綜合英語

前言

　　創(chuàng)新是一個(gè)民族的靈魂，也是高層次人才水平的集中體現(xiàn)。因此，創(chuàng)新能力的培養(yǎng)應(yīng)貫穿于研究生培養(yǎng)的各個(gè)環(huán)節(jié)，包括課程學(xué)習(xí)、文獻(xiàn)閱讀、課題研究等。文獻(xiàn)閱讀與課題研究無疑是培養(yǎng)研究生創(chuàng)新能力的重要手段，同樣，課程學(xué)習(xí)也是培養(yǎng)研究生創(chuàng)新能力的重要環(huán)節(jié)。通過課程學(xué)習(xí)，使研究生在教師指導(dǎo)下，獲取知識(shí)的同時(shí)理解知識(shí)創(chuàng)新過程與創(chuàng)新方法，對(duì)培養(yǎng)研究生創(chuàng)新能力具有極其重要的意義?！　∥靼步煌ù髮W(xué)研究生院圍繞研究生創(chuàng)新意識(shí)與創(chuàng)新能力改革研究生課程體系的同時(shí)，開設(shè)了一批研究型課程，支持編寫了一批研究型課程的教材，目的是為了推動(dòng)在課程教學(xué)環(huán)節(jié)加強(qiáng)研究生創(chuàng)新意識(shí)與創(chuàng)新能力的培養(yǎng)，進(jìn)一步提高研究生培養(yǎng)質(zhì)量。　　研究型課程是指以激發(fā)研究生批判性思維、創(chuàng)新意識(shí)為主要目標(biāo)，由具有高學(xué)術(shù)水平的教授作為任課教師參與指導(dǎo)，以本學(xué)科領(lǐng)域最新研究和前沿知識(shí)為內(nèi)容，以探索式的教學(xué)方式為主導(dǎo)，適合于師生互動(dòng)，使學(xué)生有更大的思維空間的課程。研究型教材應(yīng)使學(xué)生在學(xué)習(xí)過程中可以掌握最新的科學(xué)知識(shí)，了解最新的前沿動(dòng)態(tài)，激發(fā)研究生科學(xué)研究的興趣，掌握基本的科學(xué)方法，把教師為中心的教學(xué)模式轉(zhuǎn)變?yōu)橐詫W(xué)生為中心教師為主導(dǎo)的教學(xué)模式，把學(xué)生被動(dòng)接受知識(shí)轉(zhuǎn)變?yōu)樵谔剿餮芯颗c自主學(xué)習(xí)中掌握知識(shí)和培養(yǎng)能力。　　出版研究型課程系列教材，是一項(xiàng)探索性的工作，有許多艱苦的工作。雖然已出版的教材凝聚了作者的大量心血，但畢竟是一項(xiàng)在實(shí)踐中不斷完善的工作。我們深信，通過研究型系列教材的出版與完善，必定能夠促進(jìn)研究生創(chuàng)新能力的培養(yǎng)。

內(nèi)容概要

隨著經(jīng)濟(jì)的全球化和國際交流的日益增強(qiáng)，提高學(xué)生的語言應(yīng)用能力已經(jīng)成為各高校外語教師關(guān)注的重點(diǎn)?！把芯可鷦?chuàng)新教育英語系列教材”之《綜合英語》教材的編寫正是按照教育部《非英語專業(yè)研究生英語(第一外語)教學(xué)大綱》制訂的教學(xué)目標(biāo)，以語言基礎(chǔ)為主，培養(yǎng)學(xué)生語言應(yīng)用能力；以閱讀為出發(fā)點(diǎn)，對(duì)學(xué)生進(jìn)行聽、說、讀、寫、譯等綜合技能的訓(xùn)練，鞏固和提高學(xué)生的語言基礎(chǔ)知識(shí)和語言應(yīng)用技能，全面提高學(xué)生綜合應(yīng)用語言的能力。    《綜合英語》的編寫從學(xué)生的實(shí)際出發(fā)，以大學(xué)英語四級(jí)水平為起點(diǎn)，遵循了循序漸進(jìn)的規(guī)律。教材分為Ⅰ，Ⅱ兩冊(cè)并備有配套的教師用書，涵蓋研究生教學(xué)的基礎(chǔ)階段，也可以相對(duì)獨(dú)立地選擇使用，因而可以更具針對(duì)性地進(jìn)行教學(xué)。    《綜合英語》選材廣泛、新穎，內(nèi)容與時(shí)俱進(jìn)，既涉及到當(dāng)今社會(huì)的許多熱門話題，如社會(huì)、經(jīng)濟(jì)、教育、文化及科技，又包含了原汁原味的文學(xué)作品，更穿插有勵(lì)志、節(jié)能、探月等新興主題。一方面體現(xiàn)了很強(qiáng)的實(shí)用性和學(xué)術(shù)性，另一方面又極具可讀性和趣味性。同時(shí)，文章思想內(nèi)容深刻，適合在研究生階段的英語學(xué)習(xí)中進(jìn)行討論式教學(xué)，以達(dá)到激活思想、啟迪思維的目的。

書籍目錄

Unit 1  Text A University Days  Text B Reining in the Test of TestsUnit 2  Text A A Vision of Revitalized Education  Text B The Information Revolution Will Transform EducationUnit 3  Text A For Students Seeking Edge, One Major Just Isn't Enough  Text B Your Career Matters: No Longer Just Eggheads, Linguists Leap to the NetUnit 4  Text A The Synchronization of the World Economy  Text B Just Say No to GIobalizationUnit 5  Text A Men Are from Mars, Women Are from Venus  Text B Can Men and Women Be Friends?Unit 6  Text A Going Green at the Office  Text B Putting Energy Hogs in the Home on a Strict Low-Power DietUnit 7  Text A The Importance of Resilience  Text B Life without FearUnit 8  Text A Living in an Automobile Culture  Text B Cars, Culture, Concrete, and ConvenienceUnit 9  Text A Chinese Lunar Landing Imminent?  Text B One Giant Leap, Followed by Decades of Baby StepsUnit 10  Text A The Discus Thrower  Text B The Acorn GathererUnit 11  Text A Are You Money Savvy or a Money Stave?  Text B MoneyUnit 12  Text A How to Get Famous in 30 Seconds  Text B Medicine's Wild Kingdom

章節(jié)摘錄

　　I finally took a deferred pass， as they called it， and waited a yearand tried again. （You had to pass one of the biological sciences or youcould not graduate. ） The professor had come back from vacation brownas a berry， bright-eyed， and eager to explain cell-structure again to hisclasses. "Well，" he said to me， cheerily， when we met in the firstlaboratory hour of the semester， "we re going to see cells this time，arent we? Yes，. sir，" I said. Students to right of me and to left of meand in front of me were seeing cells； whats more， they were quietlydrawing pictures of them in their notebooks. Of course， I didnt seeanything.　　"We 11 try it，" the professor said to me， grimly， "with everyadjustment of the microscope known to man. As God is my witness， Illarrange this glass so that you see cells through it or Ill give up teaching.In twenty-two years of botany， I——" He cut off abruptly for he wasbeginning to quiver all over， like Lionel Barrymore， and he genuinelywished to hold onto his temper； his scenes with me had taken a great dealout of him.　　So we tried it with every adjustment of the microscope known toman. With only one of them did I see anything but blackness or thefamiliar lacteal opacity， and that time I saw， to my pleasure andamazement， a variegated constellation of flakes， specks and dots. These Ihastily drew. The instructor， noting my activity， came back from anadjoining desk， a smile on his lips and his eyebrows high in hope. Helooked at my cell drawing. "Whats that?" he demanded， with a hint of asqueal in his voice. "That s what I saw，" I said. "You didnt， youdidnt， you didnt!" he screamed， losing control of his temper instantly，and he bent over and squinted into the microscope. His head snapped up."Thats your eye!" he shouted. "Youve fixed the lens so that it reflects!You ve drawn your eye !"　　Another course that I didnt like， but somehow managed to pass，was economics. I went to that class， straight from the botany class， whichdidnt help me any in understanding either subject. I used to get themmixed up.

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