新概念優(yōu)美背誦短文

　　導(dǎo)語(yǔ)：下面是小編整理的關(guān)于新概念英語(yǔ)的優(yōu)美背誦短文，有需要的同學(xué)快點(diǎn)mark起來(lái)，含中文翻譯哦！

　　Scientific Theories

　　In science, a theory is a reasonable explanation of observed events that are related. A theory often involves an imaginary model that helps scientists picture the way an observed event could be produced. A good example of this is found in the kinetic molecular theory, in which gases are pictured as being made up of many small particles that are in constant motion.

　　A useful theory, in addition to explaining past observations, helps to predict events that have not as yet been observed. After a theory has been publicized, scientists design experiments to test the theory. If observations confirm the scientist’s predictions, the theory is supported. If observations do not confirm the predictions, the scientists must search further. There may be a fault in the experiment, or the theory may have to be revised or rejected.

　　Science involves imagination and creative thinking as well as collecting information and performing experiments. Facts by themselves are not science. As the mathematician Jules Henri Poincare said, “Science is built with facts just as a house is built with bricks, but a collection of facts cannot be called science any more than a pile of bricks can be called a house.”

　　Most scientists start an investigation by finding out what other scientists have learned about a particular problem. After known facts have been gathered, the scientist comes to the part of the investigation that requires considerable imagination. Possible solutions to the problem are formulated. These possible solutions are called hypotheses.

　　In a way, any hypothesis is a leap into the unknown. It extends the scientist’s thinking beyond the known facts. The scientist plans experiments, performs calculations, and makes observations to test hypotheses. Without hypothesis, further investigation lacks purpose and direction. When hypotheses are confirmed, they are incorporated into theories.

　　科學(xué)理論

　　在科學(xué)中，理論是對(duì)所觀(guān)察到的相關(guān)事件的合理解釋。理論通常包含一個(gè)虛構(gòu)的模型，

　　這個(gè)模型幫助科學(xué)家構(gòu)想所觀(guān)察到的事件是如何發(fā)生的。分子運(yùn)動(dòng)理論便是我們能找到的一個(gè)很好的例子。

　　在這個(gè)理論中，氣體被描繪成由許多不斷運(yùn)動(dòng)的小顆粒組成。一個(gè)有用的理論，除了能夠解釋過(guò)去的觀(guān)測(cè)，還有助于預(yù)測(cè)那些未被觀(guān)測(cè)到的事件。一個(gè)理論公開(kāi)

　　后，科學(xué)家們?cè)O(shè)計(jì)實(shí)驗(yàn)來(lái)檢驗(yàn)這個(gè)理論。如果觀(guān)察證實(shí)了科學(xué)家的預(yù)言，這個(gè)理論則得到了驗(yàn)證。如果觀(guān)察不能證實(shí)科學(xué)家的預(yù)言，科學(xué)家就必須進(jìn)一步的研究。

　　或許是實(shí)驗(yàn)存在錯(cuò)誤，或許是這個(gè)理論必須被修改或拋棄�？茖W(xué)家除了收集信息和操作實(shí)驗(yàn)外還需要想象能力和創(chuàng)/造性思維。事實(shí)本身并不是科學(xué)。

　　正如數(shù)學(xué)家喬斯?亨利?波恩克爾所說(shuō)："科學(xué)建立在事實(shí)之上，就像房子用磚砌成一樣。但事實(shí)的收集不能被稱(chēng)作科學(xué)，就像一堆磚不能被叫作房子一樣。

　　"多數(shù)科學(xué)家通過(guò)找出別的科學(xué)家在一個(gè)特定問(wèn)題上的所知來(lái)開(kāi)始研究。在收集了已知事實(shí)之后，科學(xué)家開(kāi)始了研究中需要相當(dāng)想像力的部分。他們爾后擬訂

　　對(duì)這個(gè)問(wèn)題的可行的解決方法。這些可行的解決方式被稱(chēng)為假設(shè)。在某種意義上，任何假

　　設(shè)都是向未知的跳躍。它使科學(xué)家的思維超越已知事實(shí)。科學(xué)家計(jì)劃實(shí)驗(yàn)、計(jì)算、觀(guān)測(cè)以檢驗(yàn)假定。若沒(méi)有假設(shè)，進(jìn)一步的研究便缺乏目的和方向。

　　當(dāng)假設(shè)被證實(shí)了，就成為理論的一部分。

　　Changing Roles of Public Education

　　One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, the United States experienced a declining birth rate --- every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946,106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates. The baby boomers began streaming into the first grade by the mid 1940's and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the food. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed, large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.

　　Therefore in the 1950’s and 1960’s, the baby boom hit an antiquated and inadequate school system. Consequently, the “ custodial rhetoric” of the 1930’s and early 1940’s no longer made sense that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youths.

　　公共教育的角色變化一項(xiàng)重要的、有可能促使人們對(duì)公共教育的角色的看法發(fā)生轉(zhuǎn)變的社會(huì)發(fā)展是本世紀(jì)五

　　六十年代的生育高峰對(duì)學(xué)校的影響。在20年代，尤其是在30年代后的大蕭條中，美國(guó)經(jīng)歷了一次出生率的下降--1920年每千名年齡在15

　　歲至45歲的婦女生下大約118個(gè)存活嬰兒，

　　1930年89.2個(gè)，1936年75.8個(gè)，1940年80個(gè)。隨著二戰(zhàn)帶來(lái)的持續(xù)繁榮以及隨之而來(lái)

　　的經(jīng)濟(jì)增長(zhǎng)，年輕人比大蕭條中的同齡人更早地結(jié)婚成家，而且比前輩養(yǎng)育更大的家庭。

　　1946年出生率上升到102%，1950年達(dá)106%，1955年達(dá)118%。對(duì)于生育高峰，經(jīng)濟(jì)有可

　　能是最重要的決定因素，但它并不是唯一的解釋。不斷受到重視的家庭觀(guān)念也有助于解釋出生率的上升。到40

　　年代中期為止，這些生育高峰出生的孩子們開(kāi)始源源不斷地進(jìn)入小學(xué)一年級(jí)。到了1950年，就形成了一股洪流。公共教育系統(tǒng)突然感到不堪重負(fù)了。

　　由于戰(zhàn)時(shí)和戰(zhàn)后的狀況，使得學(xué)齡兒童人數(shù)增加，這些狀況使得學(xué)校面對(duì)這股洪流更加措手不及。戰(zhàn)時(shí)經(jīng)濟(jì)意味著在1940年到1950

　　年間幾乎沒(méi)有建立新學(xué)校。而且，在戰(zhàn)時(shí)和隨后的經(jīng)濟(jì)增長(zhǎng)時(shí)期，大量的教師離開(kāi)崗位去別處從事報(bào)酬更為優(yōu)厚的工作。因此，在五六十年代，

　　生育高峰沖擊著陳舊而不完備的學(xué)校體系。這樣一來(lái)，30年代以及40年代早期，"監(jiān)護(hù)理論"就不再有意義了。也就是說(shuō)，通過(guò)使16

　　歲以上的年輕人留在學(xué)校不進(jìn)入勞動(dòng)力市場(chǎng)的做法再也不是教育機(jī)構(gòu)的優(yōu)先考慮了。因?yàn)榻逃龣C(jī)構(gòu)不再能找到場(chǎng)地和教師來(lái)教育那些更小的5-16

　　歲的孩子。隨著生育高峰，教育者和圈外人士對(duì)教育的興趣和焦點(diǎn)，不可避免地轉(zhuǎn)向了更低的年級(jí)和基礎(chǔ)的學(xué)術(shù)技能和學(xué)科上。

　　這個(gè)系統(tǒng)不再有濃厚的興趣給較年長(zhǎng)的年輕人提供非傳統(tǒng)的新式的和額外的服務(wù)。

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