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🤔️小作业：

1. Why does Romney suggest using “name tents” in large classes?

A. To make it easier for students to form study groups

B. To give teaching assistants more responsibilities

C. To provide professors with a practical way to address students personally

D. To help students memorize course content through visual association

无注释原文：

Learning students' names boosts belonging at BYU, study finds

From: Brigham Young University

The start of a new semester brings more than fresh syllabi. It brings the challenge—and opportunity—of learning the names behind each new face in a classroom.

“Preparing for the specific group of students is part of preparing for class,” said Chelsea Romney, assistant professor of applied social psychology (health emphasis) at BYU.

A recent BYU study found that when professors know and use their students' names, students feel a stronger sense of belonging, participate more in class and give more positive ratings of the course.

In the study, students completed a survey at the beginning and end of the semester. Students consistently reported feeling an increased sense of belonging in classrooms where teachers used their names. Using students' names can show students they are recognized and that their contributions matter.

Romney also observed that students were more motivated to participate and that overall positive ratings of the course improved when professors used students' names.

Beyond simply learning names, Romney said she makes an effort to understand each student as an individual.

“Ever since I've been teaching, I am blessed with a view of my students where I see the students how God sees them,” Romney said. “All of a sudden, I feel so much love for the students, and I'll feel this immense worth that they have as individuals.”

Faculty have tools to put this into practice. One is already in the BYU app: a flashcard feature that lets professors review student names and faces from class rolls to recognize and connect with students from day one.

For large classes where learning every name may not be feasible, Romney suggests “name tents”—folded pieces of cardstock displaying students' names on desks or laptops. Teaching assistants can bring and collect them each day. This simple visual cue helps professors call students by name and strengthens classroom community.

Previous research by Cooper et al. in 2018 supports this approach, showing that students feel more seen and valued when instructors use name tents.

It's not just professors who should know students' names; students benefit from learning each other's as well.

“The more we can encourage a cohort of students to connect with each other, the better they're able to share resources, study together, discuss internships and other opportunities on campus,” Romney said. “We want them to have a connection.”

Facilitating those connections can be as simple as playing a name game on the first day, asking students to introduce themselves while going over the syllabus or encouraging the use of name tents for peer interaction.

Romney began her research with the goal of creating more inclusive teaching practices.

“I wanted all my students to feel like they could speak up,” Romney said. “I felt like there was a subset of students that did all the talking. I have constantly been trying to implement things in my classroom [so] everyone feels like they can speak up, they are heard, and they are a part of our learning community.”

Building a culture of belonging doesn't require major overhauls—just small, intentional efforts. And remembering a student's name might be the most powerful small thing professors do this semester.

- ◆ -

注：完整题目见本文开头；中文文本为机器翻译并非一一对应，仅供参考

含注释全文：

Learning students' names boosts belonging at BYU, study finds

From: Brigham Young University

The start of a new semester brings more than fresh syllabi. It brings the challenge—and opportunity—of learning the names behind each new face in a classroom.

新学期的开始带来的不仅仅是新的教学大纲，更是一个挑战——也是一个机会：去记住每一张新面孔背后的名字。

semester /sɪˈmes.tər/ 表示“（尤指美国和澳大利亚大学的）学期”，英文解释为“one of the periods into which a year is divided at a college or university, especially in the US and Australia”如：the first/second semester 第一/第二学期，the spring/fall semester 春季/秋季学期。

syllabus /ˈsɪl.ə.bəs/ 的复数形式，表示“教学大纲，课程大纲”，英文解释为“(a plan showing) the subjects or books to be studied in a particular course, especially a course that leads to an exam”举个🌰：Which novels are on the syllabus this year? 今年的课程大纲里列了哪些小说?

“Preparing for the specific group of students is part of preparing for class,” said Chelsea Romney, assistant professor of applied social psychology (health emphasis) at BYU.

“备课的一部分，就是为你眼前这群学生做好准备。”杨百翰大学应用社会心理学（健康方向）助理教授切尔西·罗姆尼（Chelsea Romney）说。

A recent BYU study found that when professors know and use their students' names, students feel a stronger sense of belonging, participate more in class and give more positive ratings of the course.

杨百翰大学的一项最新研究发现，当老师能够认识并叫出学生的名字时，学生会感受到更强烈的归属感，更积极参与课堂，并对课程给予更高评价。

In the study, students completed a survey at the beginning and end of the semester. Students consistently reported feeling an increased sense of belonging in classrooms where teachers used their names. Using students' names can show students they are recognized and that their contributions matter.

在研究中，学生们分别在学期初和学期末完成了问卷调查。结果显示，当老师在课堂中叫学生的名字时，学生普遍表示归属感有所增强。叫学生的名字能让学生感到被认可，也让学生知道自己的发言和贡献是有价值的。

Romney also observed that students were more motivated to participate and that overall positive ratings of the course improved when professors used students' names.

罗姆尼还注意到，老师在课堂上叫学生的名字时，学生参与的积极性更高，课程的总体评分也有所提升。

Beyond simply learning names, Romney said she makes an effort to understand each student as an individual.

罗姆尼表示，她不仅会记住学生的名字，还会努力去了解每位学生个体的特质。

“Ever since I've been teaching, I am blessed with a view of my students where I see the students how God sees them,” Romney said. “All of a sudden, I feel so much love for the students, and I'll feel this immense worth that they have as individuals.”

“从我开始教书起，我就觉得自己很幸运，能够像上帝看待学生一样去看他们。”罗姆尼说，“这让我突然对学生们产生了深厚的爱意，也让我体会到他们作为个体所拥有的巨大价值。”

be blessed with sth表示“幸运地拥有…”，英文解释为“to be lucky in having a particular thing”举个🌰：Fortunately we were blessed with fine weather. 幸运的是我们碰上了好天气。

immense /ɪˈmɛns/表示“极大的；巨大的；无限的”，英文解释为“extremely large or great in size or degree”如：immense wealth/value 巨大的财富/价值，an immense amount of work  to be done 大量工作要做。

Faculty have tools to put this into practice. One is already in the BYU app: a flashcard feature that lets professors review student names and faces from class rolls to recognize and connect with students from day one.

其实，老师们早已有现成工具来实践这一点。杨百翰大学的校园应用里就内置了“闪卡”功能，老师可以从点名册中查看学生的名字和照片，从开学第一天起就能认出学生，与他们建立起联系。

faculty /ˈfæk.əl.ti/ 1）表示“官能，机能”，英文解释为“a natural ability to hear, see, think, move, etc.”举个🌰：Even at the age of 100, she still had all her faculties. 甚至在百岁高龄时，她的一切身体机能仍然保持正常。

2）表示“能力，才能”，英文解释为“a special ability to do a particular thing”举个🌰：She has a faculty for inspiring confidence in people. 她具有激发他人信心的能力。

3）美式，表示“（高等院校中院系的）全体教师”，英文解释为“the people who teach in a department in a college”举个🌰：He has been a faculty member at the college for 20 years. 他在学院任教已有20年。

flash card /ˈflæʃ ˌkɑːd/ 表示“（上有单词或图片的）教学卡片；抽认卡”，英文解释为“a card with a word or picture on it that is used to help students learn”

作名词，1）表示“名单；花名册；登记表”，英文解释为“an official list of names”举个🌰：Is your name on the electoral roll (= the list of people who can vote)? 你的名字在选民册上吗？

补充：

📍take/call the roll表示“点名”（If you take/call the roll, you read aloud the names of all the people on the list to make certain that they are present.）举个🌰：The teacher called the roll to see if any students were absent. 老师点名看是否有学生缺勤。

2）表示“脂肪堆积的部位，肥胖的部位（尤指腰部）；（人或动物身上由于肥胖而突起的）赘肉，肥肉”，英文解释为“an area of too much fat on your body, especially around your waist”举个🌰：Rolls of fat hung over his belt. 一堆肥肉坠在他的腰带上。

3）表示“一卷；筒形物；卷轴”，英文解释为“a piece of film, paper, or cloth that is rolled into the shape of a tube”如：a roll of carpet 一卷地毯，a toilet roll (= a roll of toilet paper) 一卷卫生纸。

For large classes where learning every name may not be feasible, Romney suggests “name tents”—folded pieces of cardstock displaying students' names on desks or laptops. Teaching assistants can bring and collect them each day. This simple visual cue helps professors call students by name and strengthens classroom community.

在大班授课时，要记住每位学生的名字并不现实。罗姆尼建议使用“名牌卡”，就是将学生名字写在折叠的卡纸上，放在桌子或电脑前，由助教每天分发和收回。这种简单的视觉标识能让老师直接叫出学生的名字，也能增强课堂的归属氛围。

tent /tent/ 表示“帐篷”，英文解释为“a shelter made of canvas or a similar material and supported by poles and ropes, that you can fold up and carry with you”

Name tent字面意思是“名字帐篷”。它指的是在会议、培训、宴会等场合，放在桌子上、可折叠成三棱柱形状的一个小卡片或标牌，上面写有参与者的姓名或身份信息，以便其他人识别。中文一般叫桌牌、座位牌、姓名立牌等。

cardstock指的是一种比普通书写纸更厚、更硬、更耐用，但又比纸板（cardboard）薄且柔韧的纸张。

表示“线索，暗示；信号”，英文解释为“a signal for someone to do something”举个🌰：They started washing up, so that was our cue to leave the party. 他们开始洗刷碗碟了，这就是暗示我们该离开聚会了。

Previous research by Cooper et al. in 2018 supports this approach, showing that students feel more seen and valued when instructors use name tents.

早在2018年，库珀（Cooper）等人的研究就证明了这种方法的有效性——老师用名牌卡时，学生会觉得自己更被看见，也更被重视。

et al. /et ˈæl/ 表示“以及其他人；等人；等等（et alia的缩写）”，英文解释为“abbreviation for et alia: and others. It is used in formal writing to avoid a long list of names of people who have written something together.”举个🌰：The method is described in an article by Feynman et al. 该方法在范曼等人的一篇文章中有所介绍。

It's not just professors who should know students' names; students benefit from learning each other's as well.

不仅仅是老师应该记住学生的名字；学生们也能从记住彼此的名字中受益。

“The more we can encourage a cohort of students to connect with each other, the better they're able to share resources, study together, discuss internships and other opportunities on campus,” Romney said. “We want them to have a connection.”

罗姆尼说：“如果我们能让同学们更积极地互相联系，他们就能更好地共享资源、一起学习，交流实习和校园里的各种机会。我们希望他们能真正建立联系。”

cohort /ˈkoʊ.hɔːrt/ 表示“有共同特点（通常指年龄）的一群人”，英文解释为“a group of people who share a characteristic, usually age”举个🌰：This study followed up a cohort of 100 patients aged 65+ for six months after their discharge home. 这项研究对100位年龄在65岁以上、出院回家的患者进行了6个月的跟踪观察。

📍词根“co-”表示“共同”，“hort”来自拉丁语“cohors”，意味着“围栏，团体”，整体意思是一群共同被“围栏”起来的人，即共同经历某事的一组人。常用短语：Birth cohort（出生队列）：指在同一时间段出生的人群，常用于研究随时间变化的健康模式或疾病趋势。Cohort study（队列研究）：一种观察性研究，跟踪并分析特定特征的一组人随时间的变化。

internship /ˈɪn.tɜːn.ʃɪp/ 表示“实习期”，英文解释为“a period of time during which someone works for a company or organization in order to get experience of a particular type of work”举个🌰：Jane has a summer internship at a local TV station. 简暑期在当地一家电视台实习。

Facilitating those connections can be as simple as playing a name game on the first day, asking students to introduce themselves while going over the syllabus or encouraging the use of name tents for peer interaction.

促进学生之间的联系其实很简单，比如在第一天上课时玩“记名字”的小游戏，让同学在讲解课程安排时做自我介绍，或是通过名牌卡来促进互动。

facilitate /fəˈsɪl.ɪ.teɪt/ 表示“促进；促使；使便利”，英文解释为“to make something possible or easier”举个🌰：The new ramp will facilitate the entry of wheelchairs. 新坡道将方便轮椅进入。

📍《经济学人》（The Economist）一篇讲述国内电动车行业的文章中提到：The state also facilitates the roll-out of advanced technical features for the benefit of the public at large. 政府也在提供便利来促进企业推出能造福普罗大众的先进技术功能。

peer /pɪər/ 作动词，表示“仔细看，端详；费力地看”，英文解释为“to look carefully or with difficulty”举个🌰：When no one answered the door, she peered through the window to see if anyone was there. 没有人开门，她就费力地透过窗户朝里望去，看是否有人在。

作名词，表示“同龄人；同辈；同等社会地位（或能力）的人”，英文解释为“a person who is the same age or has the same social position or the same abilities as other people in a group”举个🌰：Do you think it's true that teenage girls are less self-confident than their male peers? 你是否认为十几岁的女孩子不如同年龄的男孩子自信？

Romney began her research with the goal of creating more inclusive teaching practices.

罗姆尼的研究出发点是创造更具包容性的教学实践。

inclusive /ɪnˈkluː.sɪv/ 表示“兼收并蓄；包容的；包容广阔的，范围广泛的”，英文解释为“If you describe a group or organization as inclusive, you mean that it allows all kinds of people to belong to it, rather than just one kind of person.”举个🌰：The academy is far more inclusive now than it used to be. 该学院如今比过去更为兼收并蓄。

📍gender-inclusive“性别中立，不分性别”。

“I wanted all my students to feel like they could speak up,” Romney said. “I felt like there was a subset of students that did all the talking. I have constantly been trying to implement things in my classroom [so] everyone feels like they can speak up, they are heard, and they are a part of our learning community.”

“我希望所有的学生都觉得自己可以开口发言，”罗姆尼说。“在课堂上，往往只有少部分学生会发言。我不断尝试在课堂中引入新方法，让每个学生都敢于开口，被人倾听，并真正融入学习共同体。”

subset /ˈsʌb.set/ 表示“子集（类似的数字、物体或人员的一个集合组，是另一个较大集合的一部分）”，英文解释为“a set (= a group of similar numbers, objects, or people) that is part of another, larger set”

implement表示“执行；贯彻；实施”英文解释为“to take action or make changes that you have officially decided should happen”，举个🌰：A nine year compulsory education is implemented in China. 中国实行九年制义务教育。

Building a culture of belonging doesn't require major overhauls—just small, intentional efforts. And remembering a student's name might be the most powerful small thing professors do this semester.

其实，归属感的文化并不需要轰轰烈烈的改革，只要一些小而真诚的努力。而记住每一个名字，可能就是老师们在这个学期能给予学生最有力量的礼物。

overhaul /ˈəʊ.və.hɔːl/ 可以作动词也可以作名词，表示“彻底检修，大修；改造；改进”，英文解释为“to repair or improve something so that every part of it works as it should”举个🌰：I got the engine overhauled. 我彻底检修了发动机。

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