2021年06月四级第1套长篇阅读匹配原文翻译及答案

A) This month, more than 4 million students across the nation will begin high school. Many will do well. But many will not. Consider that nearly two-thirds of students will experience the "ninth-grade shock," which refers to a dramatic drop in a student's academic performance. Some students cope with this shock by avoiding challenges. For instance, they may drop difficult coursework. Others may experience a hopelessness that results in failing their core classes, such as English, science and math.

本月，全国将有超过400万学生开始高中学习。许多人会表现良好。但许多人不会。想想看，近三分之二的学生将经历“九年级冲击”，这指的是学生学业成绩的急剧下降。一些学生通过回避挑战来应对这种冲击。例如，他们可能放弃困难的课程。另一些学生可能会体验到绝望，导致核心课程如英语、科学和数学不及格。

B) This should matter a great deal to parents, teachers and policymakers. Ultimately it should matter to the students themselves and society at large, because students' experience of transitioning to the ninth grade can have long-term consequences not only for the students themselves but for their home communities. We make these observations as research psychologists who have studied how schools and families can help young people thrive.

这对家长、教师和政策制定者来说应该非常重要。最终，它对学生本人和整个社会也应该重要，因为学生向九年级过渡的经历不仅对学生本人，而且对他们的家乡社区都有长期影响。我们作为研究心理学家提出这些观察，他们研究了学校和家庭如何帮助年轻人茁壮成长。

C) In the new global economy, students who fail to finish the ninth grade with passing grades in college preparatory coursework is very unlikely to graduate on time and go on to get jobs. One study has calculated that the lifetime benefit to the local economy for a single additional student who completes high school is half a million dollars or more. This is based on higher earnings and avoided costs in health care, crime, welfare dependence and other things.

在新全球经济中，未能在大学预科课程中取得及格成绩而完成九年级的学生，很难按时毕业并获得工作。一项研究计算出，每多一个学生完成高中学业，对当地经济的终身效益是50万美元或更多。这基于更高的收入以及避免的医疗保健、犯罪、福利依赖等成本。

D) The consequences of doing poorly in the ninth grade can impact more than students' ability to find a good job. It can also impact the extent to which they enjoy life. Students lose many of the friends they turned to for support when they move from the eighth to the ninth grade. One study of ninth-grade students found that 50 percent of friendships among ninth graders changed from one month to the next, signaling striking instability in friendships.

九年级表现不佳的后果可能影响的不只是学生找到好工作的能力。它还可能影响他们享受生活的程度。学生在从八年级升入九年级时，会失去许多他们曾寻求支持的朋友。一项对九年级学生的研究发现，九年级学生中50%的友谊从一个月到下一个月就发生了变化，显示出友谊的显著不稳定性。

E) In addition, studies find the first year of high school typically shows one of the greatest increases in depression of any year over the lifespan. Researchers think that one explanation is that ties to friends are broken while academic demands are rising. Furthermore, most adult cases of clinical depression first emerge in adolescence. The World Health Organization reports that depression has the greatest burden of disease worldwide, in terms of the total cost of treatment and the loss of productivity.

此外，研究发现，高中第一年通常显示抑郁症在一生中任何一年中增加幅度最大之一。研究人员认为，一个解释是与朋友的联系断裂，而学业要求上升。此外，大多数成年临床抑郁症病例首次出现在青春期。世界卫生组织报告称，就治疗总成本和生产力损失而言，抑郁症是全球疾病负担最大的疾病。

F) Given all that's riding on having a successful ninth grade experience, it pays to explore what can be done to meet the academic, social and emotional challenges of the transition to high school. So far, our studies have yielded one main insight: Students' beliefs about change-their beliefs about whether people are stuck one way forever, or whether people can change their personalities and abilities-are related to their ability to cope, succeed academically and maintain good mental health. Past research has called these beliefs "mindsets," with a "fixed mindset" referring to the belief that people cannot change and a "growth mindset" referring to the belief that people can change.

鉴于成功的九年级经历所承载的一切，探索如何应对高中过渡的学业、社交和情感挑战是值得的。到目前为止，我们的研究得出了一个主要见解：学生对变化的信念——他们对人们是否永远固定不变，或是否可以改变个性和能力的信念——与他们应对、在学业上成功和保持良好心理健康的能力相关。过去的研究称这些信念为“心态”，其中“固定心态”指人们无法改变的信念，“成长心态”指人们可以改变的信念。

G) In one recent study, we examined 360 adolescents' beliefs about the nature of "smartness"-that is, their fixed mindsets about intelligence. We then assessed biological stress responses for students whose grades were dropping by examining their stress hormones. Students who believed that intelligence is fixed-that you are stuck being "not smart" if you struggle in school-showed higher levels of stress hormones when their grades were declining at the beginning of the ninth grade. If students believed that intelligence could improve-that is to say, when they held more of a growth mindset of intelligence-they showed lower levels of stress hormones when their grades were declining. This was an exciting result because it showed that the body's stress responses are not determined solely by one's grades. Instead, declining grades only predicted worse stress hormones among students who believed that worsening grades were a permanent and hopeless state of affairs.

在最近的一项研究中，我们考察了360名青少年对“聪明”本质的信念——即他们对智力的固定心态。然后，我们通过检查他们的应激激素，评估了成绩下降学生的生物应激反应。那些认为智力是固定的——如果你在学校挣扎，你就是“不聪明”的学生——在九年级初期成绩下降时显示出更高的应激激素水平。如果学生认为智力可以提高——也就是说，当他们持有更多的智力成长心态时——在成绩下降时他们的应激激素水平较低。这是一个令人兴奋的结果，因为它表明身体的应激反应不仅仅由成绩决定。相反，成绩下降只预示着那些认为成绩恶化是永久和绝望状态的学生的应激激素更差。

H) We also investigated the social side of the high school transition. In this study, instead of teaching students that their smartness can change, we taught them that their social standing-that is, whether they are bullied or excluded or left out-can change over time. We then looked at high school students' stress responses to daily social difficulties. That is, we taught them a growth mindset about their social lives. In this study, students came into the laboratory and were asked to give a public speech in front of upper-year students. The topic of the speech was what makes one popular in high school. Following this, students had to complete a difficult mental math task in front of the same upper-year students.

我们还研究了高中过渡的社交方面。在这项研究中，我们没有教导学生他们的聪明可以改变，而是教导他们他们的社交地位——即是否被欺凌、排斥或忽视——可以随着时间改变。然后我们观察了高中生对日常社交困难的应激反应。也就是说，我们教导他们关于社交生活的成长心态。在这项研究中，学生进入实验室，被要求在高年级学生面前发表公开演讲。演讲主题是什么使人在高中受欢迎。之后，学生必须在同一批高年级学生面前完成一个困难的心算任务。

I) Experiment results showed that students who were not taught that people can change showed poor stress responses. When these students gave the speech, their blood vessels contracted and their hearts pumped less blood through the body-both responses that the body shows when it is preparing for damage or defeat after a physical threat. Then they gave worse speeches and made more mistakes in math. But when students were taught that people can change, they had better responses to stress, in part because they felt like they had the resources to deal with the demanding situation. Students who got the growth mindset intervention showed less-contracted blood vessels and their hearts pumped more blood-both of which contributed to more oxygen getting to the brain, and, ultimately, better performance on the speech and mental math tasks.

实验结果表明，未被教导人们可以改变的学生显示出较差的应激反应。当这些学生发表演讲时，他们的血管收缩，心脏泵血减少——这两种反应都是身体在物理威胁后准备应对损害或失败时的表现。然后他们演讲更差，数学错误更多。但当学生被教导人们可以改变时，他们对应激有更佳的反应，部分是因为他们觉得自己有资源来处理要求高的情况。接受成长心态干预的学生血管收缩较少，心脏泵血更多——这都有助于更多氧气到达大脑，最终在演讲和心算任务中表现更好。

J) These findings lead to several possibilities that we are investigating further. First, we are working to replicate these findings in more diverse school communities. We want to know in which types of schools and for which kinds of students these growth mindset ideas help young people adapt to the challenges of high school. We also hope to learn how teachers, parents or school counselors can help students keep their ongoing academic or social difficulties in perspective. We wonder what would happen if schools helped to make beliefs about the potential for change and improvement a larger feature of the overall school culture, especially for students starting the ninth grade.

这些发现引出了几种可能性，我们正在进一步调查。首先，我们正在努力在更多样化的学校社区中复制这些发现。我们想知道，在哪些类型的学校和哪些类型的学生中，这些成长心态想法能帮助年轻人适应高中的挑战。我们还希望了解教师、家长或学校辅导员如何帮助学生正确看待他们持续的学业或社交困难。我们想知道，如果学校帮助让关于改变和改进潜力的信念成为整体学校文化的更大特色，特别是对开始九年级的学生来说，会发生什么。