教育技術(shù)學(xué)專業(yè)英語教學(xué)

1、教育 專業(yè)英語,Specialized English for Education,肖化移,Email: huayi_xiao,Unit 1 Introduction（概述）,一、概述 內(nèi)容簡(jiǎn)介： 專業(yè)外語（英）是關(guān)于如何運(yùn)用英語，獲得和表達(dá)教育專業(yè)信息的一門課程。該課程的內(nèi)容主要包括：專業(yè)外語的特點(diǎn)；教育專業(yè)術(shù)語的英漢互譯；教育專業(yè)英語文獻(xiàn)的查尋與研讀；教育專業(yè)漢語文獻(xiàn)的翻譯技能等。 參考教材： 王斌華.專業(yè)外語教程（教育類）M.上海:上海教育出版社, 2001 . 教學(xué)目的： 掌握英譯漢的長句翻譯技巧，做到理解正確，譯文譯句通暢； 了解專業(yè)英語的語法特點(diǎn)、詞匯特點(diǎn)及各種文體中常用的術(shù)語；

2、能快速閱讀原著文章，迅速獲取信息和中心思想； 理解專業(yè)英語翻譯的基本方法，準(zhǔn)確翻譯專業(yè)術(shù)語； 了解常見國外文獻(xiàn)及其檢索：如ERIC/、.uk； 能進(jìn)行專業(yè)英語寫作：教育論文提綱（OUTLINE）、引言（INTRODUCTION）、摘要（ABSTRACT）和結(jié)論（CONCLUSION）； 拓寬專業(yè)知識(shí)。,二、 專業(yè)英語的學(xué)習(xí)方法 專業(yè)英語閱讀與普通英語的快速閱讀的方法所不同，專業(yè)英語閱讀要把準(zhǔn)確理解放在首位，在準(zhǔn)確理解的基礎(chǔ)上提高閱讀速度。和其他的英語能力祥，專業(yè)英語閱讀能力，需要通過長期的實(shí)踐才能獲得，不可能一蹴而就，多讀多練是提高專業(yè)英語閱讀能力的最有效的方法。 課文 專業(yè)

3、術(shù)語 長句翻譯 論文標(biāo)題、摘要翻譯,在文章結(jié)構(gòu)方面，邏輯嚴(yán)謹(jǐn)，層次分明，復(fù)雜長句多； 2、 在用詞方面，必然要用到專業(yè)術(shù)語和專業(yè)單詞，以及詞性變換多；英語單詞有不少是多性詞，如： Above 介詞：above all (things) 形容詞：for the above reason 副詞：as(has been ) indicated above 3.在語法方面，非謂語動(dòng)詞多，較多地使用被動(dòng)語態(tài)； 如動(dòng)名詞、分詞（現(xiàn)在分詞和過去分詞）、不定式 To be a true professional requires lifelong learning 要成為一個(gè)名副其實(shí)的內(nèi)行，需要 學(xué)到老。 H

4、eating water does not change its chemical composition. 把水加熱并不會(huì)改變水的化學(xué)成分。 Matter is anything having weight and occupying space. 任何具有重量并占有空間的東西都是物質(zhì)。,三、專業(yè)英語的特點(diǎn)：,被動(dòng)語態(tài)多,科技英語1/3以上用被動(dòng)句，但譯成漢語不一定用被動(dòng)語態(tài) 例句： No work can be done without energy 沒有能量決不能做功 All sorts of necessaries of life can be made of plastics Aut

5、omobiles may be manufactured with computer-driven robots or put together almost totally by hand.,英語原著翻譯的一般知識(shí)與技巧,翻譯是一門科學(xué)，同時(shí)也是藝術(shù)，是技巧。作為科學(xué)，翻譯與其他學(xué)科一樣，有其自身的特點(diǎn)與規(guī)律；作為藝術(shù)，翻譯不像其他自然科學(xué)那樣，某些原則、理論可以作為標(biāo)準(zhǔn)或定律得到普遍的認(rèn)同和廣泛的應(yīng)用，而是需要翻譯者的創(chuàng)造性加工任何兩種語言文字之間的翻譯，決不可能是簡(jiǎn)單的機(jī)械轉(zhuǎn)換或一成不變的文字“對(duì)號(hào)入座”；說它是技巧，是因?yàn)榉g和其他藝術(shù)一樣，光憑空洞的理論知識(shí)是不夠的，需要經(jīng)過大量的實(shí)

6、踐才能真正把握它，運(yùn)用它，即所謂的“熟能生巧”。 (1)翻譯的類型： 按涉及的語言：本族語外語；外語本族語。 按工作方式：口譯、筆譯、機(jī)器翻譯。 按翻譯材料：科技類、文學(xué)作品類、政論作品類、其他應(yīng)用文類。 按具體的處理方式：全譯、摘譯、編譯。,(2)翻譯標(biāo)準(zhǔn)問題： 翻譯標(biāo)準(zhǔn)是衡量譯文質(zhì)量的尺度，又是指導(dǎo)翻譯實(shí)踐的準(zhǔn)則。我國有系統(tǒng)的翻譯理論研究是從近代開始的。 “信、達(dá)、雅”之說。信：忠實(shí)原文；達(dá)：通順、流暢；雅：優(yōu)雅、美好。 (3)直譯與意譯： 均應(yīng)以理解原文為前提。在處理方法上，直譯要直得近情理，便于讀者理解、接受，否則就會(huì)變成硬譯、死譯；意譯應(yīng)當(dāng)注重事實(shí)依據(jù)，不能無中生有、信口開河，否則就

7、會(huì)變成胡譯、亂譯。 英譯漢中的直譯： Chain reaction： 連鎖反應(yīng)； Gentlemens agreement： 君子協(xié)定。 漢譯英中的直譯： 紙老虎： paper tiger; 一國兩制： one country,two system.,意譯： Adams apple: 亂七八糟； Do you see any green in my eye? 你以為我是幼稚可欺的嗎？ Original English: I love tiger cat,British movies on public television, fluffy blouses, the nuclear family

8、,(Helen Snow ,My China Years) Chinese Version A: 我愛虎貓，（愛）電視上放映的英國影片，有絨毛的短衫，核心家庭， Chinese Version B： 我喜歡豹貓，喜歡公共電視臺(tái)播放的英國電影，喜歡蓬松柔軟的棉毛衫，喜歡一夫一妻制的家庭， nuclear family：a family group that consists only of father, mother and children小家庭,(4)翻譯技巧 ADiction（遣詞用句） BAmplification（增詞法） COmission（省略法） DRepetition（重復(fù)法

9、） EConversion（轉(zhuǎn)換） F. Restructuring（結(jié)構(gòu)調(diào)整） G. Division（長句拆譯） H. Negation（正說反譯，反說正譯） 學(xué)習(xí)： 學(xué)習(xí)知識(shí)： acquire knowledge; 學(xué)習(xí)技術(shù)： master a skill; 學(xué)習(xí)外語： study a foreign language; 學(xué)習(xí)成績： academic records; 互相學(xué)習(xí)： learn from each other; 學(xué)習(xí)別人的長處： emulate others strong points; 以雷鋒為學(xué)習(xí)的榜樣： follow the example of Lei Feng.,

10、Unit 2 教育論文及其標(biāo)題、摘要和關(guān)鍵詞的翻譯 一、學(xué)術(shù)論文的英文寫作簡(jiǎn)介,一篇完整規(guī)范的學(xué)術(shù)論文結(jié)構(gòu)如左所示： 其中， Title， Abstract，Introduction，Method， Result，Discussion，Conclusion和Reference 八項(xiàng)內(nèi)容是必不可少的，其他內(nèi)容則根據(jù)具體需要而定,（二）正文 學(xué)術(shù)論文的正文一般包括Method，Result，Discussion三個(gè)部分。這三部分主要描述研究課題的具體內(nèi)容、方法，研究過程中所使用的設(shè)備、儀器、條件，并如實(shí)公布有關(guān)數(shù)據(jù)和研究結(jié)果等。Conclusion是對(duì)全文內(nèi)容或有關(guān)研究課題進(jìn)行的總體性討論。它具有

11、嚴(yán)密的科學(xué)性和客觀性，反映一個(gè)研究課題的價(jià)值，同時(shí)提出以后的研究方向。 為了幫助說明論據(jù)、事實(shí)，正文中經(jīng)常使用各種圖表。最常用的是附圖（Figure）和表（Table），此外還有圖解或簡(jiǎn)圖（Diagram）、曲線圖或流程圖（Graph）、視圖（View）、剖面圖（Profile）、圖案（Pattern）等。在文中提到時(shí)，通常的表達(dá)法為： 如圖 4 所示 As (is) shown in Fig.4, 如表 1 所示 As (is) shown in Tab.1,一、學(xué)術(shù)論文的英文寫作簡(jiǎn)介,（三）結(jié)論 在正文最后應(yīng)有結(jié)論（Conclusions）或建議(Suggestions)。 (1) 關(guān)于結(jié)

12、論可用如下表達(dá)方式： The following conclusions can be drawn from (由可得出如下結(jié)論) It can be concluded that (可以得出結(jié)論) We may conclude that或We come to the conclusion that(我們得出如下結(jié)論) It is generally accepted (believed, held, acknowledged) that(一般認(rèn)為)(用于表示肯定的結(jié)論) We think (consider, believe, feel) that(我們認(rèn)為)(用于表示留有商量余地的結(jié)論)

13、 (2) 關(guān)于建議可用如下表達(dá)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、學(xué)術(shù)論文的英文寫作簡(jiǎn)介,（四）結(jié)尾部分 1、致謝 為了對(duì)曾給予支持與幫助或關(guān)心的人表示感謝，在論文之后，作者通常對(duì)有關(guān)人員致以簡(jiǎn)短的謝詞，可用如下方式： I a

14、m 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 grat

15、itude for sth.,一、學(xué)術(shù)論文的英文寫作簡(jiǎn)介,（四）結(jié)尾部分 2、注釋 注釋有兩種方式，一種為腳注，即將注釋放在出現(xiàn)的當(dāng)頁底部；另一種是將全文注釋集中在結(jié)尾部分。兩種注釋位置不同，方法一樣。注釋內(nèi)容包括: (1) 引文出處。注釋方式參見“參考文獻(xiàn)”。 (2) 對(duì)引文的說明,如作者的見解、解釋。 (3) 文中所提到的人的身份，依次為職稱或職務(wù)、單位。如: Professor, Dean of Dept. University（教授，大學(xué)系主任） Chairman, Company, USA（美國公司董事長） (4) 本論文是否曾發(fā)表過。,一、學(xué)術(shù)論文的英文寫作簡(jiǎn)介,（四）結(jié)尾部分 3

16、、參考文獻(xiàn) 在論文的最后應(yīng)將寫論文所參考過的主要論著列出，目的是表示對(duì)別人成果的尊重或表示本論文的科學(xué)根據(jù)，同時(shí)也便于讀者查閱。參考文獻(xiàn)的列法如下： 如果是書籍，應(yīng)依次寫出作者、書名、出版社名稱、出版年代、頁數(shù)。如: Dailey, C.L. and Wood, F.C., Computation curves for compressible Fluid Problems, John Wiley ,三、英文摘要的寫作技巧,4、摘要的英文寫作風(fēng)格 6） 使用長的、連串的形容詞、名詞、或形容詞加名詞來修飾名詞。為打破這種狀態(tài)，可使用介詞短語，或用連字符連接名詞詞組中的名詞，形成修飾單元。 7）

17、使用短的、簡(jiǎn)單的、具體的、熟悉的詞。不使用華麗的詞藻。 8） 避免使用那些既不說明問題，又沒有任何含意的短語。例如： “specially designed or formulated”，“ The author discusses”， “The author studied” 應(yīng)刪去。 不使用俚語、非英語的句子，慎用行話和口語，不使用電報(bào)體。 9）盡可能變換句式。 附：案例,The massification of higher education makes it imperative for higher vocational education to grow in a massive

18、 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 standa

19、rds, 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

20、-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 discr

21、epancy 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

22、 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 afterward

23、s. 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

24、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 mo

25、de, 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 scien

26、ce. 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 eff

27、iciency, 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

28、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 s

29、tandard 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 disco

30、very 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 an

31、alysis 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

32、 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

33、 the gaps we still have between the expectation and the reality.,總結(jié)： 論文摘要的翻譯及其方法和技巧 1、本人認(rèn)為In the authors eye 2、已有的研究主要是關(guān)于；而對(duì)研究不夠The literature is rich in the topic about,but poor in 3、出于以上考慮；有鑒于此For the above-mentioned reasons, 4、本文共分幾部分All my propositions and explanations are made in 5、總之，本文To conc

34、lude, after detailed and comprehensive study, the author succeeds in 6. 本章認(rèn)為probes into ，gives, focuses on, is intended to, deals with,Unit Three Techniques and methods of translating long English sentences,1、英語長句翻譯技巧（一）順流而下； 2、英語長句翻譯技巧（二）逆水而上； 3、英語長句翻譯技巧（三）重重疊疊； 4、英語長句翻譯技巧（四）化整為零； 5、英語長句翻譯技巧（五）先里后外

35、； 6、英語長句翻譯技巧（六）由外向內(nèi)； 7、英語長句翻譯技巧（七）先總后分。,1、英語長句翻譯技巧（一）順流而下,“順流而下”的方法指的是，在翻譯英語長句時(shí)基本保持原文的順序。也就是說，漢語譯文的語序與英語長句的語序基本保持一致，從而產(chǎn)生一氣呵成的效果。也稱“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

36、noticeable in this instance. 保守傾向和模仿傾向是英國政治和社會(huì)制度演變過程中的顯著特點(diǎn)，在這里也特別引人注目。 （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 sc

37、hool life. 具有諷刺意味的是，當(dāng)時(shí)這個(gè)過程的部分意圖旨在提高教師士氣和加強(qiáng)教師的參與程度這也是學(xué)校內(nèi)部改革的一項(xiàng)共同目標(biāo)，結(jié)果卻降低了教師的士氣，并將教師與學(xué)校生活的集體事務(wù)割裂開來。,（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 numbe

38、rs of working class pupils that years of repeated failure within an academically dominated national curriculum has taken from them. 將這些形式的課程實(shí)驗(yàn)局限于年齡較大的差生是有重大意義的。它代表了一種嘗試，即在大量的工人階級(jí)的子女中重新恢復(fù)和重新建立某種學(xué)習(xí)動(dòng)機(jī)。多年來，他們?cè)趯W(xué)術(shù)性占主導(dǎo)地位的國家課程中屢屢失敗，已經(jīng)使得他們喪失了這種學(xué)習(xí)動(dòng)機(jī)。 （4）Instead,if we accept the general point that in cultural

39、terms,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，如果我們接受以下普遍性的觀點(diǎn)：即用文化術(shù)語來說，如果教師像其他工作者一樣，是自己職業(yè)環(huán)境中的產(chǎn)物，那么，我們不妨

40、更好地注重如何改變職業(yè)狀況，以便引發(fā)出一種不同的文化反映。,2、英語長句翻譯技巧（二）逆水而上 “逆水而上”的方法指的是，在翻譯英語長句時(shí)顛倒原文的語序，或者說，把漢語譯文的語序與英語長句的語序基本顛倒過來。這種翻譯順序正好與“順流而下”的翻譯順序相反。采用這種翻譯方法時(shí)，不僅要注意內(nèi)容的連貫和譯文的通暢，而且要兼顧原文的邏輯關(guān)系和時(shí)間順序。也稱“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 terminat

41、ed so abruptly. 為什么里佛代爾的課程討論結(jié)束得如此突然？當(dāng)然會(huì)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 Tech

42、nical Schools from 1913 onwards. 19111912年期間倫敦和曼徹斯特中心學(xué)校的發(fā)展以及1913年起初等技術(shù)學(xué)校的發(fā)展表明，在一個(gè)高度工業(yè)化的社會(huì)里，需要開設(shè)以培養(yǎng)工商業(yè)人士為方向的非學(xué)術(shù)性初等后學(xué)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 t

43、he needs of 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，適合11、1216、17歲男孩女孩需要的中等教育和以升大學(xué)為方向的傳統(tǒng)學(xué)術(shù)課程之間開始出現(xiàn)混亂狀態(tài)，中等教育領(lǐng)域里目前的困難大都是從這種混亂狀態(tài)中衍生出來的。 （4）The natural tendency,however,to keep within the ambit of the grammar

44、 school tradition 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年以及后來的年份里，教育部頒布了中等學(xué)校的規(guī)則，后來在1917年組織了“第一級(jí)學(xué)校

45、（證書）考試”，這些做法大大強(qiáng)化了這種囿于文法中學(xué)傳統(tǒng)的自然傾向，而且從某種意義上說，這些做法促進(jìn)了這種自然傾向。,3、英語長句翻譯技巧（三）重重疊疊,“重重疊疊”的方法指的是在翻譯英語長句時(shí)采取拆句、斷句的方法，在漢語譯文中重疊使用某些詞語，從而保持譯文的暢通。 （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

46、of curriculum development which has now become familiar to usthat comprising a National Curriculum. 這種考察也將突出某些更重要的因素，這些更重要的因素促使人們對(duì)另一種課程開發(fā)模式產(chǎn)生極大的興趣和強(qiáng)烈的緊迫感。另一種課程開發(fā)模式現(xiàn)在已經(jīng)為我們所熟悉它構(gòu)成了國家課程。 （2）This important meeting is followed by a period of information-gathering during which not only classroom observatio

47、n takes place but also such other written and oral information is sought as has been agreed by both parties. 這次重要的會(huì)議以后，進(jìn)入信息收集階段。在信息收集階段，不僅要進(jìn)行課堂聽課，而且要收集書面和口頭信息。課堂聽課和收集信息須經(jīng)雙方同意。,（3）Fourth-grade students,in their role as biologists,receive a letter from an elementary school student who has found a brow

48、n furry ”something”hanging under the eaves of the familys garage. 四年級(jí)學(xué)生在扮演生物學(xué)家時(shí)，收到了一封小學(xué)生的來信，這位小學(xué)生發(fā)現(xiàn)了一個(gè)褐色的、毛茸茸的“東西”，那東西掛在他家車庫的屋檐下。 4、英語長句翻譯技巧（四）化整為零 英語長句多，漢語句子常較短?！盎麨榱恪钡姆椒ㄖ傅氖窃诜g英語長句時(shí)利用英語和漢語句子的不同特點(diǎn)，采用拆句、斷句、分割、詞性轉(zhuǎn)換等手段，將英語長句譯成若干個(gè)漢語短句。 （1）Many students who transfer from university to teachers college st

49、udies later prove to be excellent teachers and,given the opportunity,complete work for a degree at a later stage. 許多學(xué)生從大學(xué)轉(zhuǎn)到師范學(xué)院學(xué)習(xí)，后來成為了優(yōu)秀的學(xué)生，一有機(jī)會(huì)時(shí)，在以后的階段里完成了攻讀學(xué)位的學(xué)業(yè)。,（2）The teaching profession raised on a tradition of school and classroom autonomyhas been voluble in its protests against moves toward

50、s greater 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 sc

51、hool curriculum and teacher practice than the broader and looser licensed autonomy that had been granted to teachers during the era of educational and economic expansion. 教師是按照學(xué)校自治和課堂自治的傳統(tǒng)培養(yǎng)出來的，他們一直大聲地抗議中央加強(qiáng)課程控制的態(tài)勢(shì)；不同派別的學(xué)術(shù)人員不滿意教育與科學(xué)部“官員”的秘密行動(dòng)，也不滿意這些官員與國會(huì)政府一起，試圖通過對(duì)學(xué)校課程和教師實(shí)踐更嚴(yán)密的管理，從而達(dá)到控制教育系統(tǒng)的目的。在教育和經(jīng)濟(jì)

52、發(fā)展的年代，教師們?cè)?jīng)獲得過較為廣泛的，較為寬松的，官方許可的自治權(quán)。,（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 t

53、he latter as a way of defending their own competence and expertise and of undermining challenges to it from elsewhere. 另一種與之相容的解釋認(rèn)為，一旦將課堂教學(xué)作為一個(gè)方面，將學(xué)校行政管理、教育政治或教育理論作為另一方面，用這種方式使之相互分離，教師們可能注重前者而忽視后者，以此捍衛(wèi)他們自己的能力和專長，粉碎來自別處對(duì)它的挑戰(zhàn)。,5、英語長句翻譯技巧（五）先里后外 “先里后外”的方法指的是，在翻譯英語長句時(shí)采取變序或調(diào)整句子結(jié)構(gòu)的方法，首先完成長句中間部分的翻譯，然后完成長句外

54、圍部分的翻譯。采用“先里后外”的翻譯方法時(shí)，不僅應(yīng)該注意內(nèi)容的連貫和譯文的通暢，而且應(yīng)該兼顧原文的邏輯關(guān)系和時(shí)間順序。 （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 m

55、ain lines of the traditional grammar school curriculum. 自1920年以來，地方教育當(dāng)局開設(shè)的新中學(xué)大幅度增加，這些學(xué)校的最顯著特點(diǎn)也許是明顯不愿意在很大程度上偏離傳統(tǒng)文法中學(xué)課程的主要方針。 （2）Before reaching the conclusion that these schools must remain a separate type of school, we considered carefully the possibility of multilateral schools. 這些學(xué)校必須保持為獨(dú)立類型的學(xué)校。在得

56、出這一結(jié)論之前，我們仔細(xì)考慮了多軌制中學(xué)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. 地方學(xué)區(qū)依靠財(cái)產(chǎn)稅，把它作為穩(wěn)定收入的主要來源。與地方學(xué)區(qū)不同的是，各州擁有各種各樣的稅收來源。 (4) Because of wide media coverage of the host of official educational do

57、cuments and 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 conte

58、ntious among professional educators. 大量的官方文件和官方措施表明，這個(gè)國家為了更有力地控制學(xué)校里學(xué)習(xí)什么和由誰來編制教材，已經(jīng)作了長期而持久的努力，試圖將學(xué)校與社會(huì)服務(wù)更加牢固地捆綁在一起，由于新聞媒介廣泛宣傳了官方文件和官方措施，這個(gè)運(yùn)動(dòng)已經(jīng)廣為人知，也成了專業(yè)教育工作者最有爭(zhēng)議的話題。,6、英語長句翻譯技巧（六）由外向內(nèi) “由外向內(nèi)”的方法指的是，在翻譯英語長句時(shí)采序調(diào)整句子結(jié)構(gòu)的方法，首先完成長舉外圍部分的翻譯，然后完成長句中間部分的翻譯。 (1) If this explanation sounds circularteachers are pre

59、occupied with 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！ 如果這種解釋聽起來是循環(huán)的話，其部分原因是它所描述的實(shí)際過程是循環(huán)的，也許是惡性循環(huán)的教師專注于課堂事務(wù)，這使得他們?cè)趯W(xué)校范圍的事務(wù)中表現(xiàn)欠佳，這又反過來使得他們更加專注于課堂事務(wù)。,(2) My immediate concern is with what was