實(shí)用翻譯期末報(bào)告

/thesis/List_13.html ，時(shí)間為2014年12月11日，比 “教書(shū)育人，為人師表”就有好多版本，谷歌翻譯中 在論及英漢差異時(shí)，各界常常會(huì)提到這兩種語(yǔ)言之間的一組顯著關(guān)系：即靜態(tài)（static）與動(dòng)態(tài)（dynamic來(lái)帶的結(jié)果則是使用不便，因?yàn)槊總€(gè)英語(yǔ)句式在只有一個(gè)定式的動(dòng)詞（finiteverb，則不受形態(tài)的影響，“動(dòng)詞連用”（serialverbconstruction）的現(xiàn)象極為普遍，漢語(yǔ)全篇文本的翻譯中，筆者主要運(yùn)用谷歌翻譯（/、道詞典 /）以及愛(ài)詞霸 /）三種電Queen’sQueen’ssmall員queerblacklameHomeattheeleventhWetIwillshowyoutheHealwaystriestokeepwiththe他。他Itismostexcitedformetoseenumerousstudentscomingtoschool.Weareawareofthefactthatchildreninruralareascanrealizetheirdreamswiththehelpofusaswellastheirownefforts.“umrusudetscongocho”來(lái)意譯“莘莘學(xué)子捷報(bào)紛至沓來(lái)”，就可以表明學(xué)生是來(lái)學(xué)校報(bào)到。另外，筆者用“raizethrram”“走出大山”有“實(shí)現(xiàn)夢(mèng)想”的意思。611：Problemsofruralprimaryeducationcanbeseenthat…Studentsneedtobecaredbytheir在例11中，漢語(yǔ)意思是教師主動(dòng)去學(xué)生，而在英語(yǔ)中應(yīng)為學(xué)生應(yīng)該被教師將指代不明確的或者抽象的部分都用具體的實(shí)物體現(xiàn)出來(lái)。如例5、例7和例10：Toformateachingprogramsuitableforruralchildren.Andtheycan’tcultivatetheirchildrenfromthefactorsoftheiremotionsandchildren’scharacters.Mostoftheruralprimaryschoolstudentsareinpsychologicaltroubles,likelow andrebellion.在例5中，筆者將“農(nóng)村小學(xué)教育”這個(gè)廣泛的領(lǐng)域濃縮為ruralclren。將務(wù)虛變?yōu)閯?wù)實(shí)是英語(yǔ)表達(dá)中的一種習(xí)慣方式。在例710中，譯者交代了這三種心理表現(xiàn)其實(shí)都是一種心理缺陷。98：Iwilltrytomakemyeducationmethodsaccepted(bymystudents).[8]：在教好課的基礎(chǔ)上，我將從心理學(xué)角度給學(xué)生的心理安慰Iwillgivestudentsmorepsychologicalcomfortsonthebasisofgivinggood在例9中，譯文就算省去了括號(hào)的內(nèi)容，讀者也可以明白接受者是學(xué)生。在例8中，只需將“psychologicalcomforts”翻譯出來(lái)，無(wú)需再加上psychologically.Somethingshouldbedonebyusinordertoimprovethisphenomenonthroughourownenhancements.throughcontinuousreviewand在例3和例4中，筆者將劃線部分的動(dòng)態(tài)語(yǔ)句轉(zhuǎn)化成了方式名詞短語(yǔ)，這樣，以上是整篇譯文所使用的主要翻譯策略，雖然這些翻譯策略為筆者的翻栓 ：外語(yǔ)教育與研究附錄1.①教書(shū)育人，為人師表。作為一名農(nóng)村小學(xué)教師，②當(dāng)莘莘學(xué)子捷報(bào)紛至沓來(lái)時(shí)，是我最高興的時(shí)候。我們深知，每個(gè)走出農(nóng)村的孩子，不僅需要自己的不斷努力，而且也需要我們教師的培養(yǎng)。目前，農(nóng)村小學(xué)教師隊(duì)伍的建設(shè)仍處于薄弱環(huán)節(jié)，存在教師學(xué)歷不均衡、人員不穩(wěn)定、文化素養(yǎng)偏問(wèn)題。③面對(duì)這種情況，我們?cè)撊绾翁岣咦约旱臉I(yè)務(wù)水平，不斷地充實(shí)自己呢？我認(rèn)為，我們要有積極的學(xué)習(xí)態(tài)度，提高自己的學(xué)習(xí)意識(shí)。④在平時(shí)教學(xué)過(guò)程中，要不斷總結(jié)、，⑤形成一套適合農(nóng)村小學(xué)教育的教學(xué)方案。多看一些有關(guān)教育學(xué)、心理學(xué)的書(shū)籍。自己沒(méi)課的時(shí)候，多聽(tīng)聽(tīng)經(jīng)驗(yàn)豐富的老教師講課，學(xué)習(xí)他們的教學(xué)方法。多聽(tīng)聽(tīng)積極活躍的年輕教師講課，改進(jìn)教學(xué)。只有通過(guò)這樣不斷地學(xué)習(xí)知識(shí)、研究方FeelingsandExperiencesonRuralPrimarySchoolEducation①Teachingandeducatingpeople,beamodelforothers.Asaruralprimaryschoolteacher,②itismostsurprisingformetoseenumerousstudentscomingtoschool.Weareawareofthefactthatchildreninruralareascanrealizetheirdreamswiththehelpofusaswellastheirownefforts.Atpresent,westillhaveweakruralprimaryschoolteachingteam.Forexample,theimbalancededucationalbackground,theunstablenumber,andtherelativelylowculturallicyoftheteachersco-existintheruralelementaryeducation.③Somethingshouldbedonebyusinordertoimprovethisphenomenon.Firstly,wecanenhanceourteachinglevelsandknowledgestructurethroughapositivelearningattitudeandsense.Inthewholeteachingprocess,⑤weneedtoformateachingprogramsuitableforruralchildren④throughreviewandreflection.Secondly,weshouldreadsomepedagogicandpsychologicalbooks.Thirdly,weshouldlearnmoreteachingmethodsfromexperiencedteachersbylisteningtotheirlessonsinoursparetime.Finally,wealsoneedtoimproveourteachingmeansbylisteningtopositiveyoungteachers.Onlyinthiswaycanwe eoutstandingteachersthroughcontinuousknowledgelearning,methodsresearchandthought農(nóng)村的小學(xué)教育階段存在這樣 Problemsofruralprimaryeducationcanbeseen工或務(wù)農(nóng)，他們的知識(shí)程度有小學(xué)教育。其一是人具有社會(huì)校恰恰有嚴(yán)格的規(guī)章制度和適students'parents,mostlyinworkingorfarming,havesuchalimitedlevelofknowledgethattheycan'tguidetheirchildrenfromtheaspectsofeducationandthentheytendtoinstillthetheoryintheirchildrenthateducationisuseless.Tobeobjective,primaryeducationinruralareasshouldbepaidmoreemphasis.Socialityisoneofthereasonstoexinit.Peoplewhowanttohavesomegoodchangeswillbeincontactwithsocietyandlearnsomethingintheprocessofcommunication.Notruralfamiliesbutschoolscanprovidechildrengoodteachingenvironment.Secondly,mostruralchildren,withoutgoodhabits,havealackofconfidenceandarenotstrictwiththemselves.Whiletheycanbebetterinschoolswheretherearestrictregulationsfortheirbenigndevelopment.Inthepastteachingstage,therewerealotofparentswhodon’tattachgreatimportancetotheeducationandschool-agechildrenwhodroppedoutorevendidn’tgotoschools.EverytimeIwillgivetheparentsalessontochangetheirideas.BecauseIbelievethateverychildinruralareashasachancetochangetheirowndestinyiftheyenterthe孩子方面往往形成一種簡(jiǎn)單粗教育中的“淡出”使得農(nóng)村教育我將從心理學(xué)角度給學(xué)生潛移默化地影響我的學(xué)生，地鼓勵(lì)和表?yè)P(yáng)Ruralfamilyeducationisveryimportanttothegrowthofchildren.Parentsinthecountrysidetendtoformasimpleandcrudemodeofeducationintheirchildren’seducation,⑦andtheycan’tcultivatetheirchildrenfromthefactorsoftheiremotionsandchildren’scharacters.Problemsofruraleducationwillbeevenmoreseriouswiththeabsenceofparentsinthefamilyeducation.Asaruralprimaryschoolteacher,⑧Iwillgivestudentsmorepsychologicalcomfortsonthebasisofgivinggoodlessons.Firstofall,Iwillgivethemgoodguidancethroughmy alitycharmssubtlyandgivethemmoreencouragementandpraise.Andimportantly,⑨Iwilltrytomakemymethodsaccepted(bymystudents)through做一名的老師，⑩大withpatience.Secondly,Istrivetobeaneasy-teacher.Asafact,⑩mostoftheruralprimary們的教師又是他們的朋友。更應(yīng)studentsareinpsychologicaltroubles,like andrebellion.Therefore,Ishallbetheirmentor,sincerelyberespectful,becaring生，把學(xué)生放在與自己的themandbeequaltothem.⑾Finally,studentsneed置上。⑾最后，應(yīng)學(xué)會(huì)，becaredbytheirteachers,soIshouldlearntobebest作為一名堅(jiān)守在自己崗位上的農(nóng)村小學(xué)教師，我無(wú)比榮幸。對(duì)于來(lái)說(shuō)，我是問(wèn)心無(wú)悔的，因?yàn)檫@是我喜歡的職業(yè)。對(duì)于家長(zhǎng)和孩子來(lái)說(shuō)，我是問(wèn)心無(wú)愧的，我將通過(guò)自己的不斷努力，讓我的每一名學(xué)生都能健康A(chǔ)notherwordagain,itismygreathonortobearuralprimaryschoolteacherstickingtomyownpost.Formyself,Iamngthejobwith