donnish

简明释义

英[ˈdɒnɪʃ]美[ˈdɑːnɪʃ]

adj. 学究式的；装模作样的；象大学学监一样的

英英释义

单词用法

同义词

反义词

例句

1.Juvenile Antarctic octopuses, speckled brown, mauve and orange, look like exquisitely carved netsuke ornaments, perfectly proportioned and endearing for their donnish domed "heads".

南极小章鱼布满褐色、淡紫色和桔色斑点，看上去好像精雕细刻的饰品坠子，与它们那学究式的半圆形“头”完美相称，惹人喜爱。

2.Juvenile Antarctic octopuses, speckled brown, mauve and orange, look like exquisitely carved netsuke ornaments, perfectly proportioned and endearing for their donnish domed "heads".

南极小章鱼布满褐色、淡紫色和桔色斑点，看上去好像精雕细刻的饰品坠子，与它们那学究式的半圆形“头”完美相称，惹人喜爱。

3.She knew he was being playful in his donnish way and she was surprised that he could take the whole affair so lightly .

她知道，他是以专家学者的派头故意装出幽默的样子； 她感到惊奇的是，他竟然把这一事态看得如此轻松。

4.He is a devout Catholic with mild, donnish quirks. He writes haiku poems and reads Shakespeare for pleasure.

虽然是一名虔诚的天主教徒，他却有着儒雅的学究气息，平日不但写写俳句而且乐于阅读莎士比亚的书籍。

5.He has a somewhat donnish air about him.

他身上有点学究气。

6.His style of speaking is quite donnish, often filled with academic jargon that few can understand.

他的演讲风格相当学究气，常常充满了少有人能理解的学术术语。

7.The professor's donnish demeanor made him seem unapproachable to students.

教授那种学究气的举止让学生觉得他难以接近。

8.She wore a donnish tweed jacket that reminded everyone of a classic academic.

她穿了一件学究气的呢子夹克，让人想起经典的学者形象。

9.His donnish habits included reading obscure texts and quoting them in everyday conversations.

他的学究气习惯包括阅读晦涩的文本，并在日常对话中引用它们。

10.The book was filled with donnish references that made it hard for casual readers to follow.

这本书充满了学究气的引用，使得普通读者难以跟上。

作文

In the realm of academia, certain traits are often celebrated and sometimes ridiculed. One such trait is what can be described as donnish, which refers to a manner that is overly scholarly or pedantic, often characterized by an excessive focus on trivial details and a lack of practical application. This term originates from the word 'don', which denotes a university teacher, particularly in the context of Oxford or Cambridge. The donnish demeanor can manifest itself in various ways, such as through an individual's speech, writing style, or even their approach to everyday situations. When I think about donnish behavior, I recall my first year at university. I was fortunate enough to attend a prestigious institution where the professors were not only knowledgeable but also passionate about their subjects. However, there were moments when their donnish tendencies became overwhelming. For instance, during a lecture on Shakespeare, one professor spent nearly an hour dissecting a single line from 'Hamlet'. While I appreciated the depth of analysis, I found myself longing for a more comprehensive understanding of the play as a whole rather than a relentless focus on minutiae. This experience made me reflect on the balance between being donnish and being engaging. Education should inspire curiosity and critical thinking, but when instructors become too wrapped up in their own intellectual pursuits, they risk alienating students who may not share the same level of enthusiasm for obscure references or intricate theories. It is essential for educators to recognize the importance of connecting with their audience and making learning accessible. Moreover, donnish behavior is not limited to professors; it can also be observed among students. I remember a classmate who would often correct others on minor grammatical errors or insist on using complex terminology when simpler words would suffice. While his intentions were good—he wanted to demonstrate his knowledge—the result was often off-putting. His donnish nature created an atmosphere where peers felt intimidated to share their thoughts for fear of being judged or corrected. This dynamic stifled collaboration and hindered open dialogue, which are crucial components of a successful learning environment. In contrast, I have encountered many individuals who embody the spirit of inquiry without falling into the trap of being donnish. These are the people who can discuss intricate theories while also relating them to real-world applications. They understand that education is not merely about accumulating knowledge but also about fostering a love for learning and encouraging others to explore new ideas. Their ability to balance scholarly pursuit with practical relevance serves as an example of how to engage effectively with a diverse audience. Ultimately, while being donnish may stem from a place of passion for one's subject, it is vital to remain aware of how this behavior can affect others. Striking a balance between depth and accessibility is key to effective communication in both academic and everyday contexts. As we navigate our educational journeys, let us strive to cultivate an environment where knowledge is shared freely, and curiosity is nurtured without the constraints of pedantry. By doing so, we can ensure that the pursuit of knowledge remains a joyful and enriching experience for everyone involved.

在学术领域，某些特质往往受到赞扬，同时也有时会被嘲笑。其中一个特质可以被描述为donnish，指的是一种过于学术化或迂腐的举止，通常表现为对琐碎细节的过度关注以及缺乏实际应用。这个词源于“don”，表示大学教师，特别是在牛津或剑桥的背景下。donnish的举止可以通过个人的言谈、写作风格，甚至是他们处理日常事务的方式来体现。 当我想到donnish行为时，我回想起我大学第一年的经历。我有幸能进入一所享有盛誉的学府，那里的教授不仅知识渊博，而且对其学科充满热情。然而，有时他们的donnish倾向变得令人难以忍受。例如，在一次关于莎士比亚的讲座中，一位教授花了近一个小时剖析《哈姆雷特》中的一句台词。虽然我欣赏这种深度分析，但我发现自己渴望对整部剧本有更全面的理解，而不仅仅是对细枝末节的无休止关注。 这一经历让我思考了在成为donnish和引人入胜之间的平衡。教育应该激发好奇心和批判性思维，但当讲师过于沉迷于自己的知识追求时，他们就有可能疏远那些可能不分享同样热情的人。这使得教育者认识到与听众建立联系的重要性，使学习变得可接近。 此外，donnish行为并不仅限于教授；在学生中也可以观察到。我记得有一位同学经常纠正他人的小语法错误，或者坚持使用复杂的术语，而简单的词汇就足够了。虽然他的意图是好的——他想展示自己的知识——但结果往往让人感到不快。他的donnish性格创造了一种氛围，使同龄人感到害怕分享自己的想法，因为担心被评判或纠正。这种动态扼杀了合作，并阻碍了开放的对话，而这些都是成功学习环境的重要组成部分。 相反，我遇到过许多体现探索精神而不陷入donnish陷阱的人。这些人能够讨论复杂的理论，同时将其与现实世界的应用联系起来。他们明白，教育不仅仅是积累知识，还在于培养对学习的热爱和鼓励他人探索新思想。他们在学术追求与实际相关性之间取得的平衡，成为了如何有效地与多元观众互动的榜样。 最终，尽管成为donnish可能源于对自己学科的热情，但保持对这种行为如何影响他人的意识至关重要。在学术和日常交流中，深度与可接近性之间的平衡是有效沟通的关键。在我们踏上教育之旅时，让我们努力营造一个自由分享知识、培养好奇心的环境。通过这样做，我们可以确保知识的追求始终是每个人都能愉快和充实的体验。