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(46)Anydiscussion of the American educational system would be less than complete if itdid not mention the emphasis that many colleges and universities place upon thenonacademic, social,“extracurricular”aspect of education, often defined as personal growth. Perhaps a useful way of viewing the notion of personal growth wouldbe to picture the very large and general term“education” as beingall-embracing, including as subsets within it academic and nonacademiccomponents.
This may be one of the most difficult concepts to convey to someonewho is not intimately familiar with American higher education. Few educationalsystems in other countries place the same emphasis on this blend of academicand personal education. The majority of colleges and universities in the UnitedStates make some attempt to integrate personal and intellectual growth in theundergraduate years. (47) If the ultimate goal of undergraduateeducation in America were simply to convey a set body of knowledge, the term ofstudies could undoubtedly be reduced. Yet the terms of studies areextended in order to give students a chance to grow and develop in other ways.
Numerous opportunities are made available to students to becomeinvolved in sports, student government, musical and dramatic organizations, andcountless other organized and individual activities designed to enhance one’s personalgrowth and provide some recreation and enjoyment outside of the classroom. (48)Experiencewith campus organizations and off-campus community involvement can be highlyvaluable in preparing international students for future leadership in theirprofessional field upon their return home.
The typical American college’s support forextracurricular activity is perhaps unique in the world, This specialeducational dimension, beyond the classroom and laboratory experience, does notmean that extracurricular participation is required to gain an American degree.It remains an entirely optional activity, but (49)it is noted herebecause Americans have traditionally viewed success in one’s role as acitizen as closely linked to a “well-rounded”life thatincorporates a variety of social, athletic, and cultural activities into aperson’s experience.
A great many American campuses and communities have organizedspecial extracurricular activities for students from other countries. (50)On most campuses, one can find an international club, which includes Americans,where students can get to know and learn socially from students from othercountries, as well as Americans.International students are almost alwaysinvited, through organized hospitality activities, into the homes of Americansliving in or outside the academic community.
答案
46.如果對(duì)美國(guó)教育體系的討論未能涉及許多學(xué)院及大學(xué)教育中非學(xué)術(shù)性的、社會(huì)的及“課程外”的方面，即其對(duì)個(gè)性成長(zhǎng)的重視，那么這種討論就不全面。
47.假如美國(guó)本科教育的最終目的只是傳授一定量的知識(shí)，那么學(xué)習(xí)的期限無疑就可以縮短。
48.參與校園內(nèi)的各種組織活動(dòng)和校外團(tuán)體活動(dòng)的經(jīng)驗(yàn)在培養(yǎng)國(guó)際學(xué)生歸國(guó)后在其專業(yè)領(lǐng)域發(fā)揮領(lǐng)導(dǎo)作用方面是極有價(jià)值的。
49.在這里特別提到的是因?yàn)槊绹?guó)人歷來認(rèn)為，一個(gè)人作為社會(huì)公民的成功是與包括各種各樣的社會(huì)、體育和文化活動(dòng)的個(gè)人經(jīng)歷的全方位的生活緊密相關(guān)的。
50.在大多數(shù)的校園里都有國(guó)際俱樂部，成員包括美國(guó)學(xué)生。在俱樂部里，學(xué)生(包括美國(guó)學(xué)生)通過與來自其他國(guó)家的學(xué)生的社會(huì)交往相互認(rèn)識(shí)并學(xué)習(xí)。
總體分析
本文主要介紹了美國(guó)教育系統(tǒng)注重培養(yǎng)學(xué)生課外活動(dòng)能力，促進(jìn)學(xué)生個(gè)性發(fā)展的特點(diǎn)。
第一至二段：指出美國(guó)本科教育努力將個(gè)性發(fā)展和智力發(fā)展相結(jié)合。
第三至五段：這種教育特點(diǎn)與美國(guó)人關(guān)于成功的社會(huì)公民的觀念相關(guān)，并有利于培養(yǎng)國(guó)際學(xué)生的領(lǐng)導(dǎo)和交際能力。
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