(46)Any discussion of the American educational system would be less than complete if it did not mention the emphasis that many colleges and universities place upon the nonacademic, social,“extracurricular”aspect of education, often defined as personal growth. Perhaps a useful way of viewing the notion of personal growth would be to picture the very large and general term“education” as being all-embracing, including as subsets within it academic and nonacademic components.

　　This may be one of the most difficult concepts to convey to someone who is not intimately familiar with American higher education. Few educational systems in other countries place the same emphasis on this blend of academic and personal education. The majority of colleges and universities in the United States make some attempt to integrate personal and intellectual growth in the undergraduate years. (47) If the ultimate goal of undergraduate education in America were simply to convey a set body of knowledge, the term of studies could undoubtedly be reduced. Yet the terms of studies are extended in order to give students a chance to grow and develop in other ways.

　　Numerous opportunities are made available to students to become involved in sports, student government, musical and dramatic organizations, and countless other organized and individual activities designed to enhance one’s personal growth and provide some recreation and enjoyment outside of the classroom. (48)Experience with campus organizations and off-campus community involvement can be highly valuable in preparing international students for future leadership in their professional field upon their return home.

　　The typical American college’s support for extracurricular activity is perhaps unique in the world, This special educational dimension, beyond the classroom and laboratory experience, does not mean that extracurricular participation is required to gain an American degree. It remains an entirely optional activity, but (49)it is noted here because Americans have traditionally viewed success in one’s role as a citizen as closely linked to a “well-rounded”life that incorporates a variety of social, athletic, and cultural activities into a person’s experience.

　　A great many American campuses and communities have organized special 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 other countries, as well as Americans. International students are almost always invited, through organized hospitality activities, into the homes of Americans living in or outside the academic community.

　　答案

　　46.如果對美國教育體系的討論未能涉及許多學院及大學教育中非學術性的、社會的及“課程外”的方面，即其對個性成長的重視，那么這種討論就不全面。

　　47.假如美國本科教育的最終目的只是傳授一定量的知識，那么學習的期限無疑就可以縮短。

　　48.參與校園內的各種組織活動和校外團體活動的經(jīng)驗在培養(yǎng)國際學生歸國后在其專業(yè)領域發(fā)揮領導作用方面是極有價值的。

　　49.在這里特別提到的是因為美國人歷來認為，一個人作為社會公民的成功是與包括各種各樣的社會、體育和文化活動的個人經(jīng)歷的全方位的生活緊密相關的。

　　50.在大多數(shù)的校園里都有國際俱樂部，成員包括美國學生。在俱樂部里，學生(包括美國學生)通過與來自其他國家的學生的社會交往相互認識并學習。

　　總體分析

　　本文主要介紹了美國教育系統(tǒng)注重培養(yǎng)學生課外活動能力，促進學生個性發(fā)展的特點。

　　第一至二段：指出美國本科教育努力將個性發(fā)展和智力發(fā)展相結合。

　　第三至五段：這種教育特點與美國人關于成功的社會公民的觀念相關，并有利于培養(yǎng)國際學生的領導和交際能力。