piəriə]     

n. 上级，高手，上标

adj. 上层的，上好

convinced      [kən'vinst]     

adj. 信服的

opportunity   [.ɔpə'tju:niti]   

n. 机会，时机

prejudiced     ['predʒudist]  

adj. 有偏见的 动词prejudice的过去时和过去

certain    ['sə:tn]    

adj. 确定的，必然的，特定的

react       [ri'ækt]   

vt. 作出反应

vi. 起反应，起作用，反攻

academic       [.ækə'demik] 

adj. 学术的，学院的，理论的

gather    ['gæðə]  

v. 聚集，聚拢，集合

n. 集合，聚集

evaluate  [i'væljueit]     

vt. 评估，评价

addition  [ə'diʃən] 

n. 增加，附加物，加法

organize ['ɔ:gənaiz]      

v. 组织

ethical     ['eθikəl]  

adj. 道德的，伦理的，民族的

mature   [mə'tjuə] 

adj. 成熟的，(保单）到期的，考虑周到的

understand    [.ʌndə'stænd]

vt. 理解，懂，听说，获悉，将 ... 理解为，认为

threatening    ['θretniŋ]

adj. 威胁(性)的，凶兆的 动词threaten的现

experienced   [iks'piəriənst] 

adj. 有经验的

expansion      [iks'pænʃən]  

n. 扩大，膨胀，扩充

community    [kə'mju:niti]   

n. 社区，社会，团体，共同体，公众，[生]群落

maturity  [mə'tjuəriti]    

n. 成熟，(支票等的)到期

参考资料：

1. http://www.kekenet/daxue/201612/48271shtml
2. 现代大学英语精读(第2版)第三册:u1a you college years(2)_大学教材听力 - 可可英语
3. 现代大学英语精读(第2版)第三册:u1a you college years(3)_大学教材听力 - 可可英语
4. 现代大学英语精读(第2版)第三册:u1a you college years(4)_大学教材听力 - 可可英语
5. 现代大学英语精读(第2版)第三册:u1a you college years(5)_大学教材听力 - 可可英语
6. 现代大学英语精读(第2版)第三册:u1a you college years(6)_大学教材听力 - 可可英语

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