《暗黑地牢2》各英雄回憶背景故事 英雄技能解鎖方法

《暗黑地牢2》里面有著不少的英雄，這些英雄的技能和屬性都不一樣，而英雄回憶則是解鎖英雄技能的關(guān)鍵，下面請(qǐng)看由“SilentSight”分享的《暗黑地牢2》各英雄回憶背景故事及英雄技能解鎖方法，希望對(duì)大家有所幫助。

瘟疫醫(yī)生

第一章: The Good Student 好學(xué)生

解鎖Emboldening Vapours

"The jeers, the whispers... they pushed me deep into my studies. "

“那些譏諷嘲笑，那些竊竊私語(yǔ)……反倒推動(dòng)著我深入鉆研?！薄谟⑿奂缐暗幕貞?/p>

“Brilliant and bold, her unconventional theories created nothing short of a scandal in her fourth year. The mocking whispers and scornful glares of her peers and professors had an ironically invigorated effect upon her 'extracurricular experiments.' The mysteries of the human body - of life and death itself - hovered just above her scalpel's reach... If only she could acquire a corpse of sufficient freshness. ”

作為一名才華橫溢、膽大妄為的學(xué)生，她獨(dú)樹一幟的理論簡(jiǎn)直堪稱她第四學(xué)年中的污點(diǎn)。諷刺的是，同學(xué)和教授們嘲諷的低語(yǔ)和輕蔑的目光倒對(duì)她的“課外實(shí)驗(yàn)”產(chǎn)生了激勵(lì)作用。人體的奧秘——生與死——就在她的手術(shù)刀夠不到的地方盤旋著，無(wú)法觸及……要是她能找到一具足夠新鮮的尸/體就好了。

第二章: Head ofthe Class 班里的帶頭人（關(guān)卡）

解鎖Plague Grenade（對(duì)后兩排腐蝕傷害）

目標(biāo)：辯倒教授

I was thesmartest, but wisdom was not on the syllabus. ?

“我是班里最聰明的，但‘智慧’這一知識(shí)點(diǎn)并沒(méi)有列在教學(xué)大綱里?！?/p>

Her professor wasa relic, hacking and wheezing his way through a hopelessly conventionalcurriculum!

她的教授是個(gè)老古董，正在拼著老命、氣喘吁吁地教一門老得無(wú)可救藥的課程!

過(guò)關(guān)方法：

教授將使用Lecture技能數(shù)次，你應(yīng)該只在這發(fā)生的時(shí)候使用1：Review Notes，否則會(huì)被嘲笑，受到壓力傷害。

過(guò)一會(huì)兒，教授將使用Conclusion（該技能釋放圖像上腸道位置會(huì)高亮）。當(dāng)這種情況發(fā)生時(shí)，使用2：Heated Rebuttal。這使教授咳嗽，導(dǎo)致他的生命值減少。

重復(fù)上一步驟，直到教授吐血離場(chǎng)。

“ She delighted in the combative debate, and,behind her bookish glasses, reveled in their outrage and confusion. ?

她很享受這激烈辯論，那書生氣的眼鏡背后，洋溢著對(duì)師生們憤怒和困惑神情的得意。

第三章: Extra Credit 加分項(xiàng)

解鎖Indiscriminate Science（消除token增加治療量）

“ Ostracized, I had to prove myself, no matter the cost. ?

被同學(xué)和老/師排斥后，我不得不不惜一切代價(jià)證明自己。

“ By the second semester, her research was at a critical point. And regular supply raids of the University laboratories had become necessary. During one such expedition, she stumВLed upon her professor, awkwardly slumped over his podium, a ВLoody kerchief on the floor. Here, then, was her ideal cadАVer, her long-awaited opportunity. And she would not waste it. ?

到了下學(xué)期，她的研究陷入了一個(gè)難關(guān)，于是定期去大學(xué)實(shí)驗(yàn)室偷竊研究用/品已成為必要補(bǔ)給手段。在某次這樣的冒險(xiǎn)中，她偶然發(fā)現(xiàn)她的教授以蹩腳的姿/勢(shì)癱倒在講臺(tái)上，血/淋/淋的手帕落在地板上。這就是她夢(mèng)寐以求的試驗(yàn)用尸/體，她期待已久的機(jī)會(huì)。她不會(huì)浪費(fèi)它的。

第四章: Failing Grade 掛科（關(guān)卡）

解鎖Cause of Death（將敵人DOT轉(zhuǎn)換為直接傷害）

目標(biāo)：穩(wěn)住病人（注定失?。?/p>

“I could not say if it was madness, revenge,or naked ambition.”

“我不知道是瘋狂、復(fù)仇還是赤/裸裸的野心在支配自己。 ”

Success!Vindication. The human machine, restored to action!

試驗(yàn)成功了!眼前就是證明。人/體這部機(jī)器，再次動(dòng)了起來(lái)!

過(guò)關(guān)方法：

主角復(fù)活了教授，但他從床/上掙脫，開(kāi)始四處亂走。

可使用1:Stitch試圖防止教授流/血，還有2:restrain試圖穩(wěn)住他。但都適得其反，教授的哀號(hào)會(huì)持續(xù)漲主角壓力。一段時(shí)間后下方會(huì)出現(xiàn)Stab技能(鼠標(biāo)所指)。反復(fù)使用它讓教授安息。

“The shrieking was horrible, but the silence that followed... was even worse”

這哀號(hào)聲令人恐懼，但之后的沉寂……較之更為恐怖。

第五章: Do No Harm 不傷害原則

解鎖Disorienting Вlast (暈眩、減傷前排)

和Magnesium Rain（全體火焰DOT，消除尸/體）

“ Those screams will never leave me. ”

“我永遠(yuǎn)忘不了那尖/叫/聲。

“ Disposal of the body was a procedural affair, a carboy of acid would dissolve the thing, and no evidence would remain. In the weeks that followed, however, she found herself unable to focus, instead sitting motionless at her desk, paralyzed by the ceaseless wailing that reverberated in her mind.

尸/體的處理過(guò)程嚴(yán)謹(jǐn)無(wú)誤，一罐酸液就能溶解掉它，沒(méi)有任何證據(jù)能存留下來(lái)。然而，在接下來(lái)的幾個(gè)星期里，她發(fā)現(xiàn)自己無(wú)法集中注意力，只能一動(dòng)不動(dòng)地坐在課桌前，被不停回響在她腦海里的悲鳴定住，無(wú)法脫身。