新概念優美背誦短文

導語：下面是小編整理的關於新概念英語的優美背誦短文，有需要的同學快點mark起來，含中文翻譯哦！

Scientific Theories

In science, a theory is a reasonable explanation of observed events that are related. A theory often involves an imaginary model that helps scientists picture the way an observed event could be produced. A good example of this is found in the kinetic molecular theory, in which gases are pictured as being made up of many small particles that are in constant motion.

A useful theory, in addition to explaining past observations, helps to predict events that have not as yet been observed. After a theory has been publicized, scientists design experiments to test the theory. If observations confirm the scientist’s predictions, the theory is supported. If observations do not confirm the predictions, the scientists must search further. There may be a fault in the experiment, or the theory may have to be revised or rejected.

Science involves imagination and creative thinking as well as collecting information and performing experiments. Facts by themselves are not science. As the mathematician Jules Henri Poincare said, “Science is built with facts just as a house is built with bricks, but a collection of facts cannot be called science any more than a pile of bricks can be called a house.”

Most scientists start an investigation by finding out what other scientists have learned about a particular problem. After known facts have been gathered, the scientist comes to the part of the investigation that requires considerable imagination. Possible solutions to the problem are formulated. These possible solutions are called hypotheses.

In a way, any hypothesis is a leap into the unknown. It extends the scientist’s thinking beyond the known facts. The scientist plans experiments, performs calculations, and makes observations to test hypotheses. Without hypothesis, further investigation lacks purpose and direction. When hypotheses are confirmed, they are incorporated into theories.

科學理論

在科學中，理論是對所觀察到的相關事件的合理解釋。理論通常包含一個虛構的模型，

這個模型幫助科學家構想所觀察到的事件是如何發生的。分子運動理論便是我們能找到的一個很好的例子。

在這個理論中，氣體被描繪成由許多不斷運動的小顆粒組成。一個有用的理論，除了能夠解釋過去的觀測，還有助於預測那些未被觀測到的事件。一個理論公開

後，科學家們設計實驗來檢驗這個理論。如果觀察證實了科學家的預言，這個理論則得到了驗證。如果觀察不能證實科學家的預言，科學家就必須進一步的研究。

或許是實驗存在錯誤，或許是這個理論必須被修改或拋棄。科學家除了收集信息和操作實驗外還需要想象能力和創/造性思維。事實本身並不是科學。

正如數學家喬斯?亨利?波恩克爾所説："科學建立在事實之上，就像房子用磚砌成一樣。但事實的收集不能被稱作科學，就像一堆磚不能被叫作房子一樣。

"多數科學家通過找出別的科學家在一個特定問題上的所知來開始研究。在收集了已知事實之後，科學家開始了研究中需要相當想像力的部分。他們爾後擬訂

對這個問題的可行的解決方法。這些可行的解決方式被稱為假設。在某種意義上，任何假

設都是向未知的跳躍。它使科學家的思維超越已知事實。科學家計劃實驗、計算、觀測以檢驗假定。若沒有假設，進一步的研究便缺乏目的和方向。

當假設被證實了，就成為理論的一部分。

Changing Roles of Public Education

One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, the United States experienced a declining birth rate --- every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946,106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates. The baby boomers began streaming into the first grade by the mid 1940's and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the food. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed, large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.

Therefore in the 1950’s and 1960’s, the baby boom hit an antiquated and inadequate school system. Consequently, the “ custodial rhetoric” of the 1930’s and early 1940’s no longer made sense that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youths.

公共教育的角色變化一項重要的、有可能促使人們對公共教育的角色的看法發生轉變的社會發展是本世紀五

六十年代的生育高峯對學校的影響。在20年代，尤其是在30年代後的大蕭條中，美國經歷了一次出生率的下降--1920年每千名年齡在15

歲至45歲的婦女生下大約118個存活嬰兒，

1930年89.2個，1936年75.8個，1940年80個。隨着二戰帶來的持續繁榮以及隨之而來

的經濟增長，年輕人比大蕭條中的同齡人更早地結婚成家，而且比前輩養育更大的'家庭。

1946年出生率上升到102%，1950年達106%，1955年達118%。對於生育高峯，經濟有可

能是最重要的決定因素，但它並不是唯一的解釋。不斷受到重視的家庭觀念也有助於解釋出生率的上升。到40

年代中期為止，這些生育高峯出生的孩子們開始源源不斷地進入國小一年級。到了1950年，就形成了一股洪流。公共教育系統突然感到不堪重負了。

由於戰時和戰後的狀況，使得學齡兒童人數增加，這些狀況使得學校面對這股洪流更加措手不及。戰時經濟意味着在1940年到1950

年間幾乎沒有建立新學校。而且，在戰時和隨後的經濟增長時期，大量的教師離開崗位去別處從事報酬更為優厚的工作。因此，在五六十年代，

生育高峯衝擊着陳舊而不完備的學校體系。這樣一來，30年代以及40年代早期，"監護理論"就不再有意義了。也就是説，通過使16

歲以上的年輕人留在學校不進入勞動力市場的做法再也不是教育機構的優先考慮了。因為教育機構不再能找到場地和教師來教育那些更小的5-16

歲的孩子。隨着生育高峯，教育者和圈外人士對教育的興趣和焦點，不可避免地轉向了更低的年級和基礎的學術技能和學科上。

這個系統不再有濃厚的興趣給較年長的年輕人提供非傳統的新式的和額外的服務。