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剑桥雅思9Test2阅读Passage1原文翻译 Hearing impairment 听觉障碍 剑桥雅思9阅 […]

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剑桥雅思9Test2阅读Passage1原文翻译 Hearing impairment 听觉障碍

剑桥雅思9阅读第二套题目第一篇文章的主题为新西兰听觉障碍儿童。文章共分为9段,分别介绍了新西兰听觉障碍儿童现状,教室噪音的危害,听觉障碍的各种影响,新西兰政府出台的新政策等内容。下面是具体每一段的翻译。

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雅思真题阅读词汇 剑桥雅思9 test 2 passage 1 新西兰听觉障碍儿童

剑桥雅思9Test2阅读Passage1答案解析 hearing impairment 听觉功能障碍

剑桥雅思9 Test2 Passage1阅读原文翻译

自然段A

Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.

幼儿的听力障碍或其他听觉功能障碍可能会对他们的语言和交流能力产生重大影响,从而对他们在学校的学习能力产生不利影响。无论是对个人还是整个人口来说,这都有可能造成严重的后果。新西兰卫生部经过二十多年的研究发现,该国6-10%的儿童受到听力损失的影响。

自然段B

A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organizations of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classroom can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.

新西兰的一项初步研究表明,教室的噪音是师生的主要困扰。现代教学实践,教室中桌子的摆放,较差的课堂声学效果以及机械通风方式(例如空调设备),都导致文章来自老烤鸭雅思无法听到老师声音的儿童人数的增加。教育研究人员尼尔森(Nelson)和索利(Soli)也指出,最近的学习趋势 涉及相同程度的多种思维和工具的协作互动,以及个人信息的获取。所有这些都增加了活动和噪音水平。对于拥有听觉功能障碍的儿童而言,这可能特别严重。教室里的噪音只会加剧他们在理解和处理与其他孩子的口头交流以及老师的指示方面的困难。

自然段C

Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environment are now the subjects of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.

听觉功能障碍的儿童可能会由于教室中产生的噪音而无法最大限度地发挥自己的潜能。教室环境中,噪音对儿童有效学习能力的影响现在受到越来越多的关注。根据世界卫生组织的建议,国际噪声控制工程学院(I-INCE)建立了一个包括新西兰在内的国际工作组,以评估学校教室的噪声和回声控制。

自然段D

While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).

虽然教室环境中噪声的有害影响不仅限于残疾儿童,但那些言语和交流能力有缺陷的儿童可能会非常脆弱。所讨论的听觉功能障碍包括听力障碍,自闭症谱系障碍(ASD)和注意障碍症(ADD / ADHD)。

自然段E

Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.

自闭症被认为是一种神经和遗传的终生疾病,会导致信息处理方式上的差异。这种疾病的特征是在社会想象力,社会沟通能力和社会互动能力方面存在问题。Janzen认为,这会影响人们以特定的方式理解和与他人产生联系的能力,理解环境中事项与物品的能力,以及理解或回应感官刺激的能力。自闭症使得人们无法以与正常发育的儿童相同的方式进行学习或思考。自闭症谱系障碍通常在理解口头信息和处理语言方面造成重大困难。那些经历过这些疾病的人会经常觉得声音(如人群的噪音,机械产生的噪音)使人痛苦不堪。这很难进行科学地量化,因为这样的超感官刺激在不同自闭症个体之间变化很大。但是,觉得教室里或学习空间中任何噪音都十分烦扰的孩子,其信息处理能力均可能受到不利影响。

自然段F

The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.

注意缺陷障碍是神经系统疾病和遗传疾病的指示,其特征在于在维持注意力,努力和坚持,组织能力和抑制力等方面存在困难。患有这些疾病的儿童会觉得很难筛选出不重要的信息,并且容易专注于环境中的所有事物,而不是从事单项活动。教室中的背景噪音成为主要干扰因素,可能会影响他们的注意力集中能力。

自然段G

Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.

当面对高水平的背景噪音时,患有听觉功能障碍的儿童通常会发现很难将语音和交流隔离出来并进行处理。这些背景噪音来自于穿过教室结构的外部活动,教学活动以及其他教室内部产生的噪音,这些噪音会因房间回声而加剧。需要采取策略来建设最佳的教室,并可能需要改变教室文化和教学方法。尤其是,嘈杂的教室和活动对拥有听觉功能障碍的残障人士的影响需要彻底调查。在教育系统中可能存在许多“隐形”残疾却未被确认的儿童。与已知残疾的儿童相比,他们需求不太可能得到满足。

自然段H

The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to services. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.

新西兰政府制定了《新西兰残疾人战略》,并开始了广泛的磋商进程。该战略认识到,在态度,教育,就业和服务获取等领域,残障人士在实现充分的生活质量方面面临重大障碍。新西兰残疾战略的第三项目标是通过改善教育来“为残疾人提供最佳教育”,以使所有儿童,青年学习者和成人学习者在他们现有的当地学校中都有平等的学习和发展机会。对于成功的教育而言,学习环境至关重要,因此,为改善这一环境而做出的任何努力都可能会对所有儿童,特别是对有听觉功能障碍的儿童带来巨大的好处。

自然段I

A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.

许多国家已经在制定自己的控制和减少教室噪音的标准。新西兰可能会效法他们的榜样。迄今为止,有关学校教室噪音的文献似乎集中在对学童,老师和听力障碍者的总体影响上。那些拥有包括听觉功能障碍在内的其他残疾的学生似乎得到有限的关注。至关重要的是,在制定未来会公布的适宜的国家标准时,将这些孩子的需求考虑在内。

剑桥雅思9Test2阅读Passage2原文翻译 venus in transit 金星凌日

剑桥雅思9Test2阅读Passage3原文翻译 A neuroscientist reveals how to think differently 神经学家解密创新思考

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剑桥雅思9Test2阅读Passage1原文翻译 Hearing impairment:等您坐沙发呢!

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