評論
打印
Professor:Good afternoon, Alex, can I help you with something?
教授:下午好，阿萊克斯，有什么我可以幫你的嗎？
Student:Well, I want to talk with you about the research project you have assigned today.
學生:嗯，我想跟你談談你今天留的研究項目作業。
I um…I hope you could clarify a few things for me.
我希望可以弄清楚幾件事。
Professor:I'll certainly try.
教授:我會盡力幫你。
Student:Ok, all we have to do is do two observations and take notes on them, right?
學生:好吧。我們要做的就是做兩組觀察然后記筆記，對嗎？
Professor:Ur, that's the start, but you need to do some research, too.
教授:嗯。這只是個開始。接著你需要做一些調查。
Then you will write a paper that is not so much about the observations, but a synthesis of what you have observed and read.
然后你寫的論文跟你的觀察關系不大，而是你結合觀察的和閱讀的內容。
Student:Ok….And what about the children I am supposed to observe?
學生:好吧。那我觀察的那些孩子呢?
Professor:Not children, a single child observed twice.
教授:不是那些孩子。是一個孩子，要觀察兩次。
Student:Oh…Ok, so I should choose a child with a permission of a child's parents of course and then observed that child a couple of times and take good notes, then?
學生:噢，好吧。那么我是不是應該先征得孩子家長關于這個項目的同意，然后再觀察幾次這個孩子，再好好做筆記呢？
Professor:Actually after your first observation, you go back and look through your textbook or go to a library and find a few sources concerning the stage of development, the particular child is in.
教授:事實上，在你第一次觀察之后，你要回去通讀教材，或者去圖書館找一些有關這個孩子所處的發展階段的資料。
Then, with that knowledge, you will make the second observation of the same child to see if these expected developmental behaviors are exhibited.
接著，有了足夠的知識，你再去找同一個孩子做第二次觀察，看預測的發展行為跟孩子所展示的是否一樣。
Student:Can you give me an example?
學生:能給我舉個例子嗎？
Professor:Well, en, if you observed a 4 year-old child, for example, my daughter is 4 years old;
教授:嗯，如果你觀察一個4歲的孩子，比方說，我的女兒就是4歲。
you might read up on cushy stage of cognitive development we covered those in class.
你可以研究我們課上講過的認知發展的相關課程。
Student:Aha…
學生:原來如此。
Professor:And most likely, what stage would a child of that age be in?
教授:而且這個年齡的孩子最可能是處于什么階段？
Student:Um… the pre-operational stage?
學生:嗯，前可行動時期？
Professor:Exactly, if that's the case, her languages used to be maturing and her memory and imagination would be developed.
教授:對。如果如此，那么她的語言運用應該日漸成熟，而且她的記憶和想象力正在發展。
Student:So she might play pretend like she can pretend when driving her toy car across a couch that the couch is actually a bridge or something.
學生:所以她可以假裝開著自己的玩具車穿過沙發，想象那個沙發其實是座橋或者什么別的東西。
Professor:That is right. In addition, her thinking would be primarily egocentric.
教授:沒錯。而且她的思維會很基本，以自我為中心。
Student:So she would be thinking mostly about herself and her own needs, and might not be able to see things from anyone else perspective.
學生:所以她主要會想她自己的需求，而不是從別人的視角看待問題。
Professor:En hums…
教授:對。
Student:But what if she doesn't?
學生:但如果她不是呢？
I mean, what if she doesn't demonstrate those behaviors?
我的意思是，如果她不展示這樣的行為呢？
Professor:That's fine; you'll note that in your paper.
教授:那沒關系。你可以在你的論文里提及。
See, your paper should compare what is expected of children at certain stages of development with what you actually observed.
你看，你的論文應該對比你期望孩子在特定階段的發展和你事實上觀察到的。
Student:Ok, I have one more question now.
學生:好的，我還有一個問題。
Professor:What's that?
教授:什么問題？
Student:Where can I find a child to observe?
學生:我上哪兒去找小孩觀察呢？
Professor:Ur, I suggest you contact the education department secretary.
教授:嗯。我建議你去找教育部門的秘書。
She has a list of contacts at various schools and with certain families who are somehow connected to the university.
她有一個列表，里面有不同學校和不同家庭的電話，多多少少跟我們大學有點聯系。
Sometimes they are willing to help out students with projects like yours.
有時候他們愿意幫助學像你這樣的學生做項目。
Student:Ok, I'll stop by the educational department office this afternoon.
學生:好吧。我今天下午去教育部門辦公室。
Professor:And if you have any trouble or any more questions, feel free to come by during my office hours.
教授:而且如果你遇到麻煩或者有其他問題，隨時在我的辦公時間來找我。
