教育技术学专业英语教学.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,.,*,教育,专业英语,Specialized English for Education,肖化移,Email:,h,uayi_xiao,.,Unit 1 Introduction（概述）,一、概述,内容简介,：,专业外语（英）是关于如何运用英语，获得和表达教育专业信息的一门课程。该课程的内容主要包括：专业外语的特点；教育专业术语的英汉互译；教育专业英语文献的查寻与研读；教育专业汉语文献的翻译技能等。,参考教材,：,王斌华,.,专业外语教程（教育类）,M.,上海,:,上海教育出版社,2001.,教学目的,：,掌握英译汉的长句翻译技巧，做到理解正确，译文译句通畅；,了解专业英语的语法特点、词汇特点及各种文体中常用的术语；,能快速阅读原著文章，迅速获取信息和中心思想；,理解专业英语翻译的基本方法，准确翻译专业术语；,了解常见国外文献及其检索：如ERIC/、labor.org.uk；,能进行专业英语写作：教育论文提纲（,OUTLINE,）、引言（,INTRODUCTION,）、摘要（,ABSTRACT,）和结论（,CONCLUSION,）；,拓宽专业知识。,.,二、专业英语的学习方法,专业英语阅读与普通英语的快速阅读的方法所不同，专业英语阅读要把准确理解放在首位，在准确理解的基础上提高阅读速度。和其他的英语能力,祥，专业英语阅读能力，需要通过长期的实践才能获得，不可能一蹴而就，多读多练是提高专业英语阅读能力的最有效的方法。,课文,专业术语,长句翻译,论文标题、摘要翻译,.,在文章结构方面，逻辑严谨，层次分明，复杂长句多；,2,、在用词方面，必然要用到专业术语和专业单词，以及词性变换多；,英语单词有不少是多性词，如：,Above,介词：,above all(things),形容词：,for the above reason,副词：,as(has been)indicated above,3.,在语法方面，非谓语动词多，较多地使用被动语态；,如动名词、分词（现在分词和过去分词）、不定式,To be a true professional requires lifelong learning,要,成为,一个名副其实的内行，,需要,学,到老。,Heating water does not change its chemical composition.,把水加热并不会改变水的化学成分。,Matter is anything having weight and occupying space.,任何具有重量并占有空间的东西都是物质。,三、专业英语的特点：,.,被动语态多,科技英语1/3以上用被动句，但译成汉语不一定用被动语态,例句：,No work can be done without energy,没有能量决不能做功,All sorts of necessaries of life can be made of plastics,Automobiles may be manufactured with computer-driven robots or put together almost totally by hand.,.,英语原著翻译的一般知识与技巧,翻译是一门科学，同时也是艺术，是技巧。作为科学，翻译与其他学科一样，有其自身的特点与规律；作为艺术，翻译不像其他自然科学那样，某些原则、理论可以作为标准或定律得到普遍的认同和广泛的应用，而是需要翻译者的创造性加工任何两种语言文字之间的翻译，决不可能是简单的机械转换或一成不变的文字“对号入座”；说它是技巧，是因为翻译和其他艺术一样，光凭空洞的理论知识是不够的，需要经过大量的实践才能真正把握它，运用它，即所谓的“熟能生巧”。,(1)翻译的类型：,按涉及的语言：本族语外语；外语本族语。,按工作方式：口译、笔译、机器翻译。,按翻译材料：科技类、文学作品类、政论作品类、其他应用文类。,按具体的处理方式：全译、摘译、编译。,.,(,2)翻译标准问题：,翻译标准是衡量译文质量的尺度，又是指导翻译实践的准则。我国有系统的翻译理论研究是从近代开始的。,“信、达、雅”之说。信：忠实原文；达：通顺、流畅；雅：优雅、美好。,(3)直译与意译：,均应以理解原文为前提。在处理方法上，直译要直得近情理，便于读者理解、接受，否则就会变成硬译、死译；意译应当注重事实依据，不能无中生有、信口开河，否则就会变成胡译、乱译。,英译汉中的直译：,Chain reaction：,连锁反应；,Gentlemens agreement：,君子协定。,汉译英中的直译：,纸老虎：,paper tiger;,一国两制：,one country,two system.,.,意译：,Adams apple:,乱七八糟；,Do you see any green in my eye?,你以为我是幼稚可欺的吗？,Original English:,I love tiger cat,British movies on public television,fluffy blouses,the nuclear family,(Helen Snow,My China Years),Chinese Version A:,我爱虎猫，（爱）电视上放映的英国影片，有绒毛的短衫，,核心家庭，,Chinese Version B,：,我喜欢豹猫，喜欢公共电视台播放的英国电影，喜欢蓬松柔软的棉毛衫，喜欢,一夫一妻制的家庭,，,nuclear family,：,a family group that consists only of father,mother and children,小家庭,.,(4),翻译技巧,A,Diction,（遣词用句）,B,Amplification,（增词法）,C,Omission,（省略法）,D,Repetition,（重复法）,E,Conversion,（转换）,F.Restructuring,（结构调整）,G.Division,（长句拆译）,H.Negation,（正说反译，反说正译）,学习：,学习知识：,acquire knowledge;,学习技术：,master a skill;,学习外语：,study a foreign language;,学习成绩：,academic records;,互相学习：,learn from each other;,学习别人的长处：,emulate others strong points;,以雷锋为学习的榜样：,follow the example of Lei Feng.,.,Unit 2,教育论文及其标题、摘要和关键词的翻译,一、学术论文的英文写作简介,（一）学术论文的结构,Title(标题),Abstract(摘要),Keywords(关键词),Table of contents(目录),Nomenclature(术语表),Introduction(引言),Method(方法),Results(结果),Discussion(讨论),Conclusion(结论),Acknowledgement(致谢),Notes(注释),References(参考文献),Appendix(附录,),正 文,一篇完整规范的学术论文结构如左所示：,其中，,Title，,Abstract，Introduction，Method，,Result，Discussion，Conclusion和Reference,八项内容是必不可少的，其他内容则根据具体需要而定,.,（二）正文,学术论文的,正文一般包括Method，Result，Discussion三个部分,。这三部分主要描述研究课题的具体内容、方法，研究过程中所使用的设备、仪器、条件，并如实公布有关数据和研究结果等。Conclusion是对全文内容或有关研究课题进行的总体性讨论。它具有严密的科学性和客观性，反映一个研究课题的价值，同时提出以后的研究方向。,为了帮助说明论据、事实，正文中经常使用各种图表。最常用的是附图（Figure）和表（Table），此外还有图解或简图（Diagram）、曲线图或流程图（Graph）、视图（View）、剖面图（Profile）、图案（Pattern）等。在文中提到时，通常的表达法为：,如图 4 所示 As(is)shown in Fig.4,如表 1 所示 As(is)shown in Tab.1,一、学术论文的英文写作简介,.,（三）结论,在正文最后应有结论（Conclusions）或建议(Suggestions)。,(1)关于结论可用如下表达方式：,The following conclusions can be drawn from(由可得出如下结论),It can be concluded that(可以得出结论),We may conclude that或We come to the conclusion that(我们得出如下结论),It is generally accepted(believed,held,acknowledged)that(一般认为)(用于表示肯定的结论),We think(consider,believe,feel)that(我们认为)(用于表示留有商量余地的结论),(2)关于建议可用如下表达方式。,It is advantageous to(do),It should be realized(emphasized,stressed,noted,pointed out)that,It is suggested(proposed,recommended,desirable)that,It would be better(helpful,advisable)that,一、学术论文的英文写作简介,.,（四）结尾部分,1、致谢,为了对曾给予支持与帮助或关心的人表示感谢，在论文之后，作者通常对有关人员致以简短的谢词，可用如下方式：,I am thankful to sb.for sth,I am grateful to sb.for sth,I am deeply indebted to sb.for sth,I would like to thank sb.for sth.,Thanks are due to sb.for sth,The author wishes to express his sincere appreciation to sb.for sth.,The author wishes to acknowledge sb.,The author wishes to express his gratitude for sth.,一、学术论文的英文写作简介,.,（四）结尾部分,2、注释,注释有两种方式，一种为,脚注,，即将注释放在出现的当页底部；另一种是将全文,注释集中在结尾部分,。两种注释位置不同，方法一样。注释内容包括:,(1)引文出处。注释方式参见“参考文献”。,(2)对引文的说明,如作者的见解、解释。,(3)文中所提到的人的身份，依次为职称或职务、单位。如:,Professor,Dean of Dept.University（教授，大学系主任）,Chairman,Company,USA（美国公司董事长）,(4)本论文是否曾发表过。,一、学术论文的英文写作简介,.,（四）结尾部分,3、参考文献在论文的最后应将写论文所参考过的主要论著列出，目的是表示对别人成果的尊重或表示本论文的科学根据，同时也便于读者查阅。参考文献的列法如下：,如果是书籍，应依次写出作者、书名、出版社名称、出版年代、页数。如:,Dailey,C.L.and Wood,F.C.,Computation curves for compressible Fluid Problems,John Wiley&Sons,Inc.New York,1949,pp.37-39,如果是论文，应依次写出作者、论文题目、杂志名称、卷次、期次、页数。如,：,Marrish Joseph G.,Turbulence Modeling for Computational Aerodynamics,AIAA J.Vol-21,No.7,1983,PP.941-955,如果是会议的会刊或论文集，则应指出会议举行的时间、地点。如,：,Proceedings of the Sixth International Conference on Fracture Dec.4-10,1984,New Delhi,India,如果作者有三人以上，可列出第一作者，其后加上et al。如,：Wagner,R.S.et al,.,一、学术论文的英文写作简介,.,学术文章的标题主要有三种结构：,名词性词组(包括动名词)，介词词组，名词词组+介词词组。,间或也用一个疑问句作标题(多用在人文社会科学领域)，但一般不用陈述句或动词词组作标题。,（一）名词性词组,名词性词组由名词及其修饰语构成。名词的修饰语可以是形容词、介词短语，有时也可以是另一个名词。名词修饰名词时，往往可以缩短标题的长度。以下各标题分别由两个名词词组构成。例如：,Latent demand and the browsing shopper(名词词组+名词词组),Cost and productivity(名词+名词),二、学术论文标题的写法,.,二、学术论文标题的写法,（二）介词词组,介词词组由,介词十名词或名词词组,构成。如果整个标题就是一个介词词组的话，一般这个介词是,“,on,”,，意思是“,对的研究,”。例如：,From Knowledge Engineering,to Knowledge Management(介词词组+,介词词组,),On,the correlation between working memory capacity and performance on intelligence tests,.,二、学术论文标题的写法,（三）名词/名词词组+介词词组,这是标题中用得最多的结构。例如：,Simulation of Controlled Financial Statements,(,名词,+,介词词组,),The impact of internal marketing activities on external marketing outcomes(名词,+,介词词组,+,介词词组),Diversity in the Future Work Force(,名词,+,介词词组,),Models of Sustaining Human and Natural Development(,名词,+,介词词组,),标题中的介词词组一般用来修饰名词或名词词组，从而限定某研究课题的范围。这种结构与中文的,“的”,字结构相似，区别是中文标题中修饰语在前，中心词在后。英文正好相反，名词在前，而作为修饰语的介词短语在后。例如：,Progress on Fuel Cell and its Materials (,燃料电池及其材料,的,进展,),.,二、学术论文标题的写法,（四）其他形式,对于值得争议的问题，偶尔可用疑问句作为论文的标题，以点明整个论文讨论的焦点。例如,：,Is B2B e-commerce ready for prime time?,Can ERP Meet Your eBusiness Needs?,.,二、学术论文标题的写法,有的标题由两部分组成，用冒号,(,：,),隔开。一般来说，冒号前面一部分是研究的对象、内容或课题，比较笼统，冒号后面具体说明研究重点或研究方法。这种结构可再分为三种模式。,模式,1,研究课题：具体内容。例如,：,Microelectronic Assembly and Packaging Technology,：Barriers and Needs,The Computer Dictionary Project:an update,模式,2,研究课题：方法性质。例如,：,B2B E-Commerce:A Quick Introduction,The Use of Technology in Higher Education Programs:a National Survey,模式,3,研究课题：问题焦点。例如,：,Caring about connections:gender and computing,.,(五)常见教育论文标题的类型及其翻译,1、略论、论,略论“以教育学为专业”与“以教育学为事业”,Remark on,“Take Pedagogy as Specialty”and“Take Pedagogy as Career”,2、的视角,论,“,制裁”及其班级管理的实践意义一个社会人类学的视角,On,“Sanction”and Its Practical Function for Classroom Administration,An Angle of View from,Social Anthropology,3、对的思考,对,新经济形势下我国旅游教育的,思考,Thought on/Think about/Consideration of,China Tourism Education,under,the,New,Economic,Situation,.,4、浅议、刍议,浅议,美国教师专业发展的社会思想基础,Discussion about,the Social Thoughts Basis of American Teachers Specialty Development.,5、的研究,中国大学与院校,研究,A/The study of/Research on,Chinese University and Institution.,6、的探析/分析,An analysis of,7、以为例,大学虚拟跨学科组织的原则、特征和优势,以,麻省理工学院CSBi运行机制,为例,The principles,characteristics and advantages of the VIO,On the case of,the operating mechanism of Massachusetts Institute of,Technology,.,.,8、的比较,中日近现代音乐教育及其改革之,比较,Comparative study on,the modern music education and its reform between Japan and China.,9、基于的研究,Based on a study of,10、的研究综述,职业学校“双师型”教师,研究综述,A review of researches on Dual functional teachers of vocational schools.,论文写作与摘要翻译技巧见“专业英语论文及摘要写法”,.,英文摘要(Abstract)的写作应用很广。论文摘要是全文的精华，是对一项科学研究工作的总结，对,研究背景、目的、方法和研究结果,的概括。,（一）摘要的种类与特点,摘要主要有以下四种。,第一种是随同论文一起在学术刊物上发表的摘要。这种摘要置于主体部分之前，目的是让读者首先了解一下论文的内容，以便决定是否阅读全文。一般来说，这种摘要在全文完成之后写。字数限制在100150字之间。内容包括研究目的、研究方法、研究结果和主要结论。,第二种是学术会议论文摘要。会议论文摘要往往在会议召开之前几个月撰写，目的是交给会议论文评审委员会评阅，从而决定是否能够录用。所以，比第一种略为详细，长度在200300字之间。会议论文摘要的开头有必要简单介绍一下研究课题的意义、目的、宗旨等。如果在写摘要时，研究工作尚未完成，全部研究结果还未得到，那么，应在方法、目的、宗旨、假设等方面多花笔墨。,三、英文摘要的写作技巧,.,三、英文摘要的写作技巧,第三种为学位论文摘要。学士、硕士和博士论文摘要一般都要求用中、英文两种语言写。学位论文摘要一般在400字以上，根据需要可以分为几个段落。内容一般包括研究背景、意义、主旨和目的；基本理论依据，基本假设；研究方法；研究结果；主要创新点；简短讨论。不同级别的学位论文摘要，要突出不同程度的创新之处，指出有何新的观点、见解或解决问题的新方法。,第四种是脱离原文而独立发表的摘要。这种摘要更应该具有独立性、自含性、完整性。读者无需阅读全文，便可以了解全文的主要内容。,.,三、英文摘要的写作技巧,（二）摘要的内容与结构,摘要内容一般包括：,目的(objectives，purposes)：包括研究背景、范围、内容、要解决的问题及解决这一问题的重要性和意义。,方法(methods and materials)：包括材料、手段和过程。,结果与简短讨论(results and discussions)：包括数据与分析。,结论(conclusions)：主要结论，研究的价值和意义等。,概括地说，摘要必须回答“研究什么”、“怎么研究”、“得到了什么结果”、“结果说明了什么”等问题。,无论哪种摘要，语言特点和文体风格也都相同。首先必须符合格式规范。第二，语言必须规范通顺，准确得体，用词要确切、恰如其分，而且要避免非通用的符号、缩略语、生偏词。另外，摘要的语气要客观，不要做出言过其实的结论。,.,三、英文摘要的写作技巧,（三）学术期刊论文摘要1、摘要的目的,摘要是论文的梗概，提供论文的实质性内容的知识。摘要的目的在于：给读者关于文献内容的足够的信息，使读者决定是否要获得论文。,2、摘要的要素,1),目的研究、研制、调查等的前提、目的和任务，所涉及的主题范围。,2),方法所用的原理、理论、条件、对象、材料、工艺、结构、手段、装备、程序等。,3),结果实验的、研究的结果、数据，被确定的关系，观察结果，得到的效果、性能等。,4),结论结果的分析、研究、比较、评价、应用，提出的问题等。,3、摘要的篇幅,摘要的篇幅取决于论文的类型。但无论哪一种论文，都不能超过,150 words,。,.,三、英文摘要的写作技巧,4,、摘要的英文写作风格(公认的英文摘要写作规范),1）,句子完整、清晰、简洁。,2）,用简单句。为避免单调，改变句子的长度和句子的结构。,3）,用,过去时态,描述作者的工作，因它是过去所做的。但是，用,现在时态,描述所做的结论。,4）,避免使用动词的名词形式。如：,正：“Thickness of plastic sheet was measured”,误：“measurement of thickness of plastic sheet was made”,5）,正确地使用冠词，既应避免多加冠词，也应避免蹩脚地省略冠词。如：,正：“Pressure is a function of the temperature误：“The pressure is a function of the temperature”;,.,三、英文摘要的写作技巧,4,、摘要的英文写作风格,6）,使用长的、连串的形容词、名词、或形容词加名词来修饰名词。为打破这种状态，可使用介词短语，或用连字符连接名词词组中的名词，形成修饰单元。,7）,使用短的、简单的、具体的、熟悉的词。不使用华丽的词藻。,8）,避免使用那些既不说明问题，又没有任何含意的短语。例如：“specially designed or formulated”，“The author discusses”，“The author studied”应删去。,不使用俚语非英语的句子，慎用行话和口语，不使用电报体。,9）尽可能变换句式。,附：案例,.,The massification of higher education makes it imperative for higher vocational education to grow in a massive way.However,the increase in the number of colleges for higher vocational education in China has not led to the improvement of quality,but the opposite is true,.Among the causes are vague training objectives,under-qualified workforce,poor-quality enrollment and,academics-oriented quality standards,to name a few.In the authors eyes,diversification is,a must,for the massification of higher education,and it,calls for,diversified training objectives,talent specifications and quality standards as well.But the truth is that academics-oriented standards,are taken for granted,in a“one-size-for-all”way.As far as the standards of higher vocational education concerned,no definite connotation,and no differentiation between general and vocational higher education.,The literature is rich in the topic about,the change of standpoint on quality,but poor in the attention paid to,the discrepancy of quality between the two.But compared with general higher education,higher vocational education is another type of education but not another level,thereforeThere are more than one differences between them,and these differences present themselves in different quality standards.,.,For the above-mentioned reasons,my dissertation gives a definition to the quality standards for higher vocational education,makes some differentiation between the two,and,works out a framework for,the quality standards of higher vocational education,in a multi-discipline way,with a case study afterwards,.,All my propositions and explanations are made in the six chapters:,Chapter One,gives,some explanations to higher vocational education and its quality standards,and the latter is a multi-dimension and level concept,which is closely related to the extent how the graduates are received in the job market and is a set of benchmarks to describe and assess the students achievement and competence.,Chapter Two,probes into,the development of the world-wide higher vocational education and its quality standards,deals with three different modes,namely,binary mode,unity mode,and diversification mode,and conducts two cases study taking a German and an American colleges as examples,the focus being on the quality standards.,.,Chapter Three,focuses on,the theoretical base on which to develop the quality standards for higher vocational education,that is,the standpoint about technology and science.,In the authors opinion,technology and science are really closely related to each other and differ from each other in some way on the other hand;professional degree is a degree that shares close relationship with higher vocational education;talents in different fields have different social efficiency,the requirements for different social efficiency lead to discrepancy in the making of knowledge and ability,the expected discrepancy calls for different curriculum,and finally it is easy to understand that different types of education should have their own quality standards.,Chapter Four gives some differentiation between the quality standards of the two types of higher education.The differences are shown in property,objective,function,measurement index,the standards setters,and the process and methods to realize the standards.,.,Chapter Five,is intended to,construct a quality standard system for higher vocational education.,My detailed analysis proves that,in the process of standards setting,the functional analysis method and the outcome-based ability building mode enjoy superiority to the traditional task analysis and the input-based ability building mode.,And my discovery shows,the importance of the role the three aspects play is decreasing in turn,and the order of the three aspects are professional competency,key ability and academic capability.,Chapter Six,deals with,the application of the quality standard system for higher vocational education.After the analysis of the ability-based curriculum developing modes,the author puts forward,an integrated ability-based curriculum developing mode.And the author puts forward the idea that the evaluation of higher vocational education is profession-but not academics-oriented,and the latter standards cannot be used to evaluate the content of vocational educations programs.,To conclude,after detailed and comprehensive study,the author succeeds in,working out a logical quality standards framework for higher vocational education,tries probing into the standards-based curriculum,and finally points out the gaps we still have between the expectation and the reality.,.,总结：,论文摘要的翻译及其方法和技巧,1、本人认为In the authors eye,2、已有的研究主要是关于；而对研究不够The literature is rich in the topic about,but poor in,3、出于以上考虑；有鉴于此For the above-mentioned reasons,4、本文共分几部分All my propositions and explanations are made in,5、总之，本文To conclude,after detailed and comprehensive study,the author succeeds in,6.本章认为,probes into，gives,focuses on,is intended to,deals with,.,Unit Three Techniques and methods of translating long English sentences,