小说搜索     点击排行榜   最新入库
首页 » 英文短篇小说 » How We Think » CHAPTER FIFTEEN
选择底色: 选择字号:【大】【中】【小】
CHAPTER FIFTEEN
关注小说网官方公众号(noveltingroom),原版名著免费领。
 THE RECITATION AND THE TRAINING OF THOUGHT
 
Importance of the recitation
In the recitation the teacher comes into his closest contact with the pupil. In the recitation focus the possibilities of guiding children's activities, influencing their language habits, and directing their observations. In discussing the significance of the recitation as an instrumentality of education, we are accordingly bringing to a head the points considered in the last three chapters, rather than introducing a new topic. The method in which the recitation is carried on is a crucial test of a teacher's skill in diagnosing the intellectual state of his pupils and in supplying the conditions that will arouse serviceable mental responses: in short, of his art as a teacher.
 
Re-citing versus1 reflecting
The use of the word recitation to designate the period of most intimate intellectual contact of teacher with pupil and pupil with pupil is a fateful fact. To re-cite is to cite again, to repeat, to tell over and over. If we were to call this period reiteration2, the designation would hardly bring out more clearly than does the word recitation, the complete domination of instruction by rehearsing of secondhand information, by memorizing for the sake of producing correct replies at the proper time. Everything that is said in this chapter is insignificant3 in comparison with the primary truth that the recitation is a place and time for stimulating4 and directing reflection, and that reproducing memorized[Pg 202] matter is only an incident—even though an indispensable incident—in the process of cultivating a thoughtful attitude.
 
§ 1. The Formal Steps of Instruction
 
Herbart's analysis of method of teaching
But few attempts have been made to formulate5 a method, resting on general principles, of conducting a recitation. One of these is of great importance and has probably had more and better influence upon the "hearing of lessons" than all others put together; namely, the analysis by Herbart of a recitation into five successive steps. The steps are commonly known as "the formal steps of instruction." The underlying6 notion is that no matter how subjects vary in scope and detail there is one and only one best way of mastering them, since there is a single "general method" uniformly followed by the mind in effective attack upon any subject. Whether it be a first-grade child mastering the rudiments7 of number, a grammar-school pupil studying history, or a college student dealing8 with philology9, in each case the first step is preparation, the second presentation, followed in turn by comparison and generalization10, ending in the application of the generalizations11 to specific and new instances.
 
Illustration of method
By preparation is meant asking questions to remind pupils of familiar experiences of their own that will be useful in acquiring the new topic. What one already knows supplies the means with which one apprehends12 the unknown. Hence the process of learning the new will be made easier if related ideas in the pupil's mind are aroused to activity—are brought to the foreground of consciousness. When pupils take up the study of rivers, they are first questioned about streams or brooks[Pg 203] with which they are already acquainted; if they have never seen any, they may be asked about water running in gutters14. Somehow "apperceptive masses" are stirred that will assist in getting hold of the new subject. The step of preparation ends with statement of the aim of the lesson. Old knowledge having been made active, new material is then "presented" to the pupils. Pictures and relief models of rivers are shown; vivid oral descriptions are given; if possible, the children are taken to see an actual river. These two steps terminate the acquisition of particular facts.
 
The next two steps are directed toward getting a general principle or conception. The local river is compared with, perhaps, the Amazon, the St. Lawrence, the Rhine; by this comparison accidental and unessential features are eliminated and the river concept is formed: the elements involved in the river-meaning are gathered together and formulated15. This done, the resulting principle is fixed16 in mind and is clarified by being applied17 to other streams, say to the Thames, the Po, the Connecticut.
 
Comparison with our prior analysis of reflection
If we compare this account of the methods of instruction with our own analysis of a complete operation of thinking, we are struck by obvious resemblances. In our statement (compare Chapter Six) the "steps" are the occurrence of a problem or a puzzling phenomenon; then observation, inspection19 of facts, to locate and clear up the problem; then the formation of a hypothesis or the suggestion of a possible solution together with its elaboration by reasoning; then the testing of the elaborated idea by using it as a guide to new observations and experimentations20. In each account, there is the sequence of (i) specific facts and[Pg 204] events, (ii) ideas and reasonings, and (iii) application of their result to specific facts. In each case, the movement is inductive-deductive. We are struck also by one difference: the Herbartian method makes no reference to a difficulty, a discrepancy21 requiring explanation, as the origin and stimulus22 of the whole process. As a consequence, it often seems as if the Herbartian method deals with thought simply as an incident in the process of acquiring information, instead of treating the latter as an incident in the process of developing thought.
 
The formal steps concern the teacher's preparation rather than the recitation itself
Before following up this comparison in more detail, we may raise the question whether the recitation should, in any case, follow a uniform prescribed series of steps—even if it be admitted that this series expresses the normal logical order. In reply, it may be said that just because the order is logical, it represents the survey of subject-matter made by one who already understands it, not the path of progress followed by a mind that is learning. The former may describe a uniform straight-way course, the latter must be a series of tacks24, of zigzag25 movements back and forth26. In short, the formal steps indicate the points that should be covered by the teacher in preparing to conduct a recitation, but should not prescribe the actual course of teaching.
 
The teacher's problem
Lack of any preparation on the part of a teacher leads, of course, to a random27, haphazard28 recitation, its success depending on the inspiration of the moment, which may or may not come. Preparation in simply the subject-matter conduces to a rigid29 order, the teacher examining pupils on their exact knowledge of their text. But the teacher's problem—as a teacher—does not reside in mastering a subject-matter, but in adjusting a subject-matter to the nurture30 of thought. Now the[Pg 205] formal steps indicate excellently well the questions a teacher should ask in working out the problem of teaching a topic. What preparation have my pupils for attacking this subject? What familiar experiences of theirs are available? What have they already learned that will come to their assistance? How shall I present the matter so as to fit economically and effectively into their present equipment? What pictures shall I show? To what objects shall I call their attention? What incidents shall I relate? What comparisons shall I lead them to draw, what similarities to recognize? What is the general principle toward which the whole discussion should point as its conclusion? By what applications shall I try to fix, to clear up, and to make real their grasp of this general principle? What activities of their own may bring it home to them as a genuinely significant principle?
 
Only flexibility31 of procedure gives a recitation vitalityAny step may come first
No teacher can fail to teach better if he has considered such questions somewhat systematically33. But the more the teacher has reflected upon pupils' probable intellectual response to a topic from the various stand-points indicated by the five formal steps, the more he will be prepared to conduct the recitation in a flexible and free way, and yet not let the subject go to pieces and the pupils' attention drift in all directions; the less necessary will he find it, in order to preserve a semblance18 of intellectual order, to follow some one uniform scheme. He will be ready to take advantage of any sign of vital response that shows itself from any direction. One pupil may already have some inkling—probably erroneous—of a general principle. Application may then come at the very beginning in order to show that the principle will not work, and thereby34[Pg 206] induce search for new facts and a new generalization. Or the abrupt35 presentation of some fact or object may so stimulate36 the minds of pupils as to render quite superfluous37 any preliminary preparation. If pupils' minds are at work at all, it is quite impossible that they should wait until the teacher has conscientiously39 taken them through the steps of preparation, presentation, and comparison before they form at least a working hypothesis or generalization. Moreover, unless comparison of the familiar and the unfamiliar40 is introduced at the beginning, both preparation and presentation will be aimless and without logical motive41, isolated42, and in so far meaningless. The student's mind cannot be prepared at large, but only for something in particular, and presentation is usually the best way of evoking43 associations. The emphasis may fall now on the familiar concept that will help grasp the new, now on the new facts that frame the problem; but in either case it is comparison and contrast with the other term of the pair which gives either its force. In short, to transfer the logical steps from the points that the teacher needs to consider to uniform successive steps in the conduct of a recitation, is to impose the logical review of a mind that already understands the subject, upon the mind that is struggling to comprehend it, and thereby to obstruct44 the logic23 of the student's own mind.
 
§ 2. The Factors in the Recitation
 
Bearing in mind that the formal steps represent intertwined factors of a student's progress and not mileposts on a beaten highway, we may consider each by itself. In so doing, it will be convenient to follow the example of many of the Herbartians and reduce the steps to[Pg 207] three: first, the apprehension45 of specific or particular facts; second, rational generalization; third, application and verification.
 
Preparation is getting the sense of a problem
I. The processes having to do with particular facts are preparation and presentation. The best, indeed the only preparation is arousal to a perception of something that needs explanation, something unexpected, puzzling, peculiar46. When the feeling of a genuine perplexity lays hold of any mind (no matter how the feeling arises), that mind is alert and inquiring, because stimulated47 from within. The shock, the bite, of a question will force the mind to go wherever it is capable of going, better than will the most ingenious pedagogical devices unaccompanied by this mental ardor48. It is the sense of a problem that forces the mind to a survey and recall of the past to discover what the question means and how it may be dealt with.
 
Pitfalls49 in preparation
The teacher in his more deliberate attempts to call into play the familiar elements in a student's experience, must guard against certain dangers. (i) The step of preparation must not be too long continued or too exhaustive, or it defeats its own end. The pupil loses interest and is bored, when a plunge50 in medias res might have braced51 him to his work. The preparation part of the recitation period of some conscientious38 teachers reminds one of the boy who takes so long a run in order to gain headway for a jump that when he reaches the line, he is too tired to jump far. (ii) The organs by which we apprehend13 new material are our habits. To insist too minutely upon turning over habitual52 dispositions53 into conscious ideas is to interfere54 with their best workings. Some factors of familiar experience must indeed be brought to conscious recognition, just as trans[Pg 208]planting is necessary for the best growth of some plants. But it is fatal to be forever digging up either experiences or plants to see how they are getting along. Constraint55, self-consciousness, embarrassment56, are the consequence of too much conscious refurbishing of familiar experiences.
 
Statement of aim of lesson
Strict Herbartians generally lay it down that statement—by the teacher—of the aim of a lesson is an indispensable part of preparation. This preliminary statement of the aim of the lesson hardly seems more intellectual in character, however, than tapping a bell or giving any other signal for attention and transfer of thoughts from diverting subjects. To the teacher the statement of an end is significant, because he has already been at the end; from a pupil's standpoint the statement of what he is going to learn is something of an Irish bull. If the statement of the aim is taken too seriously by the instructor57, as meaning more than a signal to attention, its probable result is forestalling58 the pupil's own reaction, relieving him of the responsibility of developing a problem and thus arresting his mental initiative.
 
How much the teacher should tell or show
It is unnecessary to discuss at length presentation as a factor in the recitation, because our last chapter covered the topic under the captions59 of observation and communication. The function of presentation is to supply materials that force home the nature of a problem and furnish suggestions for dealing with it. The practical problem of the teacher is to preserve a balance between so little showing and telling as to fail to stimulate reflection and so much as to choke thought. Provided the student is genuinely engaged upon a topic, and provided the teacher is willing to give the student a good deal of leeway as to what he assimilates and retains (not requiring rigidly60 that everything be grasped or repro[Pg 209]duced), there is comparatively little danger that one who is himself enthusiastic will communicate too much concerning a topic.
 
The pupil's responsibility for making out a reasonable case
II. The distinctively62 rational phase of reflective inquiry63 consists, as we have already seen, in the elaboration of an idea, or working hypothesis, through conjoint comparison and contrast, terminating in definition or formulation. (i) So far as the recitation is concerned, the primary requirement is that the student be held responsible for working out mentally every suggested principle so as to show what he means by it, how it bears upon the facts at hand, and how the facts bear upon it. Unless the pupil is made responsible for developing on his own account the reasonableness of the guess he puts forth, the recitation counts for practically nothing in the training of reasoning power. A clever teacher easily acquires great skill in dropping out the inept64 and senseless contributions of pupils, and in selecting and emphasizing those in line with the result he wishes to reach. But this method (sometimes called "suggestive questioning") relieves the pupils of intellectual responsibility, save for acrobatic agility65 in following the teacher's lead.
 
The necessity for mental leisure
(ii) The working over of a vague and more or less casual idea into coherent and definite form is impossible without a pause, without freedom from distraction66. We say "Stop and think"; well, all reflection involves, at some point, stopping external observations and reactions so that an idea may mature. Meditation67, withdrawal68 or abstraction from clamorous69 assailants of the senses and from demands for overt70 action, is as necessary at the reasoning stage, as are observation and experiment at other periods. The metaphors71 of digestion72 and[Pg 210] assimilation, that so readily occur to mind in connection with rational elaboration, are highly instructive. A silent, uninterrupted working-over of considerations by comparing and weighing alternative suggestions, is indispensable for the development of coherent and compact conclusions. Reasoning is no more akin61 to disputing or arguing, or to the abrupt seizing and dropping of suggestions, than digestion is to a noisy champing of the jaws73. The teacher must secure opportunity for leisurely75 mental digestion.
 
A typical central object necessary
(iii) In the process of comparison, the teacher must avert76 the distraction that ensues from putting before the mind a number of facts on the same level of importance. Since attention is selective, some one object normally claims thought and furnishes the center of departure and reference. This fact is fatal to the success of the pedagogical methods that endeavor to conduct comparison on the basis of putting before the mind a row of objects of equal importance. In comparing, the mind does not naturally begin with objects a, b, c, d, and try to find the respect in which they agree. It begins with a single object or situation more or less vague and inchoate77 in meaning, and makes excursions to other objects in order to render understanding of the central object consistent and clear. The mere78 multiplication79 of objects of comparison is adverse80 to successful reasoning. Each fact brought within the field of comparison should clear up some obscure feature or extend some fragmentary trait of the primary object.
 
Importance of types
In short, pains should be taken to see that the object on which thought centers is typical: material being typical when, although individual or specific, it is such as readily and fruitfully suggests the principles of an en[Pg 211]tire class of facts. No sane81 person begins to think about rivers wholesale82 or at large. He begins with the one river that has presented some puzzling trait. Then he studies other rivers to get light upon the baffling features of this one, and at the same time he employs the characteristic traits of his original object to reduce to order the multifarious details that appear in connection with other rivers. This working back and forth preserves unity74 of meaning, while protecting it from monotony and narrowness. Contrast, unlikeness, throws significant features into relief, and these become instruments for binding83 together into an organized or coherent meaning dissimilar characters. The mind is defended against the deadening influence of many isolated particulars and also against the barrenness of a merely formal principle. Particular cases and properties supply emphasis and concreteness; general principles convert the particulars into a single system.
 
All insight into meaning effects generalization
(iv) Hence generalization is not a separate and single act; it is rather a constant tendency and function of the entire discussion or recitation. Every step forward toward an idea that comprehends, that explains, that unites what was isolated and therefore puzzling, generalizes. The little child generalizes as truly as the adolescent or adult, even though he does not arrive at the same generalities. If he is studying a river basin, his knowledge is generalized in so far as the various details that he apprehends are found to be the effects of a single force, as that of water pushing downward from gravity, or are seen to be successive stages of a single history of formation. Even if there were acquaintance with only one river, knowledge of it under such conditions would be generalized knowledge.[Pg 212]
 
Insight into meaning requires formulation
The factor of formulation, of conscious stating, involved in generalization, should also be a constant function, not a single formal act. Definition means essentially84 the growth of a meaning out of vagueness into definiteness. Such final verbal definition as takes place should be only the culmination85 of a steady growth in distinctness. In the reaction against ready-made verbal definitions and rules, the pendulum86 should never swing to the opposite extreme, that of neglecting to summarize the net meaning that emerges from dealing with particular facts. Only as general summaries are made from time to time does the mind reach a conclusion or a resting place; and only as conclusions are reached is there an intellectual deposit available in future understanding.
 
Generalization means capacity for application to the new
III. As the last words indicate, application and generalization lie close together. Mechanical skill for further use may be achieved without any explicit87 recognition of a principle; nay88, in routine and narrow technical matters, conscious formulation may be a hindrance89. But without recognition of a principle, without generalization, the power gained cannot be transferred to new and dissimilar matters. The inherent significance of generalization is that it frees a meaning from local restrictions90; rather, generalization is meaning so freed; it is meaning emancipated91 from accidental features so as to be available in new cases. The surest test for detecting a spurious generalization (a statement general in verbal form but not accompanied by discernment of meaning), is the failure of the so-called principle spontaneously to extend itself. The essence of the general is application. (Ante, p. 29.)
 
Fossilized versus flexible principles
The true purpose of exercises that apply rules and principles is, then, not so much to drive or drill them[Pg 213] in as to give adequate insight into an idea or principle. To treat application as a separate final step is disastrous92. In every judgment93 some meaning is employed as a basis for estimating and interpreting some fact; by this application the meaning is itself enlarged and tested. When the general meaning is regarded as complete in itself, application is treated as an external, non-intellectual use to which, for practical purposes alone, it is advisable to put the meaning. The principle is one self-contained thing; its use is another and independent thing. When this divorce occurs, principles become fossilized and rigid; they lose their inherent vitality32, their self-impelling power.
 
Self-application a mark of genuine principles
A true conception is a moving idea, and it seeks outlet94, or application to the interpretation95 of particulars and the guidance of action, as naturally as water runs downhill. In fine, just as reflective thought requires particular facts of observation and events of action for its origination, so it also requires particular facts and deeds for its own consummation. "Glittering generalities" are inert96 because they are spurious. Application is as much an intrinsic part of genuine reflective inquiry as is alert observation or reasoning itself. Truly general principles tend to apply themselves. The teacher needs, indeed, to supply conditions favorable to use and exercise; but something is wrong when artificial tasks have arbitrarily to be invented in order to secure application for principles.

点击收听单词发音收听单词发音  

1 versus wi7wU     
prep.以…为对手,对;与…相比之下
参考例句:
  • The big match tonight is England versus Spain.今晚的大赛是英格兰对西班牙。
  • The most exciting game was Harvard versus Yale.最富紧张刺激的球赛是哈佛队对耶鲁队。
2 reiteration 0ee42f99b9dea0668dcb54375b6551c4     
n. 重覆, 反覆, 重说
参考例句:
  • The reiteration of this figure, more than anything else, wrecked the conservative chance of coming back. 重申这数字,比其它任何事情更能打消保守党重新上台的机会。
  • The final statement is just a reiteration of U.S. policy on Taiwan. 艾瑞里?最后一个声明只是重复宣读美国对台政策。
3 insignificant k6Mx1     
adj.无关紧要的,可忽略的,无意义的
参考例句:
  • In winter the effect was found to be insignificant.在冬季,这种作用是不明显的。
  • This problem was insignificant compared to others she faced.这一问题与她面临的其他问题比较起来算不得什么。
4 stimulating ShBz7A     
adj.有启发性的,能激发人思考的
参考例句:
  • shower gel containing plant extracts that have a stimulating effect on the skin 含有对皮肤有益的植物精华的沐浴凝胶
  • This is a drug for stimulating nerves. 这是一种兴奋剂。
5 formulate L66yt     
v.用公式表示;规划;设计;系统地阐述
参考例句:
  • He took care to formulate his reply very clearly.他字斟句酌,清楚地做了回答。
  • I was impressed by the way he could formulate his ideas.他陈述观点的方式让我印象深刻。
6 underlying 5fyz8c     
adj.在下面的,含蓄的,潜在的
参考例句:
  • The underlying theme of the novel is very serious.小说隐含的主题是十分严肃的。
  • This word has its underlying meaning.这个单词有它潜在的含义。
7 rudiments GjBzbg     
n.基础知识,入门
参考例句:
  • He has just learned the rudiments of Chinese. 他学汉语刚刚入门。
  • You do not seem to know the first rudiments of agriculture. 你似乎连农业上的一点最起码的常识也没有。
8 dealing NvjzWP     
n.经商方法,待人态度
参考例句:
  • This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
  • His fair dealing earned our confidence.他的诚实的行为获得我们的信任。
9 philology 1Ndxj     
n.语言学;语文学
参考例句:
  • Philology would never be of much use to you.语文学对你不会有很大用途。
  • In west,the philology is attached to the linguistics.在西方,文语文学则附属于语言学。
10 generalization 6g4xv     
n.普遍性,一般性,概括
参考例句:
  • This sweeping generalization is the law of conservation of energy.这一透彻的概括就是能量守恒定律。
  • The evaluation of conduct involves some amount of generalization.对操行的评价会含有一些泛泛之论。
11 generalizations 6a32b82d344d5f1487aee703a39bb639     
一般化( generalization的名词复数 ); 普通化; 归纳; 概论
参考例句:
  • But Pearlson cautions that the findings are simply generalizations. 但是波尔森提醒人们,这些发现是简单的综合资料。 来自英汉非文学 - 生命科学 - 大脑与疾病
  • They were of great service in correcting my jejune generalizations. 他们纠正了我不成熟的泛泛之论,帮了我大忙。
12 apprehends 4bc28e491c578f0e00bf449a09250f16     
逮捕,拘押( apprehend的第三人称单数 ); 理解
参考例句:
  • A guilty man apprehends danger in every sound. 犯了罪的人对每一个声音都感到风声鹤唳。
  • The police maintain order in the city, help prevent crime, apprehends lawbreakers and directs traffic. 警察维持城市的秩序,协助防止犯罪,逮捕犯法者及指挥交通。
13 apprehend zvqzq     
vt.理解,领悟,逮捕,拘捕,忧虑
参考例句:
  • I apprehend no worsening of the situation.我不担心局势会恶化。
  • Police have not apprehended her killer.警察还未抓获谋杀她的凶手。
14 gutters 498deb49a59c1db2896b69c1523f128c     
(路边)排水沟( gutter的名词复数 ); 阴沟; (屋顶的)天沟; 贫贱的境地
参考例句:
  • Gutters lead the water into the ditch. 排水沟把水排到这条水沟里。
  • They were born, they grew up in the gutters. 他们生了下来,以后就在街头长大。
15 formulated cfc86c2c7185ae3f93c4d8a44e3cea3c     
v.构想出( formulate的过去式和过去分词 );规划;确切地阐述;用公式表示
参考例句:
  • He claims that the writer never consciously formulated his own theoretical position. 他声称该作家从未有意识地阐明他自己的理论见解。 来自《简明英汉词典》
  • This idea can be formulated in two different ways. 这个意思可以有两种说法。 来自《现代汉英综合大词典》
16 fixed JsKzzj     
adj.固定的,不变的,准备好的;(计算机)固定的
参考例句:
  • Have you two fixed on a date for the wedding yet?你们俩选定婚期了吗?
  • Once the aim is fixed,we should not change it arbitrarily.目标一旦确定,我们就不应该随意改变。
17 applied Tz2zXA     
adj.应用的;v.应用,适用
参考例句:
  • She plans to take a course in applied linguistics.她打算学习应用语言学课程。
  • This cream is best applied to the face at night.这种乳霜最好晚上擦脸用。
18 semblance Szcwt     
n.外貌,外表
参考例句:
  • Her semblance of anger frightened the children.她生气的样子使孩子们感到害怕。
  • Those clouds have the semblance of a large head.那些云的形状像一个巨大的人头。
19 inspection y6TxG     
n.检查,审查,检阅
参考例句:
  • On random inspection the meat was found to be bad.经抽查,发现肉变质了。
  • The soldiers lined up for their daily inspection by their officers.士兵们列队接受军官的日常检阅。
20 experimentations 09fe1e66bc975da74253b8c32a831da8     
实验,实验的方法( experimentation的名词复数 )
参考例句:
  • Some experimentations are developed and corresponding conclusions are gained. 并通过大量实验,取得了相关实验结果及研究结论。
  • Admittedly, not all animal experimentations are cruel. 诚然,并非所有的动物试验都是残酷的。
21 discrepancy ul3zA     
n.不同;不符;差异;矛盾
参考例句:
  • The discrepancy in their ages seemed not to matter.他们之间年龄的差异似乎没有多大关系。
  • There was a discrepancy in the two reports of the accident.关于那次事故的两则报道有不一致之处。
22 stimulus 3huyO     
n.刺激,刺激物,促进因素,引起兴奋的事物
参考例句:
  • Regard each failure as a stimulus to further efforts.把每次失利看成对进一步努力的激励。
  • Light is a stimulus to growth in plants.光是促进植物生长的一个因素。
23 logic j0HxI     
n.逻辑(学);逻辑性
参考例句:
  • What sort of logic is that?这是什么逻辑?
  • I don't follow the logic of your argument.我不明白你的论点逻辑性何在。
24 tacks 61d4d2c9844f9f1a76324ec2d251a32e     
大头钉( tack的名词复数 ); 平头钉; 航向; 方法
参考例句:
  • Never mind the side issues, let's get down to brass tacks and thrash out a basic agreement. 别管枝节问题,让我们讨论问题的实质,以求得基本一致。
  • Get down to the brass tacks,and quit talking round the subject. 谈实质问题吧,别兜圈子了。
25 zigzag Hf6wW     
n.曲折,之字形;adj.曲折的,锯齿形的;adv.曲折地,成锯齿形地;vt.使曲折;vi.曲折前行
参考例句:
  • The lightning made a zigzag in the sky.闪电在天空划出一道Z字形。
  • The path runs zigzag up the hill.小径向山顶蜿蜒盘旋。
26 forth Hzdz2     
adv.向前;向外,往外
参考例句:
  • The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
  • He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。
27 random HT9xd     
adj.随机的;任意的;n.偶然的(或随便的)行动
参考例句:
  • The list is arranged in a random order.名单排列不分先后。
  • On random inspection the meat was found to be bad.经抽查,发现肉变质了。
28 haphazard n5oyi     
adj.无计划的,随意的,杂乱无章的
参考例句:
  • The town grew in a haphazard way.这城镇无计划地随意发展。
  • He regrerted his haphazard remarks.他悔不该随口说出那些评论话。
29 rigid jDPyf     
adj.严格的,死板的;刚硬的,僵硬的
参考例句:
  • She became as rigid as adamant.她变得如顽石般的固执。
  • The examination was so rigid that nearly all aspirants were ruled out.考试很严,几乎所有的考生都被淘汰了。
30 nurture K5sz3     
n.养育,照顾,教育;滋养,营养品;vt.养育,给与营养物,教养,扶持
参考例句:
  • The tree grows well in his nurture.在他的培育下这棵树长得很好。
  • The two sisters had received very different nurture.这俩个姊妹接受过极不同的教育。
31 flexibility vjPxb     
n.柔韧性,弹性,(光的)折射性,灵活性
参考例句:
  • Her great strength lies in her flexibility.她的优势在于她灵活变通。
  • The flexibility of a man's muscles will lessen as he becomes old.人老了肌肉的柔韧性将降低。
32 vitality lhAw8     
n.活力,生命力,效力
参考例句:
  • He came back from his holiday bursting with vitality and good health.他度假归来之后,身强体壮,充满活力。
  • He is an ambitious young man full of enthusiasm and vitality.他是个充满热情与活力的有远大抱负的青年。
33 systematically 7qhwn     
adv.有系统地
参考例句:
  • This government has systematically run down public services since it took office.这一屆政府自上台以来系统地削减了公共服务。
  • The rainforest is being systematically destroyed.雨林正被系统地毀灭。
34 thereby Sokwv     
adv.因此,从而
参考例句:
  • I have never been to that city,,ereby I don't know much about it.我从未去过那座城市,因此对它不怎么熟悉。
  • He became a British citizen,thereby gaining the right to vote.他成了英国公民,因而得到了投票权。
35 abrupt 2fdyh     
adj.突然的,意外的;唐突的,鲁莽的
参考例句:
  • The river takes an abrupt bend to the west.这河突然向西转弯。
  • His abrupt reply hurt our feelings.他粗鲁的回答伤了我们的感情。
36 stimulate wuSwL     
vt.刺激,使兴奋;激励,使…振奋
参考例句:
  • Your encouragement will stimulate me to further efforts.你的鼓励会激发我进一步努力。
  • Success will stimulate the people for fresh efforts.成功能鼓舞人们去作新的努力。
37 superfluous EU6zf     
adj.过多的,过剩的,多余的
参考例句:
  • She fined away superfluous matter in the design. 她删去了这图案中多余的东西。
  • That request seemed superfluous when I wrote it.我这样写的时候觉得这个请求似乎是多此一举。
38 conscientious mYmzr     
adj.审慎正直的,认真的,本着良心的
参考例句:
  • He is a conscientious man and knows his job.他很认真负责,也很懂行。
  • He is very conscientious in the performance of his duties.他非常认真地履行职责。
39 conscientiously 3vBzrQ     
adv.凭良心地;认真地,负责尽职地;老老实实
参考例句:
  • He kept silent,eating just as conscientiously but as though everything tasted alike. 他一声不吭,闷头吃着,仿佛桌上的饭菜都一个味儿。 来自《简明英汉词典》
  • She discharged all the responsibilities of a minister conscientiously. 她自觉地履行部长的一切职责。 来自《简明英汉词典》
40 unfamiliar uk6w4     
adj.陌生的,不熟悉的
参考例句:
  • I am unfamiliar with the place and the people here.我在这儿人地生疏。
  • The man seemed unfamiliar to me.这人很面生。
41 motive GFzxz     
n.动机,目的;adv.发动的,运动的
参考例句:
  • The police could not find a motive for the murder.警察不能找到谋杀的动机。
  • He had some motive in telling this fable.他讲这寓言故事是有用意的。
42 isolated bqmzTd     
adj.与世隔绝的
参考例句:
  • His bad behaviour was just an isolated incident. 他的不良行为只是个别事件。
  • Patients with the disease should be isolated. 这种病的患者应予以隔离。
43 evoking e8ded81fad5a5e31b49da2070adc1faa     
产生,引起,唤起( evoke的现在分词 )
参考例句:
  • Some occur in organisms without evoking symptoms. 一些存在于生物体中,但不发生症状。
  • Nowadays, the protection of traditional knowledge is evoking heat discussion worldwide. 目前,全球都掀起了保护传统知识的热潮。
44 obstruct sRCzR     
v.阻隔,阻塞(道路、通道等);n.阻碍物,障碍物
参考例句:
  • He became still more dissatisfied with it and secretly did everything in his power to obstruct it.他对此更不满意,尽在暗里使绊子。
  • The fallen trees obstruct the road.倒下的树将路堵住了。
45 apprehension bNayw     
n.理解,领悟;逮捕,拘捕;忧虑
参考例句:
  • There were still areas of doubt and her apprehension grew.有些地方仍然存疑,于是她越来越担心。
  • She is a girl of weak apprehension.她是一个理解力很差的女孩。
46 peculiar cinyo     
adj.古怪的,异常的;特殊的,特有的
参考例句:
  • He walks in a peculiar fashion.他走路的样子很奇特。
  • He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。
47 stimulated Rhrz78     
a.刺激的
参考例句:
  • The exhibition has stimulated interest in her work. 展览增进了人们对她作品的兴趣。
  • The award has stimulated her into working still harder. 奖金促使她更加努力地工作。
48 ardor 5NQy8     
n.热情,狂热
参考例句:
  • His political ardor led him into many arguments.他的政治狂热使他多次卷入争论中。
  • He took up his pursuit with ardor.他满腔热忱地从事工作。
49 pitfalls 0382b30a08349985c214a648cf92ca3c     
(捕猎野兽用的)陷阱( pitfall的名词复数 ); 意想不到的困难,易犯的错误
参考例句:
  • the potential pitfalls of buying a house 购买房屋可能遇到的圈套
  • Several pitfalls remain in the way of an agreement. 在达成协议的进程中还有几个隐藏的困难。
50 plunge 228zO     
v.跳入,(使)投入,(使)陷入;猛冲
参考例句:
  • Test pool's water temperature before you plunge in.在你跳入之前你应该测试水温。
  • That would plunge them in the broil of the two countries.那将会使他们陷入这两国的争斗之中。
51 braced 4e05e688cf12c64dbb7ab31b49f741c5     
adj.拉牢的v.支住( brace的过去式和过去分词 );撑牢;使自己站稳;振作起来
参考例句:
  • They braced up the old house with balks of timber. 他们用梁木加固旧房子。 来自《简明英汉词典》
  • The house has a wooden frame which is braced with brick. 这幢房子是木结构的砖瓦房。 来自《简明英汉词典》
52 habitual x5Pyp     
adj.习惯性的;通常的,惯常的
参考例句:
  • He is a habitual criminal.他是一个惯犯。
  • They are habitual visitors to our house.他们是我家的常客。
53 dispositions eee819c0d17bf04feb01fd4dcaa8fe35     
安排( disposition的名词复数 ); 倾向; (财产、金钱的)处置; 气质
参考例句:
  • We got out some information about the enemy's dispositions from the captured enemy officer. 我们从捕获的敌军官那里问出一些有关敌军部署的情况。
  • Elasticity, solubility, inflammability are paradigm cases of dispositions in natural objects. 伸缩性、可缩性、易燃性是天然物体倾向性的范例。
54 interfere b5lx0     
v.(in)干涉,干预;(with)妨碍,打扰
参考例句:
  • If we interfere, it may do more harm than good.如果我们干预的话,可能弊多利少。
  • When others interfere in the affair,it always makes troubles. 别人一卷入这一事件,棘手的事情就来了。
55 constraint rYnzo     
n.(on)约束,限制;限制(或约束)性的事物
参考例句:
  • The boy felt constraint in her presence.那男孩在她面前感到局促不安。
  • The lack of capital is major constraint on activities in the informal sector.资本短缺也是影响非正规部门生产经营的一个重要制约因素。
56 embarrassment fj9z8     
n.尴尬;使人为难的人(事物);障碍;窘迫
参考例句:
  • She could have died away with embarrassment.她窘迫得要死。
  • Coughing at a concert can be a real embarrassment.在音乐会上咳嗽真会使人难堪。
57 instructor D6GxY     
n.指导者,教员,教练
参考例句:
  • The college jumped him from instructor to full professor.大学突然把他从讲师提升为正教授。
  • The skiing instructor was a tall,sunburnt man.滑雪教练是一个高高个子晒得黑黑的男子。
58 forestalling d45327a760f7199d057caaf0ab24c9d3     
v.先发制人,预先阻止( forestall的现在分词 )
参考例句:
59 captions 6b4aeece714abf706fa5b974cc5a9a41     
n.标题,说明文字,字幕( caption的名词复数 )v.给(图片、照片等)加说明文字( caption的第三人称单数 )
参考例句:
  • I stared, trying to grasp the point of the picture and the captions. 我目不转睛地看着漫画,想弄清楚漫画和解说词的意思。 来自辞典例句
  • Indicates whether the user or the system paints the captions. 指示是由用户还是由系统来绘制标题。 来自互联网
60 rigidly hjezpo     
adv.刻板地,僵化地
参考例句:
  • Life today is rigidly compartmentalized into work and leisure. 当今的生活被严格划分为工作和休闲两部分。
  • The curriculum is rigidly prescribed from an early age. 自儿童时起即已开始有严格的课程设置。
61 akin uxbz2     
adj.同族的,类似的
参考例句:
  • She painted flowers and birds pictures akin to those of earlier feminine painters.她画一些同早期女画家类似的花鸟画。
  • Listening to his life story is akin to reading a good adventure novel.听他的人生故事犹如阅读一本精彩的冒险小说。
62 distinctively Wu7z42     
adv.特殊地,区别地
参考例句:
  • "Public risks" is a recent term for distinctively high-tech hazards. “公共风险”是个特殊的高技术危害个人的一个最新术语。 来自英汉非文学 - 环境法 - 环境法
  • His language was natural, unaffected, distinctively vivid, humorous and strongly charming. 语言既朴实无华,又鲜明生动,幽默而富有艺术魅力。
63 inquiry nbgzF     
n.打听,询问,调查,查问
参考例句:
  • Many parents have been pressing for an inquiry into the problem.许多家长迫切要求调查这个问题。
  • The field of inquiry has narrowed down to five persons.调查的范围已经缩小到只剩5个人了。
64 inept fb1zh     
adj.不恰当的,荒谬的,拙劣的
参考例句:
  • Whan an inept remark to make on such a formal occasion.在如此正式的场合,怎么说这样不恰当的话。
  • He's quite inept at tennis.他打网球太笨。
65 agility LfTyH     
n.敏捷,活泼
参考例句:
  • The boy came upstairs with agility.那男孩敏捷地走上楼来。
  • His intellect and mental agility have never been in doubt.他的才智和机敏从未受到怀疑。
66 distraction muOz3l     
n.精神涣散,精神不集中,消遣,娱乐
参考例句:
  • Total concentration is required with no distractions.要全神贯注,不能有丝毫分神。
  • Their national distraction is going to the disco.他们的全民消遣就是去蹦迪。
67 meditation yjXyr     
n.熟虑,(尤指宗教的)默想,沉思,(pl.)冥想录
参考例句:
  • This peaceful garden lends itself to meditation.这个恬静的花园适于冥想。
  • I'm sorry to interrupt your meditation.很抱歉,我打断了你的沉思。
68 withdrawal Cfhwq     
n.取回,提款;撤退,撤军;收回,撤销
参考例句:
  • The police were forced to make a tactical withdrawal.警方被迫进行战术撤退。
  • They insisted upon a withdrawal of the statement and a public apology.他们坚持要收回那些话并公开道歉。
69 clamorous OqGzj     
adj.吵闹的,喧哗的
参考例句:
  • They are clamorous for better pay.他们吵吵嚷嚷要求增加工资。
  • The meeting began to become clamorous.会议开始变得喧哗了。
70 overt iKoxp     
adj.公开的,明显的,公然的
参考例句:
  • His opponent's intention is quite overt.他的对手的意图很明显。
  • We should learn to fight with enemy in an overt and covert way.我们应学会同敌人做公开和隐蔽的斗争。
71 metaphors 83e73a88f6ce7dc55e75641ff9fe3c41     
隐喻( metaphor的名词复数 )
参考例句:
  • I can only represent it to you by metaphors. 我只能用隐喻来向你描述它。
  • Thus, She's an angel and He's a lion in battle are metaphors. 因此她是天使,他是雄狮都是比喻说法。
72 digestion il6zj     
n.消化,吸收
参考例句:
  • This kind of tea acts as an aid to digestion.这种茶可助消化。
  • This food is easy of digestion.这食物容易消化。
73 jaws cq9zZq     
n.口部;嘴
参考例句:
  • The antelope could not escape the crocodile's gaping jaws. 那只羚羊无法从鱷鱼张开的大口中逃脱。
  • The scored jaws of a vise help it bite the work. 台钳上有刻痕的虎钳牙帮助它紧咬住工件。
74 unity 4kQwT     
n.团结,联合,统一;和睦,协调
参考例句:
  • When we speak of unity,we do not mean unprincipled peace.所谓团结,并非一团和气。
  • We must strengthen our unity in the face of powerful enemies.大敌当前,我们必须加强团结。
75 leisurely 51Txb     
adj.悠闲的;从容的,慢慢的
参考例句:
  • We walked in a leisurely manner,looking in all the windows.我们慢悠悠地走着,看遍所有的橱窗。
  • He had a leisurely breakfast and drove cheerfully to work.他从容的吃了早餐,高兴的开车去工作。
76 avert 7u4zj     
v.防止,避免;转移(目光、注意力等)
参考例句:
  • He managed to avert suspicion.他设法避嫌。
  • I would do what I could to avert it.我会尽力去避免发生这种情况。
77 inchoate vxpyx     
adj.才开始的,初期的
参考例句:
  • His dreams were senseless and inchoate.他的梦想根本行不通,很不成熟。
  • Her early works are inchoate idea,nothing but full of lush rhetoric.她的早期作品都不太成熟,除了华丽的词藻外就没什麽内容了。
78 mere rC1xE     
adj.纯粹的;仅仅,只不过
参考例句:
  • That is a mere repetition of what you said before.那不过是重复了你以前讲的话。
  • It's a mere waste of time waiting any longer.再等下去纯粹是浪费时间。
79 multiplication i15yH     
n.增加,增多,倍增;增殖,繁殖;乘法
参考例句:
  • Our teacher used to drum our multiplication tables into us.我们老师过去老是让我们反覆背诵乘法表。
  • The multiplication of numbers has made our club building too small.会员的增加使得我们的俱乐部拥挤不堪。
80 adverse 5xBzs     
adj.不利的;有害的;敌对的,不友好的
参考例句:
  • He is adverse to going abroad.他反对出国。
  • The improper use of medicine could lead to severe adverse reactions.用药不当会产生严重的不良反应。
81 sane 9YZxB     
adj.心智健全的,神志清醒的,明智的,稳健的
参考例句:
  • He was sane at the time of the murder.在凶杀案发生时他的神志是清醒的。
  • He is a very sane person.他是一个很有头脑的人。
82 wholesale Ig9wL     
n.批发;adv.以批发方式;vt.批发,成批出售
参考例句:
  • The retail dealer buys at wholesale and sells at retail.零售商批发购进货物,以零售价卖出。
  • Such shoes usually wholesale for much less.这种鞋批发出售通常要便宜得多。
83 binding 2yEzWb     
有约束力的,有效的,应遵守的
参考例句:
  • The contract was not signed and has no binding force. 合同没有签署因而没有约束力。
  • Both sides have agreed that the arbitration will be binding. 双方都赞同仲裁具有约束力。
84 essentially nntxw     
adv.本质上,实质上,基本上
参考例句:
  • Really great men are essentially modest.真正的伟人大都很谦虚。
  • She is an essentially selfish person.她本质上是个自私自利的人。
85 culmination 9ycxq     
n.顶点;最高潮
参考例句:
  • The space race reached its culmination in the first moon walk.太空竞争以第一次在月球行走而达到顶峰。
  • It may truly be regarded as the culmination of classical Greek geometry.这确实可以看成是古典希腊几何的登峰造级之作。
86 pendulum X3ezg     
n.摆,钟摆
参考例句:
  • The pendulum swung slowly to and fro.钟摆在慢慢地来回摆动。
  • He accidentally found that the desk clock did not swing its pendulum.他无意中发现座钟不摇摆了。
87 explicit IhFzc     
adj.详述的,明确的;坦率的;显然的
参考例句:
  • She was quite explicit about why she left.她对自己离去的原因直言不讳。
  • He avoids the explicit answer to us.他避免给我们明确的回答。
88 nay unjzAQ     
adv.不;n.反对票,投反对票者
参考例句:
  • He was grateful for and proud of his son's remarkable,nay,unique performance.他为儿子出色的,不,应该是独一无二的表演心怀感激和骄傲。
  • Long essays,nay,whole books have been written on this.许多长篇大论的文章,不,应该说是整部整部的书都是关于这件事的。
89 hindrance AdKz2     
n.妨碍,障碍
参考例句:
  • Now they can construct tunnel systems without hindrance.现在他们可以顺利地建造隧道系统了。
  • The heavy baggage was a great hindrance to me.那件行李成了我的大累赘。
90 restrictions 81e12dac658cfd4c590486dd6f7523cf     
约束( restriction的名词复数 ); 管制; 制约因素; 带限制性的条件(或规则)
参考例句:
  • I found the restrictions irksome. 我对那些限制感到很烦。
  • a snaggle of restrictions 杂乱无章的种种限制
91 emancipated 6319b4184bdec9d99022f96c4965261a     
adj.被解放的,不受约束的v.解放某人(尤指摆脱政治、法律或社会的束缚)( emancipate的过去式和过去分词 )
参考例句:
  • Slaves were not emancipated until 1863 in the United States. 美国奴隶直到1863年才获得自由。
  • Women are still struggling to be fully emancipated. 妇女仍在为彻底解放而斗争。 来自《简明英汉词典》
92 disastrous 2ujx0     
adj.灾难性的,造成灾害的;极坏的,很糟的
参考例句:
  • The heavy rainstorm caused a disastrous flood.暴雨成灾。
  • Her investment had disastrous consequences.She lost everything she owned.她的投资结果很惨,血本无归。
93 judgment e3xxC     
n.审判;判断力,识别力,看法,意见
参考例句:
  • The chairman flatters himself on his judgment of people.主席自认为他审视人比别人高明。
  • He's a man of excellent judgment.他眼力过人。
94 outlet ZJFxG     
n.出口/路;销路;批发商店;通风口;发泄
参考例句:
  • The outlet of a water pipe was blocked.水管的出水口堵住了。
  • Running is a good outlet for his energy.跑步是他发泄过剩精力的好方法。
95 interpretation P5jxQ     
n.解释,说明,描述;艺术处理
参考例句:
  • His statement admits of one interpretation only.他的话只有一种解释。
  • Analysis and interpretation is a very personal thing.分析与说明是个很主观的事情。
96 inert JbXzh     
adj.无活动能力的,惰性的;迟钝的
参考例句:
  • Inert gas studies are providing valuable information about other planets,too.对惰性气体的研究,也提供了有关其它行星的有价值的资料。
  • Elemental nitrogen is a very unreactive and inert material.元素氮是一个十分不活跃的惰性物质。


欢迎访问英文小说网

©英文小说网 2005-2010

有任何问题,请给我们留言,管理员邮箱:[email protected]  站长QQ :点击发送消息和我们联系56065533