英语作文真题记单词

　　核心词汇：

英语作文真题记单词

　　psychological adj. 心理(上)的

　　[例] Is there any possible psychological explanation for his bad health?

　　他健康状况不好,有没有可能具有什么心理上的原因呢?

　　[派生] psychologically adv. 心理上地, 心理学地psychology n. 心理学, 心理状态classify vt. 分类, 分等

　　[例] classify books by subjects 按学科将图书分类

　　[同义] group, sort, categorize, organize

　　[派生] classified v. 分类 adj. 机密的military adj. 军事的, 军用的

　　[例] According to the Constitution of the country all the young men do a year's military service.

　　"根据该国的宪法规定,所有的男青年都要服一年兵役。"

　　[同义] armed forces, army , service, civil , naval

　　[反义] civil adj. 全民的, 市民的, 公民的, 国民的, 民间的.民事的, 根据民法的, 文职的, 有礼貌的

　　[派生] militarize v. 军事化divert v. 1 转移, 转向2 使高兴

　　[例] A ditch diverted water from the stream into the fields. 一条沟渠把水从河里引向田间。

　　[同义] amuse, delight , entertain ,tickle；detract, distract

　　[派生] diversion n. 转移, 转换, 牵制, 解闷, 娱乐precision n. 精确, 精密度, 精度

　　[例] precision in calculation 计算的精确度

　　[同义] accuracy, correctness ,exactness

　　[反义] inaccuracy n. 错误

　　[派生] precise adj. 精确的, 准确的 n. 精确validate vt. 1[律]使有效, 使生效2 确认, 证实, 验证

　　[例] Time validated our suspicion. 时间证实了我们的怀疑。

　　[反义] invalidate vt. 使无效

　　[派生] validity n. 有效性, 合法性, 正确性error n. 错误, 过失, 误差

　　[例] The accident was caused by human error. 这事故是由人为的错误引起的。

　　[同义] fault , wrong , mistake

　　[派生] erroneous adj. 错误的, 不正确的qualitative adj. 性质上的, 定性的

　　[例] a qualitative analysis 定性分析

　　[派生] qualitatively adv. 质量上comparable adj. 可比较的, 比得上的

　　[例] A comparable car would cost far more in Europe. 一辆象这样好的汽车在欧洲可要贵得多。

　　[同义] similar, equivalent

　　[反义] incomparable adj. 无与伦比的, 不能比较的

　　[派生] compare v. 比较, 相比, 比喻 n. 比较circumstance n. 环境, 详情, 境况

　　[例] The circumstances forced me to accept. 环境迫使我不得不同意。

　　[同义] condition， situation ，state

　　[派生] circumstantial adj. 依照情况的

　　【真题原文】

　　学习完单词后自己认真翻译原文，并将原文中红色字体部分句子的译文回帖，认真答题者奖励50HY，灌水者杀无赦。

　　The standardized educational or psychological test that are widely used to aid in selecting, classifying, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in congress. The target is wrong, for in attacking the tests, critics divert attention form the fault that lies with ill-informed or incompetent users.The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user .

　　All informed predictions of future performance are based upon some knowledge of relevant past performance: school grades, research productivity, sales records, or whatever is appropriate. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.

　　Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person learned , the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning comparative validity and upon such factors as cost and availability.

　　In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effectively when what is to be measured or predicted cannot be well defined. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. For example, they do not compensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances.

　　【原文翻译】

　　标准化教育测试或心理测试现在广泛应用于协助选拔、分类、委派或提升学生、雇员和军事人员，这些测试一直是某些人近年来在图书、杂志、日报、甚至国会中抨击的目标。把这种标准化测试作为抨击的目标是不对的，因为，在抨击这类测试时，批评者没有考虑其弊病来自人们对测试不甚了解或使用不当。这些测试本身只是一种工具，其各种特性是可以在规定的条件下用相当的精度来测定的。测试的结果是有价值的，还是无意义的，甚至是误导的，部分取决于这种工具本身，但主要取决于测试的使用者。

　　所有对未来表现有见地的预测都是以在某种程度上了解有关过去的表现为基础的：学校学习成绩、研究效益、销售记录或一切符合需要的信息。这些预测在多大程度上被后来的表现所证实，取决于所采用的信息的数量、可靠性和适应性，以及解释这些信息的技能和才智。任何仔细记分的人都知道，所得到的信息总是不完全的.，而且这些预测也总会是会有错误的。

　　应该根据这种观点去考察标准化考试。标准化测试提供了快速、客观地得到某种信息的方法。这些信息是有关一个人所学到的知识、他所获得的技能，或者他是属于哪一类型的人。这样得到的信息，从性质上讲，和其他种类的信息一样都具有优缺点。因此，在某一特定环境下，究竟是采取测试还是其他种类的信息，或者两者同时使用，须凭有关相对效力的经验依据而定，也取决于诸如费用和有无来源等因素。

　　一般说来，当需要测定的特征能十分精确的界定，测试的效果就是最佳的，反之，如果所需测定和预测的东西得不到明确的界定，那麽测试的效果就最差。这些测试如能恰当使用，就能提供一种快速的方法来获得有关许多人的可比性信息。有时这些测试能鉴别出一些学生，他们很高的潜在能力过去一直没有被认识。但是也有许多事情，这些测试是不能胜任的；例如，测试并不弥补很明显的社会不公；因此，它们说明不了一个物质条件差的年轻人，如果在较好的环境下成长的话，会有多大的才干。

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