實用翻譯教程 的英文怎麼說

中文拼音 [shíyòngfānyìjiāochéng]
實用翻譯教程 英文
an applied theory of translation
  • 實 : Ⅰ形容詞1 （內部完全填滿 沒有空隙） solid 2 （真實; 實在） true; real; honest Ⅱ名詞1 （實際; 事實...
  • 用 : Ⅰ動詞1 （使用） use; employ; apply 2 （多用於否定: 需要） need 3 （敬辭: 吃; 喝） eat; drink Ⅱ名...
  • 翻 : 動詞1 （變換位置; 歪倒; 反轉） turn over; turn around; reverse 2 （移動物體尋找） rummage; search...
  • 譯 : 動詞（翻譯） translate; interpret
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 程 : 名詞1 （規章; 法式） rule; regulation 2 （進度; 程序） order; procedure 3 （路途; 一段路） journe...
  • 翻譯 : 1 （把一種語言譯成另一種語言） translate; interpret; put into ; turn into ; transcribe; render 2 ...
  1. In addition, i have done some following works : to compile usual chemistry english words ( basic concepts and basic theory ), to translate chemical experiment for students of senior one, to translate exercises for students of senior one, to accumulate and compile about twenty parts of bilingual teaching material, to design about ten classes of teaching material, to issue my article in an important magazine of our contoury, to take part in the chemistry bilingual teaching study group of shanghai, etc. through bilingual teaching, the students have made progress in following aspects : ( 1 ) they have enlarged science vocabulary obviously, and feel easy to accept them ; ( 2 ) they have read some science material more fluently, and their ability has risen in inquiring from internet ; ( 3 ) they can express, in english, some usual chemical terminology, chemical principle, substance phenomenon and experiment procedures ; ( 4 ) in both chemistry and english, they have certain confidence to study well, and have made great progress in both subjects comparing with students of no bilingual teaching

    在兩年的論文撰寫過程，本人在自編教材進行化學雙語教學實踐和研究的同時，還編寫了化學雙語常用詞匯（基本概念、基本理論部分） 、翻譯了高一化學學生實驗、翻譯了高一上學期學生練習冊習題、收集和編寫了雙語教學內容和閱讀材料20篇左右、雙語教學設計十篇、在國家核心期刊《中小學英語教學與研究》上發表文章： 《高中化學雙語教學的體會》 、在市化學中心組-雙語課題組中，參與編寫了化學雙語教師用書、等等。學生通過雙語教學，主要獲得了以下收獲: （ 1 ）科技詞匯量明顯的增加，對科技詞匯的接受己不一再感到困難; （ 2 ）能較熟練的閱讀有關科技文章，同時，提高了網_ _上查詢科技資料的能力; （ 3 ）對簡單常用的化學術語、化學原理、物質現象和實驗操作過程等，能用英語表達下來; （ 4 ）對學好英語和化學都有了一定的信心，在英語和化學兩門學科的學習_ l ，比非雙語學生平均有了明顯提高。
  2. In contrast to this, our traditional concept holds the idea that a person with some english knowledge and skills can be a qualified english teacher. therefore, a problem of unapparent specialized features of curriculum exists, which is reflected in the unsuitable position for methodology ; the small portion of educational courses and the short period of teaching practice, and also english language classrooms are still dominated by grammar - translation method

    而我國傳統觀點認為，只要掌握了英語學科知識與技能就能當教師，因而在英語教育專業課程設置上存在著專業特徵不明顯的問題，具體體現在教育類課程所佔份額嚴重偏低，英語教學法課程定位不當，教育實習期短等方面，而相關英語課堂依然採用語法翻譯法等。
  3. She has been teaching english in college for over 6 years, and has worked as an interpreter in guangzhou jockey club and a department manager in aiu insurance company ( aig ) for 8 years

    擔任高校英語教學工作至今六年，主要教授《實用英語》 、 《綜合英語》 、 《英語口語》等課程，同時曾在大型國企廣州賽馬會擔任過翻譯，及在外資金融機構美國國際集團下屬美亞保險公司從事管理工作長達8年。
  4. In the process of our teaching of translation theory and practice, we attempt to introduce eugene nida ' s dynamic equivalence with the introduction of several important concepts which we believe are helpful to chinese learners in the hope that dynamic translation theory will become more easily acceptable and applicable to our students

    在翻譯理論與實踐課程教學中，我們嘗試在介紹動態對等理論的同時引入主要和次要信息等概念，使學生更好地、更容易地接受和運用動態翻譯理論。
  5. In order to find a way out of the difficult position, therefore, it is necessary to make a proper course arrangement, to strengthen the publishing of comprehensive pragmatic translation textbooks and training of pragmatic translation teachers, to guide students to take part in pragmatic translation practice and put adequate emphasis on the students ' translation ethics education

    因此，有必要合理調整課程設置、加強綜合性應用翻譯教材的建設和應用翻譯教學師資力量的培養、引導學生積極參加應用翻譯實踐、加強學生譯德教育，以便找到一條使應用翻譯教學擺脫困境的出路。
  6. This paper discusses how to introduce the theory of context into classroom teaching, and how to help students to interpret texts and achieve a clear picture of the common features through contexts of culture, and situation by discourse analysis to develop their translation competence

    摘要將語境理論引入課堂教學，在教學過程中通過分析語篇所蘊涵的文化語境、情景語境，可幫助學生理解並掌握實用文格式和行文風格所具有的共性特點，提高學生的翻譯能力。
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