教育技术学专业英语教学

1、教育 专业英语,Specialized English for Education,肖化移,Email: huayi_,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

2、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/、.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

3、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。 Heati

4、ng 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 Automob

5、iles 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

6、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

7、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,(He

8、len 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 ADiction（遣词用句） BAmplification（增词法） COmission（省略法） DRepetition（重复法） EC

9、onversion（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

10、 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

11、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

12、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)

13、 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 th

14、ankful 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 gratitud

15、e 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

16、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 ,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、

17、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.

18、 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,

19、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-

20、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 discrepanc

21、y of quality between the two. But compared with general higher education, higher vocational education is another type of education but not another level, therefore. There are more than one differences between them, and these differences present themselves in different quality standards.,For the abov

22、e-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. Al

23、l 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 marke

24、t 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, a

25、nd 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. I

26、n 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 efficien

27、cy, 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

28、 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 standa

29、rd 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

30、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 analysi

31、s 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 u

32、sed 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

33、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,

34、 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,1、英语长句翻译技巧（一）顺流而下； 2、英语长句翻译技巧（二）逆水而上； 3、英语长句翻译技巧（三）重重叠叠； 4、英语长句翻译技巧（四）化整为零； 5、英语长句翻译技巧（五）先里后外； 6、英

35、语长句翻译技巧（六）由外向内； 7、英语长句翻译技巧（七）先总后分。,1、英语长句翻译技巧（一）顺流而下,“顺流而下”的方法指的是，在翻译英语长句时基本保持原文的顺序。也就是说，汉语译文的语序与英语长句的语序基本保持一致，从而产生一气呵成的效果。也称“自上而下”的方法。 （1）That conservative and imitative tendency which is so salient a characteristic in the evolution of English political and social institutions is particularly notic

36、eable in this instance. 保守倾向和模仿倾向是英国政治和社会制度演变过程中的显著特点，在这里也特别引人注目。 （2）Ironically,then,the process that was in part designed to raise staff morale and increase their involvement-a common aim of school-centered innovation-demoralized the staff and dissociated them from the collective affairs of school

37、life. 具有讽刺意味的是，当时这个过程的部分意图旨在提高教师士气和加强教师的参与程度这也是学校内部改革的一项共同目标，结果却降低了教师的士气，并将教师与学校生活的集体事务割裂开来。,（3）The confinement of such forms of curriculum experimentation to older,lower attaining pupils is significant,which represents an an attempt to retrieve and rebuild some the motivation among large numbers of

38、 working class pupils that years of repeated failure within an academically dominated national curriculum has taken from them. 将这些形式的课程实验局限于年龄较大的差生是有重大意义的。它代表了一种尝试，即在大量的工人阶级的子女中重新恢复和重新建立某种学习动机。多年来，他们在学术性占主导地位的国家课程中屡屡失败，已经使得他们丧失了这种学习动机。 （4）Instead,if we accept the general point that in cultural terms

39、,teachers,like other workers,are creatures of their occupational situation,then we might do better to address ourselves to how the circumstances of the occupation might be modified so as to elicit a different kind of cultural response. 相反，如果我们接受以下普遍性的观点：即用文化术语来说，如果教师像其他工作者一样，是自己职业环境中的产物，那么，我们不妨更好地注重

40、如何改变职业状况，以便引发出一种不同的文化反映。,2、英语长句翻译技巧（二）逆水而上“逆水而上”的方法指的是，在翻译英语长句时颠倒原文的语序，或者说，把汉语译文的语序与英语长句的语序基本颠倒过来。这种翻译顺序正好与“顺流而下”的翻译顺序相反。采用这种翻译方法时，不仅要注意内容的连贯和译文的通畅，而且要兼顾原文的逻辑关系和时间顺序。也称“自下而上”的方法。（1）There may,of course,be a number of reasons why the curricular discussions at Riverdale should have been terminated so a

41、bruptly.为什么里佛代尔的课程讨论结束得如此突然？当然会有一些原因。（2）The need in a highly industrialized society for post-primary schools of non-academic type with an orientation towards commerce or industry was shown by the development of the Central Schools in London and Manchester in 1911-1912,and of the Junior Technical Sch

42、ools from 1913 onwards.19111912年期间伦敦和曼彻斯特中心学校的发展以及1913年起初等技术学校的发展表明，在一个高度工业化的社会里，需要开设以培养工商业人士为方向的非学术性初等后学校。,（3）The present difficulties in the field of secondary education have arisen largely out of the confusion which began about 1904 between a type of secondary education appropriate to the needs o

43、f boys and girls between the ages of 11to 12 and 16 to 17 and the traditional academic course orientated towards the Universities. 1904年前后，适合11、1216、17岁男孩女孩需要的中等教育和以升大学为方向的传统学术课程之间开始出现混乱状态，中等教育领域里目前的困难大都是从这种混乱状态中衍生出来的。 （4）The natural tendency,however,to keep within the ambit of the grammar school tr

44、adition was greatly re-enforced,and in a sense fostered,by the Regulations for Secondary Schools issued by the Board of Education in 1904-1905 and succeeding years,and later by the First School(Certificate)Examination as organized in 1917. 在19041905年以及后来的年份里，教育部颁布了中等学校的规则，后来在1917年组织了“第一级学校（证书）考试”，这些

45、做法大大强化了这种囿于文法中学传统的自然倾向，而且从某种意义上说，这些做法促进了这种自然倾向。,3、英语长句翻译技巧（三）重重叠叠,“重重叠叠”的方法指的是在翻译英语长句时采取拆句、断句的方法，在汉语译文中重叠使用某些词语，从而保持译文的畅通。 （1）Such an examination will also highlight some the more important factors underlying the remarkable surge of interest in and pressure towards the alternative pattern of curricu

46、lum development which has now become familiar to usthat comprising a National Curriculum. 这种考察也将突出某些更重要的因素，这些更重要的因素促使人们对另一种课程开发模式产生极大的兴趣和强烈的紧迫感。另一种课程开发模式现在已经为我们所熟悉它构成了国家课程。 （2）This important meeting is followed by a period of information-gathering during which not only classroom observation takes pl

47、ace but also such other written and oral information is sought as has been agreed by both parties. 这次重要的会议以后，进入信息收集阶段。在信息收集阶段，不仅要进行课堂听课，而且要收集书面和口头信息。课堂听课和收集信息须经双方同意。,（3）Fourth-grade students,in their role as biologists,receive a letter from an elementary school student who has found a brown furry ”s

48、omething”hanging under the eaves of the familys garage. 四年级学生在扮演生物学家时，收到了一封小学生的来信，这位小学生发现了一个褐色的、毛茸茸的“东西”，那东西挂在他家车库的屋檐下。 4、英语长句翻译技巧（四）化整为零 英语长句多，汉语句子常较短。“化整为零”的方法指的是在翻译英语长句时利用英语和汉语句子的不同特点，采用拆句、断句、分割、词性转换等手段，将英语长句译成若干个汉语短句。 （1）Many students who transfer from university to teachers college studies late

49、r prove to be excellent teachers and,given the opportunity,complete work for a degree at a later stage. 许多学生从大学转到师范学院学习，后来成为了优秀的学生，一有机会时，在以后的阶段里完成了攻读学位的学业。,（2）The teaching profession raised on a tradition of school and classroom autonomyhas been voluble in its protests against moves towards greater

50、central control of the curriculum;and academics of different persuasions have registered their own dissatisfactions about the secret activities of the mandarinsof the DES,about their attempt,with parliamentary government,to control the educational system by much closer regulation of the school curri

51、culum and teacher practice than the broader and looser licensed autonomy that had been granted to teachers during the era of educational and economic expansion. 教师是按照学校自治和课堂自治的传统培养出来的，他们一直大声地抗议中央加强课程控制的态势；不同派别的学术人员不满意教育与科学部“官员”的秘密行动，也不满意这些官员与国会政府一起，试图通过对学校课程和教师实践更严密的管理，从而达到控制教育系统的目的。在教育和经济发展的年代，教师们曾

52、经获得过较为广泛的，较为宽松的，官方许可的自治权。,（3）A second and not incompatible explanation is that once the worlds of classroom teaching on the one hand and school administration,educational politics,or educational theory on the other are segregated in this way,teachers can then privilege the former against the latter

53、as a way of defending their own competence and expertise and of undermining challenges to it from elsewhere. 另一种与之相容的解释认为，一旦将课堂教学作为一个方面，将学校行政管理、教育政治或教育理论作为另一方面，用这种方式使之相互分离，教师们可能注重前者而忽视后者，以此捍卫他们自己的能力和专长，粉碎来自别处对它的挑战。,5、英语长句翻译技巧（五）先里后外 “先里后外”的方法指的是，在翻译英语长句时采取变序或调整句子结构的方法，首先完成长句中间部分的翻译，然后完成长句外围部分的翻译。采用“

54、先里后外”的翻译方法时，不仅应该注意内容的连贯和译文的通畅，而且应该兼顾原文的逻辑关系和时间顺序。 （1）Perhaps the most striking feature of the new secondary schools provided by local education authorities, which have so greatly increased in numbers since 1902,is their marked disinclination to deviate to any considerable extent from the main lines

55、of the traditional grammar school curriculum. 自1920年以来，地方教育当局开设的新中学大幅度增加，这些学校的最显著特点也许是明显不愿意在很大程度上偏离传统文法中学课程的主要方针。 （2）Before reaching the conclusion that these schools must remain a separate type of school, we considered carefully the possibility of multilateral schools. 这些学校必须保持为独立类型的学校。在得出这一结论之前，我们

56、仔细考虑了多轨制中学的可能性。,（3）Unlike local school districts, which depend on property taxes as their primary source of stable revenue, states have access to a variety of sources. 地方学区依靠财产税，把它作为稳定收入的主要来源。与地方学区不同的是，各州拥有各种各样的税收来源。 (4) Because of wide media coverage of the host of official educational documents an

57、d measures which have marked the states long and sustained endeavour to exercise greater control over what is learned and by whom in schoolsits attempt to bind schools more firmly in the service of societythis movement has become the best-known one to the public at large and the most contentious amo

58、ng professional educators. 大量的官方文件和官方措施表明，这个国家为了更有力地控制学校里学习什么和由谁来编制教材，已经作了长期而持久的努力，试图将学校与社会服务更加牢固地捆绑在一起，由于新闻媒介广泛宣传了官方文件和官方措施，这个运动已经广为人知，也成了专业教育工作者最有争议的话题。,6、英语长句翻译技巧（六）由外向内 “由外向内”的方法指的是，在翻译英语长句时采序调整句子结构的方法，首先完成长举外围部分的翻译，然后完成长句中间部分的翻译。 (1) If this explanation sounds circularteachers are preoccupied w

59、ith classroom affairs, which makes them fare badly in schoolwide decision-making, which makes them concentrate on classroom affairs still morethis is part because the actual process it describes is circular tooperhaps viciously so！ 如果这种解释听起来是循环的话，其部分原因是它所描述的实际过程是循环的，也许是恶性循环的教师专注于课堂事务，这使得他们在学校范围的事务中表现欠佳，这又反过来使得他们更加专注于课堂事务。,(2) My immediate concern is with what was for some time an equally profound and vigorous, if less clearly defined movement of curriculum change: that of a more school-based nature. 我紧接着要谈的是更具校本性质的课程改革运动。如果不是非