真实译文展示（如有保密内容均以XX替代）
Sample of real translation (Confidentiality retained with XX)
 

教师是学生家人之外与其接触时间最多的成人，是最合适的学生需求代言人和保护者。教师日常已经承担了很多教学任务之外的照料任务，但还不能适应福利需求提高的时代要求。首先，教师对学生福利的认识不全面影响了学生需求的识别和满足。教师讨论学生福利时，基本上指的是物质需求而不涉及非经济性福利，教师如何发现、回应和实施学生福利在职前培养和职后培训中被忽视了。
Other than family members, teachers are adults that students interact with most frequently. They’re thus the most suitable spokespersons and protectors of students’ needs. Even though teachers have taken on a lot of care tasks in addition to teaching, they are still unable to meet the increasing welfare needs of today’s era. First of all, the teachers lack a full understanding of student welfare. In turn, it affects their ability to identify and satisfy student needs. When teachers talk about student welfare, they generally think of material needs rather than non-economic welfare. In the pre-service cultivation and post-service training of teachers, the questions of how to discover, respond to, and provide student welfare are also often overlooked.
 
大部分教师的精力都集中在帮助学生获取知识、学会学习等方面，忽视了学校在学生发展的其他方面的责任。其次，教育的创伤和治疗性质也没有得到足够认识。学校是家庭之外给学生提供形成性经验的主要场域，有的学生在学校获得成长获得幸福体验，有的学生在学校艰难度日。学习或考试失败、排名靠后对学生自尊和情感带来持续创伤，由于熟视无睹因此很少被视为教育的副作用。教师在教学中将认知学习和心理建设结合起来能够产生治疗性影响，但工作繁重且缺乏训练，教师很难让自己的教学活动发 挥治疗作用。
Most teachers devote their time to teaching students how to learn and how to study, ignoring other responsibilities the school takes on for students’ development. Secondly, the traumatic and therapeutic nature of education is not fully recognized. Schools are the main place outside the home to provide students with formative experiences. Some students grow up and experience happiness in school, while others struggle to live in school. Failing studies or exams and being low in rankings cause persistent trauma to students’ self-esteem and emotions. Yet, this is rarely seen as a side effect produced by education due to indifference. The combination of cognitive learning and psychological construction in teaching by teachers can have a therapeutic impact, but the heavy workload and lack of training make it difficult for teachers to make their teaching therapeutic.
 
再次，教师不能很好适应学生的背景差异。有阶层意识的教师经常公开要求贫困学生为家长好好学习，而忽视了其内在学习动机的培养；缺乏阶层差异意识的教师往往忽略不同阶层学生的发展需求和发展方式的差异，如关注不到贫困学生的敏感的公平意识等。以往研究显示，如果教师能够成功发现学生的需求，就能从对学生的照护中找到个人和工作的价值；反之，教师在照护学生过程中会产生角色迷茫，质疑专业界限、职业能力自我评价下降。
Thirdly, the teachers are unable to adapt to different student backgrounds. Teachers with a sense of social class often openly tell students in poverty to study hard for their parents and overlook ways to cultivate the student’s intrinsic motivation for learning. Teachers who lack the sense of social class tend to ignore the differences in development needs and methods of students from different classes. They may, for instance, ignore the sense of fairness that students in poverty are sensitive to. Previous studies have shown that if teachers can identify the needs of students, they can recognize personal and professional value from caring for students; otherwise, they will be confused about their roles in the process of caring for students, question the professional boundaries, and underrate their professional ability in self-evaluation.