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研究发现 家庭条件不好的孩子在课堂上会更加'恭敬'

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Kids from different economic backgrounds behave differently in classrooms.

来自不同经济背景家庭的孩子们,在教室里的表现也不尽相同。
For example, working class kids are less likely to ask for help from teachers than are their middle class counterparts. And when they do ask for help, they're less aggressive about it.
比如,相比来自中产阶级家庭的孩子,来自工人阶级家庭的孩子不太可能寻求老师的帮助。而当他们确实需要帮助的时候,他们对求助也不是很有积极性。
That's according to a study that followed students from the third grade through the fifth, published in the journal American Sociological Review.
这是根据一项针对三年级到五年级的学生、发布在《美国社会科学回顾》杂志上的研究得出的。
Part of the difference in how kids act comes from the guidance they've gotten at home.
孩子们表现的这种不同,一部分是受家庭引导的影响。

研究发现 家庭条件不好的孩子在课堂上会更加'恭敬'

As a rule, working class parents coach their kids to work out problems on their own. And if the kids did ask for help, it was in subtle ways—like sitting quietly with a hand raised.

通常,工人阶级的父母都会教育孩子要自己解决问题。并且即使这些孩子求助了,他们也是通过很微妙的方式--比如安静地坐着举起一只手。
Middle class kids? Their parents urged them to be proactive, even to interrupt their teachers for help.
而中产阶级家庭出身的孩子呢?他们的家长敦促他们要积极主动,甚至为了求助可以打断老师。
The result is that teachers were more likely to attend to the assistance-seekers and louder class-participators. Which left working class kids behind and magnified inequalities.
结果就是,老师们更有可能照应那些“求助者”和更吵闹的“课堂参与者”,这就使工人阶级家庭出身的孩子们落后并放大了不平等。
So the working class child's behavior, which they and their parents see as "respectful," could impair their success in the classroom. And prevent them from joining their classmates in higher social classes.
因此,工人阶级家庭眼中孩子“恭敬有礼”的行为,很可能不利于他们在课堂上表现好。甚至会阻碍他们同来自更高社会阶层的同学交往。

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sociological [.səusjə'lɔdʒikəl]

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adj. 社会学的

 
interrupt [.intə'rʌpt]

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v. 打断,打扰,中止,中断
n. [计算机]

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magnified

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adj. 放大的 v. 放大;夸张(magnify的过去

 
coach [kəutʃ]

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n. 大巴,教练;(火车)客车车厢,四轮马车,经济舱

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guidance ['gaidəns]

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n. 引导,指导

 
impair [im'pɛə]

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vt. 损害,削弱
[计算机] 损伤

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subtle ['sʌtl]

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adj. 微妙的,敏感的,精细的,狡诈的,不明显的

 
social ['səuʃəl]

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adj. 社会的,社交的
n. 社交聚会

 
prevent [pri'vent]

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v. 预防,防止

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respectful [ri'spektfəl]

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adj. 表示尊敬的,有礼貌的,谦恭的

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