教育英语文献选读部分文章翻译
文献阅读与翻译 第一章译文参考
U1 General DescriptionII. Translation1. Put the following sentences into Chinese, using either literal or free translation. 1) It was the best of times, it was the worst of times; it was the age of wisdom, it was the age of foolishness; it was the epoch of belief, it was the epoch of incredulity; itwas the season of the Light, it was the season of Darkness; it was the spring of Hope,it was the winter of Despair; we had everything before us, we had nothing before us; we were all going to Heaven, we were all going direct the other way.这是最美好的时期，这是最坏的时期，这是智慧的年代，这是愚蠢的年代，这是从满信仰的时代，这是顾虑重重的时代，这是光明的季节，这是黑暗的季节，这是富有希望的春天，这是充满绝望的寒冬；我们拥有一切，我们一无所有；我们正笔直走向天堂，我们正笔直走向地狱。
2) A greeting card can warm a heart, hold a hand, lend an ear, pat a back, light up a face, tickle a funny bone, dry an eye, surprise a child, woo a sweetheart, toast a bride, welcome a stranger, wave a good-bye, shout a bravo, blow a kiss, mend a quarrel, ease a pain, boost a morale, stop a worry and start a tradition.一张小小贺卡可以温暖一颗心，握紧一双手，倾听肺腑言，轻拍友人背；它另人喜洋洋，撩得心痒痒，抹去泪汪汪；它给孩子以惊喜，给恋人以温纯，给新娘以祝福，给路人以欢迎；它可用以挥手道别，高声喝彩，遥寄飞吻，也可用以弥补嫌隙，减轻痛苦，提高士气，解除忧虑，开创一种新风尚。
中外散文选读部分(上)翻译
●● 2 How to Grow Old[A]1. Did all Russell's ancestors live to a ripe old age?No, they didn't. His maternal grandfather died at 67 and one of his remoter ancestors did not die a natural death.2.How did his maternal grandmother keep herself occupied after she became a widow? What was her attitude towards her grandchildren?She did that by devoting herself to women's higher education, specifically to opening the medical profession to women. Her attitude towards her grandchildren was impersonal.3. According to the author, what is the proper recipe for remaining young?To have wide and keen interests and to be engaged in some related activities.4. What dangers does the author think one should guard against in old age?One is excessive absorption in the past, and the other is undue dependence on the young for getting vigour from its vitality.5. What attitude should be adopted towards one's grown-up children?Accepting the fact that they are grown-ups now and leave them to live their own lives.6. Why is it no use telling grown-up children not to make mistakes?One reason is that grown-up children do not accept what their parents tell them.The other reason is that no one can avoid making mistakes. So we may say that everyone learns from his own mistakes.7. What, in the opinion of the author, is the best way for an old person to overcome the fear of death?The best way is to make one's interests gradually wider and more impersonal, or to make one's life increasingly merged in the universal life.[B]1. Do you agree with the author's views on old age and death? State your reasons.Yes. An active and independent old age is good way to keep young..2. What does the author compare the life of an individual to?A river.3. Are the author's views in this essay to be taken seriously through out?Not through out. The author was joking when he said that one should choose one's ancestors carefully.4. Comment on the sentence 'Young men who have reason to fear that they will be killed in battle may justifiably feel bitter in the thought that they have been cheated of the best things that life has to offer.'The author means that the fear of death in young people may be justified because they have not tasted the best things of life.On the other hand, the author is suggesting that the fear of death in the old is not as acceptable - because he has known human joys and sorrows.We may further say that the author is urging the old to accept the fact of human life, that man has a limited lifetime. So if one has had his share of human joys and sorrows, one should be ready to accept that fact he is near the end of his life.II Paraphrasing1. If this is true it should be forgotten, and if it is forgotten it will probably not be true.If it is true that one's emotions used to be more vivid and one's mind used to be more keen, one should try to forget that. And if one can really forget that, who can say for certain that one is older or lower than one used to be.2. One's interest should be contemplative and, if possible, philanthropic, but not unduly emotional.One should have impersonal interests and one should not concern oneself too much with one's children and grandchildren.3. It is in this sphere that long experience is really fruitful, and it is in this sphere that the wisdom born of experience can be exercised without being oppressive."this sphere" refers to "appropriate activities"Only in appropriate activities is long experience helpful and is the wisdom brought by experience useful - otherwise it is unbearable.●●5 As I see it[A]1. What do you think made Shaw give this radio talk in 1937?To urge the British people to be conscientious objectors of war and to make them realize that to be a pacifist in the present war is not the right attitude and that the British should change the distribution system in order to avoid the most dangerous war between Capitalism and Communism.2. What was happening in Spain and China?Spain and China were both at war at that time. Japan invaded China and Spain was in a civil war.3. Are the horrors of war as described by Shaw real or imaginary?Some are real and some are imaginary. The description of the street scenes was real in Spain and China, but in 1937 London or Paris were not yet in the danger of being bombed by any enemy country.4. Why did Shaw hate war?Because of the loss of human lives on both side at war - besides the dangers of war.5. Did Shaw give his whole-hearted support to the pacifist movement against war?No, he thought at that moment the pacifist movement was a wrong movement. Because Mussolini and Hitler did not let others live, so people should not tolerate them and must fight against them.6. What kind of war did Shaw think would put an end to civilization?The war between Capitalism and Communism, or between landowning and labour.7. What was wrong with Britain according to Shaw?Its distribution system is unfair and unjust and its people are not any taking actions to change the situation - they only keep talking about it.8. Was Shaw optimistic? Or did he end his speech on a note of despair?No, he was not optimistic and there is a note of despair when he came to the end of his speech. As he said, "nobody takes any notice" of what he had said.[B] 1. What are conscientious objectors?（出于道德或宗教上的原因而）拒绝服兵役的人，不积极参与任何有关战争行动的人。
英文文献和中文翻译
Enzyme Activity DeterminationAssay the activity of alanine aminotransferase (ALT) in serum(Mohun’s Method)* Enzyme activity is the ability of an enzyme to catalyze a specific reaction and a measure of quantity of enzyme present .* Reaction rate can be measured as disappearance of reactant or accumulation of product per unit time under some condition such as identified reactant and product,reaction time and temperature.A unit of enzyme activity is the amount of enzyme activity which will catalyze thetransformation of 1 micromole of the substrate per minute under standard conditions. The unit has the symbol “U”.The plasma concentration of most enzymes remains fairly constant in the case of a normal individual. It will be altered if there is:a) Change of synthesis of enzymes within the cell;b) Cellular damage;c) Change in the size of enzymes forming tissue ;d) An alteration in the rate of inactivation and disposal of enzymes;e) An obstruction to a normal pathway of enzyme excretion.The serum nonfunctional enzyme determinations are particularly helpful in clinical medicine, it may be useful to:a) Assess the severity of the organ damage;b) Differentiate a particular type of disease;c) Follow the trend of the disease;d) Determine post-operative risk.Normally the serum transaminase levels are low but after extensive tissue destruction these enzymes are liberated into the serum.Liver tissue is rich in Aspartate Transferase (AST) and alanine aminotransferase (ALT), but contains more of ALT than of AST. Therefore measurement of the serum levels (activity) of ALT is to ascertain the potential for liver cell damage.Principle:The quantitative of serum ALT reflect the damage of liver cell. Activities of serum ALT were determined colorimetrically according to Mohun (1957).ALT can catalyze the transamination: ALTL-Alanine+α-ketoglutarate↔Pyruvate+ Glutamic acidThen, 2,4-dinitro-phenylhydrazine is added for stopping the reaction and marron compounds are formed which response to a-ketoacid. The absorbance at 520nm of the product formed from pyruvate is bigger than that from a-ketoglutarate. So we can detect the activity of ALT by spectrophotometry.In this experiment, one Unit of ALT activity in serum is defined as the amount of enzyme needed to produce 2.5μg of pyruvate per ml serum after it is incubated with the substrate at 37o C, pH 7.4 for 30 min.Procedure:Accurately pipette into 4 tubes respectivelyTest (1) Test Blank (2) Standard (3) Standard Blank (4)Substrate buffer 0.5 0 0.5 0.5Put the tubes into water bath at 37oC for 1 minSerum 0.1 0.1 0 0Pyruvate (200μg/ml)0 0 0.1 0Phosphate buffer 0 0 0 0.1Mix the tubes sufficiently, and put into water bath at 37oC for 30 min.2,4-dinitro-phenylhydrazine 0.5 0.5 0.5 0.5Substrate buffer 0 0.5 0 0Mix the tubes, and put into water bath at 37oC for 20 min0.4 mol/L NaOH 5.0 5.0 5.0 5.0Mix the tubes, after 20 min at room temperature, read A 520 within 30 min using distilled water adjusting A to zero.Calculation: ALT enzyme activity= (A1-A2)/(A3-A4)x 20/2.5x 1/0.1 ( Mohun’s Uni酶活性测定测定丙氨酸转氨酶的活性（ALT）血清（莫哈巴的方法）酶活性是一种去催化一个特定反应的能力和一种衡量酶存在量的方法。
6 外文文献原文及译文
原文：Gagne's Theory of InstructionMichael CorryDr. Donald CunninghamP540 - Spring 1996Robert Gagne's theory of instruction has provided a great number of valuable ideas to instructional designers, trainers, and teachers. But is it really useful to everyone at all times? During this paper, I will assume the position of a teacher educator (something I have done formally for several years now) while examining the strengths and weaknesses of Gagne's theory of instruction. Driscoll (1994) breaks Gagne's theory into three major areas - the taxonomy of learning outcomes, the conditions of learning, and the events of instruction. I will focus on each of these three areas while briefly describing the theory of instruction. Once this brief introduction of the theory is completed, I will attempt to turn this theory "back upon itself" while examining the strengths and weaknesses of it's various assumptions.Gagne's Theory of InstructionAs previously explained Gagne's theory of instruction is commonly broken into three areas. The first of these areas that I will discuss is the taxonomy of learning outcomes. Gagne's taxonomy of learning outcomes is somewhat similar to Bloom's taxonomies of cognitive, affective, and psychomotor outcomes (some of these taxonomies were proposed by Bloom, but actually completed by others). Both Bloom and Gagne believed that it was important to break down humans' learned capabilities into categories or domains. Gagne's taxonomy consists of five categories of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Gagne, Briggs, and Wager (1992) explain that each of the categories leads to a different class of human performance.Essential to Gagne's ideas of instruction are what he calls "conditions of learning." He breaks these down into internal and external conditions. The internal conditions deal with previously learned capabilities of the learner. Or in other words, what the learner knows prior to the instruction. The external conditions deal with the stimuli (a purely behaviorist term) that is presented externally to the learner. For example, what instruction is provided to the learner.To tie Gagne's theory of instruction together, he formulated nine events of instruction. When followed, these events are intended to promote the transfer of knowledge orinformation from perception through the stages of memory. Gagne bases his events of instruction on the cognitive information processing learning theory.The way Gagne's theory is put into practice is as follows. First of all, the instructor determines the objectives of the instruction. These objectives must then be categorized into one of the five domains of learning outcomes. Each of the objectives must be stated in performance terms using one of the standard verbs (i.e. states, discriminates, classifies, etc.) associated with the particular learning outcome. The instructor then uses the conditions of learning for the particular learning outcome to determine the conditions necessary for learning. And finally, the events of instruction necessary to promote the internal process of learning are chosen and put into the lesson plan. The events in essence become the framework for the lesson plan or steps of instruction.Strengths and Weaknesses of the Theory and it's AssumptionsAs a teacher educator who has employed Gagne's theory into real life, I have some unique insights into the strengths and weaknesses of the theory and it's assumptions. I will again structure my comments following the three areas of the theory as described by Driscoll (1994). I will first examine the domains of learning outcomes. As a teacher the domains of learning have helped me to better organize my thoughts and the objectives of the instructional lesson. This proved to be very beneficial to me as a teacher, because I was always looking for a good way to put more structure into the objectives of my lesson plans. Additionally, the domains of learning helped me to better understand what types of learning I was expecting to see from my students.One of the greatest weakness that I experienced with Gagne's theory was taking the goals I had for my students, putting them into the correct learning outcome category, and then creating objectives using Gagne's standard verbs. I would like to break this problem into two parts. First, as I began to use the theory, it quickly became apparent that some goals were easy to classify into the learning outcome categories, but that many were not as easy to categorize. As a teacher, I spent a great deal of time reading and studying Gagne's categories in an attempt to better understand how certain goals fit in the different categories. This was good in the sense that it forced me to really understand what I wanted my students to do. But, on the other hand, it always caused me a great deal of uneasiness about whether or not I was fouling up the whole process by putting the goal into the wrong learning outcome category.The second half of this weakness has to do with creating objectives using Gagne's standard verbs. After the experience with categorizing the goal into the proper learning outcome, I was faced with changing my goal into a performance objective using one of the standard verbs. This always bothered me as a teacher because I felt like I couldn't always force my objectives into the form that the theory needed. I do believe that writing down objectives is very important, but the standard verbs made the process so rigid that I felt like I was filling in the blanks. I always felt like I had nocreativity in writing the objectives - I felt pigeonholed. Along with this feeling came the fact that all objectives had to be written in performance terms. This also made me feel a little uneasy because I felt that some of the overriding objectives I had for my students could not be expressed in performance terms. This objectives were more process oriented than product oriented. It was always very difficult to put these processes into performance terms using the standard verbs.As a teacher educator I found that the conditions of learning proposed by Gagne were very beneficial. I saw them as guidelines to follow. I didn't take them to be algorithmic in nature but more heuristic. They seemed to make logical sense and in fact I think they helped me better structure my lesson plans and my teaching. Once again however, even though I viewed the conditions as heuristics, I did feel that I was somewhat of a robot carrying out commands. I always felt as though I was being driven by the conditions.This leads directly to a discussion of the events of instruction. I felt that the events of instruction really helped me the most as a teacher. The events gave me the skeleton on which I could hang my lesson. The events not only provided me with a road map to follow, but also a way to look at my lesson plans in a more holistic nature. I was able to see how the parts of the lesson fit together to achieve the ultimate goal.This part of Gagne's theory seemed to be the least rigid to me because you did not have to follow it as rigorously as other parts of the theory. For example, Gagne explains that most lessons should follow the sequence of the events of instruction, but that the order is not absolute. While I appreciated the fact that this was less rigid than other parts of the theory, I always had one important question. If the events of instruction follow the cognitive learning process, then why would it be advisable to change the sequence of the events or to leave events out? Wouldn't this have a great impact of the learning process? Would learning still take place?This leads me to the learning theory upon which Gagne bases his instructional theory. As a teacher early in my career who was very enamored with computers, cognitive information processing theory seemed like a great explanation of the learning process (I am not sure I still feel the same way). However, those who do not understand or agree with cognitive information processing theory might not feel the same. For those people, I believe that Gagne's theory might not work very well for them.ConclusionIn conclusion, I would like to summarize the points I have tried to cover in this paper. First of all, Gagne's theory does provide a great deal of valuable information to teachers like myself. I believe it is mostly appealing to those teachers who may be early in their teaching careers and are in need of structure for their lesson plans and a holistic view of their teaching. The theory is very systematic and rigid at most points. It is almost like a cookbook recipe to ensure successful teaching and ultimatelylearning by the students. However, the systematic nature of the theory may be aturn-off for many teachers, particularly those who like to be creative, don't like rigidity, and who don't believe in a cookbook approach to ensure learning.An additional point to cover is that the theory is not always easy to implement. I am sure I am not alone in my feeling that many times it is difficult to take the goals I had for my students, put them into the correct learning outcome category, and then create objectives using Gagne's standard verbs.The final point I would like to cover deals with the learning theory upon which Gagne bases his theory. First of all, if the events of instruction really match up with the learning process, then I do not believe it would be advisable to change the sequence of the events or to leave certain events out of the sequence altogether. Second, cognitive information processing is not acceptable to all teachers. Many teachers would not agree with this idea of how learning takes place. For those who disagree with cognitive information processing, Gagne's theory of instruction would not fit their needs.BibliographyDriscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.Gagne, R. M., Briggs, L. J., &Wager, W. W. (1992).Principles of instructionaldesign. Fort Worth: HarcourtBrace Jovanovich.译文：译者：马钰Gagne的教学理论迈克尔·科里唐纳德·坎宁安博士P540 - 1996春Robert Gagne的教学理论为教学设计者、培训人员和教师提供了大量的宝贵意见。
英文文献全文翻译
英文文献全文翻译全文共四篇示例，供读者参考第一篇示例：LeGuin, Ursula K. (December 18, 2002). "Dancing at the Edge of the World: Thoughts on Words, Women, Places".《世界边缘的舞蹈：关于语言、女性和地方的思考》Introduction:In "Dancing at the Edge of the World," Ursula K. LeGuin explores the intersection of language, women, and places. She writes about the power of words, the role of women in society, and the importance of our connection to the places we inhabit. Through a series of essays, LeGuin invites readers to think critically about these topics and consider how they shape our understanding of the world.Chapter 1: LanguageConclusion:第二篇示例：IntroductionEnglish literature translation is an important field in the study of language and culture. The translation of English literature involves not only the linguistic translation of words or sentences but also the transfer of cultural meaning and emotional resonance. This article will discuss the challenges and techniques of translating English literature, as well as the importance of preserving the original author's voice and style in the translated text.Challenges in translating English literature第三篇示例：Title: The Importance of Translation of Full English TextsTranslation plays a crucial role in bringing different languages and cultures together. More specifically, translating full English texts into different languages allows for access to valuable information and insights that may otherwise be inaccessible to those who do not speak English. In this article, we will explore the importance of translating full English texts and the benefits it brings.第四篇示例：Abstract: This article discusses the importance of translating English literature and the challenges translators face when putting together a full-text translation. It highlights the skills and knowledge needed to accurately convey the meaning and tone of the original text while preserving its cultural and literary nuances. Through a detailed analysis of the translation process, this article emphasizes the crucial role translators play in bridging the gap between languages and making English literature accessible to a global audience.IntroductionEnglish literature is a rich and diverse field encompassing a wide range of genres, styles, and themes. From classic works by Shakespeare and Dickens to contemporary novels by authors like J.K. Rowling and Philip Pullman, English literature offers something for everyone. However, for non-English speakers, accessing and understanding these works can be a challenge. This is where translation comes in.Translation is the process of rendering a text from one language into another, while striving to preserve the original meaning, tone, and style of the original work. Translating afull-length English text requires a deep understanding of both languages, as well as a keen awareness of the cultural andhistorical context in which the work was written. Additionally, translators must possess strong writing skills in order to convey the beauty and complexity of the original text in a new language.Challenges of Full-text TranslationTranslating a full-length English text poses several challenges for translators. One of the most significant challenges is capturing the nuances and subtleties of the original work. English literature is known for its rich and layered language, with intricate wordplay, metaphors, and symbolism that can be difficult to convey in another language. Translators must carefully consider each word and phrase in order to accurately convey the author's intended meaning.Another challenge of full-text translation is maintaining the author's unique voice and style. Each writer has a distinct way of expressing themselves, and a good translator must be able to replicate this voice in the translated text. This requires a deep understanding of the author's writing style, as well as the ability to adapt it to the conventions of the target language.Additionally, translators must be mindful of the cultural and historical context of the original work. English literature is deeply rooted in the history and traditions of the English-speaking world, and translators must be aware of these influences in orderto accurately convey the author's intended message. This requires thorough research and a nuanced understanding of the social, political, and economic factors that shaped the work.Skills and Knowledge RequiredTo successfully translate a full-length English text, translators must possess a wide range of skills and knowledge. First and foremost, translators must be fluent in both the source language (English) and the target language. This includes a strong grasp of grammar, syntax, and vocabulary in both languages, as well as an understanding of the cultural and historical context of the works being translated.Translators must also have a keen eye for detail and a meticulous approach to their work. Every word, sentence, and paragraph must be carefully considered and translated with precision in order to accurately convey the meaning of the original text. This requires strong analytical skills and a deep understanding of the nuances and complexities of language.Furthermore, translators must possess strong writing skills in order to craft a compelling and engaging translation. Translating a full-length English text is not simply a matter of substituting one word for another; it requires creativity, imagination, and a deep appreciation for the beauty of language. Translators mustbe able to capture the rhythm, cadence, and tone of the original work in their translation, while also adapting it to the conventions of the target language.ConclusionIn conclusion, translating a full-length English text is a complex and challenging task that requires a high level of skill, knowledge, and creativity. Translators must possess a deep understanding of both the source and target languages, as well as the cultural and historical context of the work being translated. Through their careful and meticulous work, translators play a crucial role in making English literature accessible to a global audience, bridging the gap between languages and cultures. By preserving the beauty and complexity of the original text in their translations, translators enrich our understanding of literature and bring the works of English authors to readers around the world.。
高中英语选修六Reading和UsingLanguage原文翻译
1.选修六Unit1 A SHORT HISTORY OF WESTERN PAINTING 西方绘画艺术简史Art is influenced by the customs and faith of a people. 艺术是受着人民生活习俗和信仰的影响的。
Styles in Western art have changed many times. 西方的艺术风格经历了多次变革。
As there are so many different styles of Western art, it would be impossible to describe all o f them in such a short text. 由于西方的艺术风格多种多样，在短短的一篇课文里不可能进行全面的描述。
Consequently, this text will describe only the most important ones, starting from the sixth centur y AD.因此,本文只谈及从公元6世纪以来最主要的几种艺术风格。
The Middle Ages (5th to the 15th century AD) 中世纪(公元5世纪到15世纪)During the Middle Ages, the main aim of painters was to represent religious themes. 在中世纪,画家的主要任务是把宗教的主题表现出来。
A conventional artist of this period was not interested in showing nature and people as they really were. 一个传统的艺术家无意于如实地展现自然和人物。
A typical picture at this time was full of religious symbols, which created a feeling of respect and l ove for God. 那个时期的典型的绘画充满了宗教的(象)特征,体现出了对上帝的爱戴与敬重。
教育英语文献选读部分文章翻译
一、Y: 杨锐中央电视台英语频道“对话”节目主持人H: 何其莘教授北京外国语大学副校长D: Donald Holder 北大附中外籍教师Y: What do Eastern and Western family education share in shaping a child's mind and character? Y:东方和西方家庭教育分享在塑造孩子的人的心灵和品格?H: Parental guidance is probably the first thing. Both the east and west emphasize the quality of family life. Usually parents are the first teachers for a child. A child very often imitates the parents and he is likely to regard whatever the parents do as positive.H:父母的指导可能是第一件事。
东方和西方都强调家庭生活的质量。
通常父母为孩子的第一任老师。
一个孩子经常模仿父母和他可能认为不管父母做积极的。
D: I agree with Prof. He. It seems that in both families whether it's east or west, the child is the center and becomes the focus of the parents' hopes and dreams. And on both sides we also have this idea of putting pressure on the child. Especially in China, that pressure becomes even more apparent. Americans... sometimes it's a little more subtle in this side. But both sides share that a child is医生:我同意教授他。
英语课文参考译文
第一单元学习方式课文A哈佛大学教育学教授霍华德?加德纳回忆其中国之行，阐述他对中西方不同的学习方式的看法。
中国式的学习风格霍华德?加德纳1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。
然而，我和埃伦获得的有关中蓁教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店的大堂。
我们的房门钥匙系在一块标有房间号的大塑料板上。
酒店鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。
由于口子狭小，你得留神将钥匙放准位置才塞得进去。
本杰明爱拿着钥匙走来走去，边走边用力摇晃着。
他还喜欢试着把钥匙往槽口里塞。
由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。
本杰明一点也不在意。
他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。
我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙的槽口鼓捣。
他的探索行为似乎并无任何害处。
但我很快就观察到一个有趣的现象。
饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。
他们会轻轻握紧本杰明的手，直接将它引向钥匙的槽口，进行必要的重新定位，并帮他把钥匙插入槽口。
然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢——偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。
我很快意识到，这件小事与我们在中国要做的工作直接相关：考察儿童早期教育(尤其是艺术教育)的方式，揭示中国人对创造性活动的态度。
因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。
两种不同的学习方式我的中国同行，除了少数几个人外，对此事的态度与金陵饭店工作人员一样。
”既然大人知道怎么把钥匙塞进槽口——这是处理槽口一事的最终目的，既然孩子还很年幼，还没有灵巧到可以独自完成要做的动作，让他自己瞎折腾会有什么好处呢?他很有可能会灰心丧气发脾气——这当然不是所希望的结果。
Unit10文献阅读与翻译第10章
Predicative Clauses(表语从句)
English predicative clauses are generally translated in the original order.
Predicative Clauses(表语从句)
For example：
(1)This is where the shoe pinches. 这就是问题的症结所在。 (2)Things are not always as they seem to be. 事物并非总是如其表象那样。 (3)His view of the press was that the reporters were either for him or against him. 他对新闻界的看法是，记者们不是支持他就是反对 他。
Subject Clauses(主语从句)
For example：
(1)What he told me was only half-truth. 他告诉我的只是半真半假的东西而已。 (2)What ever he saw and heard on his trip gave him a very deep impression. 他此行所见所闻都给他留下了深刻的印象。
Subject Clauses(主语从句)
1)Subject Clauses Introduced by Such Pronouns as What, Whatever, Whoever, How, etc. When such clauses are translated, they may generally retain their original position.
Appositive Clauses(同位语从句)
高中英语阅读文本3篇 附中文翻译
高中英语阅读文本3篇附中文翻译1. "The Benefits of Reading"Reading is an essential skill that everyone should develop. It has numerous benefits, including improving vocabulary, enhancing critical thinking skills, and reducing stress levels. When you read, you expose yourself to new ideas and perspectives, which can broaden your horizons and help you become a more well-rounded individual.Reading also helps improve your writing skills. The more you read, the more you become familiar with different writing styles and techniques. This can help you develop your own writing style and improve your ability to communicate effectively.In addition, reading can be a great way to relax and reduce stress. When you immerse yourself in a good book, you can forget about your worries and escape into another world. This can be especially helpful when you're feeling overwhelmed or anxious.Overall, reading is an important skill that can benefit you in many ways. Whether you're reading for pleasure or for educational purposes, it's a habit that can enrich your life and help you achieve your goals.阅读的好处阅读是每个人都应该发展的一项基本技能。
英美报刊文章阅读精选本第五版课文翻译
Lesson4 Is an Ivy League Diploma Worth It？花钱读常春藤名校值不值？1.如果愿意的话，施瓦茨（Daniel Schwartz）本来是可以去一所常春藤联盟（Ivy League）院校读书的。
他只是认为不值。
2.18 岁的施瓦茨被康奈尔大学（Cornell University）录取了，但他最终却去了纽约市立大学麦考利荣誉学院（City University of New York’s Macaulay Honors College），后者是免费的。
3.施瓦茨说，加上奖学金和贷款的支持，家里原本是可以付得起康奈尔的学费的。
但他想当医生，他觉得医学院是更有价值的一项投资。
私立学校医学院一年的花费动辄就要4 万5 美元。
他说，不值得为了一个本科文凭一年花5 万多美元。
4.助学贷款违约率日益攀升，大量的大学毕业生找不到工作，因此越来越多的学生认定，从一所学费不太贵的学校拿到的学位和从一所精英学校拿到的文凭没什么区别，并且不必背负贷款负担。
5.Robert Pizzo 越来越多的学生选择收费较低的公立大学，或选择住在家里走读以节省住房开支。
美国学生贷款行销协会（Sallie Mae）的一份报告显示，2010 年至2011 学年，家庭年收入10 万美元以上的学生中有近25%选择就读两年制的公立学校，高于上一学年12%的比例。
6.这份报告称，这样的选择意味着，在2010 至2011 学年，各个收入阶层的家庭在大学教育上的花费比上一年少9%，平均支出为21,889 美元，包括现金、贷款、奖学金等。
高收入家庭的大学教育支出降低了18%，平均为25,760 美元。
这份一年一度的报告是在对约1,600 名学生和家长进行问卷调查后完成的。
7.这种做法是有风险的。
顶级大学往往能吸引到那些已经不再去其他学校招聘的公司前来招聘。
在许多招聘者以及研究生院看来，精英学校的文凭还是更有吸引力的。
英文文献翻译及原文
原 文Title: Improved Integral Inequalities for Producets of Convex FunctionsA largely applied inequality for convex functions, due to its geometrical significance, is Hadamard’s inequality (see [3] or [2]) which has generated a wide range of directions forextension and a rich mathematical literature. Below, we recall this inequality, together with its framework.A function [],f a b R ®：, with [],a b R Ì, is said to be convex if whenever[],x a b " [],y a b Î,[]0,1t Î the following inequality holds(1.1) ()()()()()11f tx t y tf x t f y +-?-This definition has its origins in Jensen’s results from [4] and has opened up the mostextended, useful and multi-disciplinary domain of mathematics, namely, convex analysis. Convex curves and convex bodies have appeared in mathematical literature since antiquity and there are many important results related to them. They were known before the analytical foundation of convexity theory, due to the deep geometrical significance and manygeometrical applications related to the convex shapes (see, for example, [1], [5], [7]). One of these results, known as Hadamard’s inequality, which was first published in [3], states that a convex function f satisfies(1.2) Recent inequalities derived from Hadamard’s inequality can be found in Pachpatte’spaper [6] and we recall two of them in the following theorem, because we intend to improve them. Let us suppose that the interval [],a b has the property that 1b a - . Then thefollowing result holds.Theorem 1.1. Let f and g be real-valued, nonnegative and convex functions on [],a b . Then(1.3) ()()()12031(1)(1)2b b a a f tx t y g tx t y dtdydx b a ?-+--蝌()()()()()2,,118b a M a b N a b f x g x dx b a b a 轾+犏?犏--犏臌ò and(1.4) ()()1031122b a a b a b f tx t g tx t dtdx b a 骣骣骣骣++鼢琪琪珑+-+-鼢鼢珑珑鼢鼢珑珑桫桫-桫桫蝌 ()()()122b a f a f b a b f f x dx b a 骣++÷ç＃÷ç÷ç桫-ò()()()()111,,4b a b a f x g x dx M a b N a b b a b a +-轾??臌--òwhere(1.5) ()()()()(),M a b f a g a f b g b =+and(1.6) ()()()()(),N a b f a g b f b g a =+Remark 1.2. The inequalities (1.3) and (1.4) are valid when the length of the interval [],a b does not exceed 1. Unfortunately, this condition is accidentally omitted in [6], but it is implicitly used in the proof of Theorem 1.1.Of course, there are cases when at least one of the two inequalities from the previous theorem is satisfied for 1b a ->, but it is easy to find counterexamples in this case, as follows.Example 1.1. Let us take [][],0,2a b =. The functions []:0,2f R ® and []:0,2g R ® are defined by ()f x x = and ()g x x =. Then it is obvious that (),4M a b =, (),0N a b =. Then, the direct calculus of both sides of (1.3) leads toand, obviously, inequality (1.3) is false.Remark 1.3. Inequality (1.3) is sharp for linear functions defined on []0,1, while inequality (1.4) does not have the same property.In this paper we improve the previous theorem, such that the condition1b a -is eliminated and the derived inequalities are sharp for the whole class of linear functions.()()()1203111(1)(1)26b b a a f tx t y g tx t y dtdydx b a ?-+-=-蝌 ()()()()()2,,1135824b a M a b N a b f x g x dx b a b a 轾+犏+=犏--犏臌ò译 文题目：凸函数在积分不等式中的应用由于凸函数的几何意义,Hadamard 不等式在很大程度上影响了不等式凸函数的应用，Hadamard 不等式在丰富的数学文化和广泛的深入研究等条件下形成的，以下,我们回忆一下这些不等式，定义1 函数[],f a b R ®：,并且[],a b R Ì为凸函数,若[],x a b " [],y a b Î,[]0,1t Î,有不等式()()()()()11f tx t y tf x t f y +-?- (1.1)成立，这个由Jensen 提出的定义起源于[4],并且由此发展出对数学和多学科专业领域有用的凸分析，凸曲线和凸面体在很古老的时候就已经出现在了数学领域,有很多重要的成果都和他们有关系，由于许多几何意义和几何应用与凹凸形状有关,认识他们的分析基础是凸性理论，（例如 [1],[5],[7]）其中一个成果是Hadamard 不等式,第一次在[3]出版,阐明了凸函数f 满足()()()122b a f a f b a b f f x dx b a 骣++÷ç＃÷ç÷ç桫-ò (1.2)Pachpatte 不等式理论是由Hadamard 不等式理论推断而来，我们称他们两个为定理因为我们还要优化他们，设区间 [],a b 满足1b a - ,有如下结果定理1.1 设函数f 和g 是定义在非负实数区间[],a b 的凸函数，那么()()()12031(1)(1)2b b a a f tx t y g tx t y dtdydx b a ?-+--蝌 (1.3) ()()()()()2,,118b a M a b N a b f x g x dx b a b a 轾+犏?犏--犏臌ò 和()()1031122b a a b a b f tx t g tx t dtdx b a 骣骣骣骣++鼢琪琪珑+-+-鼢鼢珑珑鼢鼢珑珑桫桫-桫桫蝌 (1.4)()()()()111,,4b a b a f x g x dx M a b N a b b a b a +-轾??臌--ò其中()()()()(),M a b f a g a f b g b =+ (1.5)()()()()(),N a b f a g b f b g a =+ (1.6)注意1.2 当[],a b 中1b a - 的时候,不等式(1，3)和 (1，4)成立,虽然这个条件被忽略,但在证明定理过程中已经被隐含的使用，当然,至少有一两个不等式在以上定理中当1b a ->时成立的,但它很容易找到反例说明在这种情况下,如下令[][],0,2a b =,函数[]:0,2f R ®和[]:0,2g R ®被定义为()f x x =和()g x x =,显然有(),4M a b =,(),0N a b =，带入（1，3）有()()()1203111(1)(1)26b b a a f tx t y g tx t y dtdydx b a ?-+-=-蝌 ()()()()()2,,1135824b a M a b N a b f x g x dx b a b a 轾+犏+=犏--犏臌ò 很显然,不等式(1.3)是错误的，定理1.3 不等式(1.3)是定义在[]0,1上的线性函数,但是不等式(1.4)是不存在这种性质的，本论文将优化早先的定理，比如除去1b a - 条件,并且衍生的不等式满足所有的线性函数，。
教育学英语论文翻译
夸美纽斯（1592—1670），捷克著名的教育家。
他的教育思想相当丰富和完整，其中不仅包括反映新兴资产阶级的教育思想，而且对教育体制和教育管理改革有着独到的见解。
Johann Amos Comenius(1592—1670),Famous educationalist in the The Czech republic .The Education thought of Comenius' is quite abundant and completed that it contains not only the New bourgeoisie's Education thought but also his own original view point about the r eformation of Education management system.他在长期的教育实践和理论研究中，总结了一套比较完整的、系统的、有独创性的教育管理思想，其丰富性不仅对欧美及世界教育产生了重要的影响，更是对我们今天教育管理研究发展的一种反思和建议。
He highlights a new kind of Eduction management thought which is quite completed ,methodical and distinctive in his long time research of educational practice and theoretical study. It is a great influence on the education of Europe and America ,even the whole world, further more , it is also a reasonable introspection and advice to our today's Education management study.因此，本文对夸美纽斯的教育管理思想进行了深入的探讨和分析，以期能对我国的教育管理改革和教育事业的发展有所借鉴和启示。
课文5-10英汉对照翻译
UnU 5教孩子好奇Teach Your Child to WonderSadly, far too few schools make science appealing .Courses introduce more new vocabulary than foreign language courses. Textbooks for people are as dull as dictionaries. As a result[结果], too many children think that science is only for people as clever as Einstein.令人可悲的是.能把科学课程上得具有吸引力的学校为数微乎其微。
科学课程介绍给学生的术语甚至比外语课程的同汇还要多，其课本也像词典一样的乏味。
结果，有太多的学生认为，科学只适合像爱因斯坦•样聪明的人学习。
The irony is that children start out as natural scientists, instinctively eager to investigate world around them. Helping them enjoy science can be easy—there‘s no need for a lot of scientific jargon or expensive laboratory equipment. You only have to share your children‘s curiosity[好奇心]. 有讽刺意义的是，孩子就是天生的自然科学家，本能地渴望探索周围的世界。
帮助他们享受科学其实很容易，无需很多科学术语,也+必使用昂贵的试验设备。
你仅仅需要分享孩子的好奇心。
I once visited a class of seven-year-olds[七岁儿童] to talk about science as a career. The children asked me textbook questions—about schooling [上学], salary, whether I liked my job. When I finished answering, we sat facing each other in silence. Finally I said, ―Now that we‘ve finished with your lists, have you got any questions of your own about science?‖ 有一次我给一个七岁孩子的班级讲了讲科学家这个职业。
英语文献二阅读翻译
Unit OneText A： Hippocratic Oath, The Medical Ideal1.Perhaps the most enduring --- certainly the most quoted --- tradition in thehistory of medicine is the Hippocratic Oath. Named after the famous Greek physicianHippocrates, this oath was written as a guideline for the medical ethics of doctors.Although the exact words have changed over time, the general content is the same- an oath to respect those who have imparted their knowledge upon the science ofmedicine, and respect to the patients as well as the promise to treat them to thebest of the physicians' ability.或许在医学史上最持久的,被引用最多次的誓言就是”希波克拉底誓言”.这个以古希腊著名医师希波克拉底命名的誓言,被作为医师道德伦理的指导纲领.虽然随着时代的变迁,准确的文字已不可考,但誓言的主旨却始终如一——尊敬那些将毕生知识奉献于医学科学的人，尊重病人，尊重医师尽己所能治愈病人的承诺。
Who was Hippocrates, and Did he Write the Oath?2.For a man considered by many to be the 'Father of Medicine', little is known aboutHippocrates of Cos. He lived circa 460-380 BC, and was the contemporary of Socratesas well as a practising physician. He was certainly held to be the most famousphysician and teacher of medicine in his time. Over 60 treatises of medicine, calledthe Hippocratic Corpus have been attributed to him; however, these treatises hadconflicting contents and were written some time between 510 and 300 BC, and thereforecould not all have been written by him.作为被大家公认的”医学之父”,我们对希波克拉底知之甚少.他生活于约公元前460-380年,作为一名职业医师,与苏格拉底是同代人.在他的时代,他被推举为当时最著名的医师和医学教育者.收录了超过60篇论文的专著——希波克拉底文集,被归于他的名下;但是其中有些论文的内容主旨相冲突,并成文于公元前510-300年,所以不可能都是出自他之手.3.The Oath was named after Hippocrates, certainly, although its penmanship is stillin question. According to authorities in medical history, the contents of the oath suggest that it was penned during the 4th Century BC, whichmakes it possible that Hippocrates had himself written it. Anyway, regardless ofwhether or not Hippocrates himself had written the Hippocratic Oath, the contentsof the oath reflect his views on medical ethics.这个宣言是以希波克拉底命名的，虽然它的作者依然存在疑问。
博士英语课文翻译Unit 6分栏
Leisure, Freedom and Liberal Education休闲，自由以及自由教育1. Generally speaking, a liberal education, as the name suggests, is an education for freedom. As one commentator describes it, “a liberal education ought to make a person independent of mind, skeptical of authority and received views, prepared to forge an identity for himself or herself, and capable of becoming an individual not bent upon copying other persons.” Accordingly, liberal education is often valued or justified as a means for acquiring the critical thinking skill that are necessary to attain individual autonomy as well as for meeting the demands of an ever changing world. Given this important yet broad purpose, no wonder there is such a vast array of subjects and disciplines that fall within the purview of liberal education.一般来说，顾名思义，通才教育是一种自由的教育形式。
职称英语综合类阅读理解第十八篇goalofamericaneducation逐句翻译
Goal of American Education 美国教育的目标Education is an enormous and expensive part of American life.教育是美国人的生活中很重要的一部分，花销也大。
Its size is matched by its variety.其规模宏大，种类多样。
Differences in American schools compared with those found in the majority of other countries lie in the fact that education here has long been intended for everyone — not just for a privileged elite. 与其他大多数国家相比，美国教育的不同在于美国教育是为每一个人设置的~"不只是为享有特权的优等生。
Schools are expected to meet the needs of every child, regardless of ability,学校是要满足每个孩子的需要，不论其能力如何， and also the needs of society itself.同时也要满足社会本身的需求。
This means that public schools offer more than academic subjects. 这意味着公立学校提供的教育不只限于学术方面的课程。
It surprises many people when they come here to find high schools offering such courses as typing, sewing, radio repair, computer programming or driver training, along with traditionalacademic subjects such as mathematics, history, and languages. 很多人来到美国之后会吃惊地发现，高中除了提供传统课程，例如：数学、历史和语言之外，他们还提供一些课程如打字、缝纫、无线电修理、计算机课程或驾驶训练课程。
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一、Y: 杨锐 中央电视台英语频道“对话”节目主持人H: 何其莘教授 北京外国语大学副校长D: Donald Holder 北大附中外籍教师Y: What do Eastern and Western family education share in shaping a child's mind and character? Y:东方和西方家庭教育分享在塑造孩子的人的心灵和品格?H: Parental guidance is probably the first thing. Both the east and west emphasize the quality of family life. Usually parents are the first teachers for a child. A child very often imitates the parents and he is likely to regard whatever the parents do as positive.H:父母的指导可能是第一件事。
东方和西方都强调家庭生活的质量。
通常父母为孩子的第一任老师。
一个孩子经常模仿父母和他可能认为不管父母做积极的。
D: I agree with Prof. He. It seems that in both families whether it's east or west, the child is the center and becomes the focus of the parents' hopes and dreams. And on both sides we also have this idea of putting pressure on the child. Especially in China, that pressure becomes even more apparent. Americans... sometimes it's a little more subtle in this side. But both sides share that a child is医生:我同意教授他。
看来在这两个家庭无论是东方还是西方,孩子是中心,成为关注的父母的希望和梦想。
和在双方我们也有这个想法的孩子施压。
尤其是在中国,这种压力变得更加明显。
美国人…有时候这是一个小更微妙的在这一边。
但双方分享这一个孩子what carries the family to next generation and is the base for the improvement of a family.什么携带家人下一代的基础,是提高一个家庭。
Y: Parents sometimes have moments of embarrassment with their children, for example, what do you think is the most reasonable way of answering children's questions such as how they were born and why their parents sleep together while putting them in their own rooms?Y:父母有时有尴尬的时刻与他们的孩子,例如,你认为什么是最合理的方式回答孩子的问题,比如他们如何出生和为什么他们的父母睡在一起而使他们在他们自己的房间吗?D: In America because we have so many different religions and cultures that at present everybody has their own taboos and about what to do. Every family and culture has its own definition of "sexual morality". Some parents are very frank, they'll tell the child from a very early age when they start questioning about sex.D:在美国,因为我们有这么多不同的宗教和文化,目前每个人都有他们自己的禁忌和对要做什么。
每个家庭和文化都有自己的定义“性道德”。
一些父母非常坦率,他们会告诉孩子们从很小的时候当他们开始询问关于性。
Y: How is sex education conducted in a typical American school?Y:性教育进行了在一个典型的美国学校吗?D: In primary school education we leave the parents to handle that. By the time of junior high school when their bodies are changing, they have the health classes or PE classes1. You have the boys and girls over and they are going to talk about the physical changes. And by the time they go to high school, they have a health class, which talks about sex, sexual problems and diseases. D:在小学教育我们离开父母来处理这样的。
到初中当他们的身体正在改变,他们有健康类或PE classes1。
你有男孩和女孩在和他们要谈的是物理变化。
和当他们去高中,他们有一个健康类,它谈论性、性问题和疾病。
Y: As a parent and teacher of English, did you ever talk to your child or students explicitly about sex?Y:作为家长和老师的英语,你有没有跟你的孩子或者学生明确的关于性?H: Well, sex is a more sensitive topic in China especially in families and schools. In most families,sex is regarded as a rigid taboo so teachers would avoid talking about it and parents would not talk about sex at home either. If I were asked by a little boy of five or four why Mom and Dad sleep together I would probably say Mom and Dad love each other and we need talk when you get into bed, something like that.H:嗯,性是一个更加敏感的话题在中国尤其在家庭和学校。
在大多数家庭,性被视为刚性禁忌,教师会避免谈论它和父母不会谈论性在家里也。
如果我问一个小男孩的五个或四个为什么妈妈和爸爸一起睡,我大概会说妈妈和爸爸爱彼此,我们需要谈话当你上床,这样的东西。
Y: Okay, let's say, if the parents know clearly that sex will inevitably happen between their sons and their girlfriends when they go camping during the summer holiday, what do American parents usually do in this case?Y:好吧,让我们说,如果父母很清楚,性将不可避免地发生在他们的儿子和他们的女朋友当他们去露营暑假期间,美国的父母通常在这种情况下吗?D: Well, this is back to parental education. The parents are resigning themselves sometimes to the fact that their teenager children in high school might have sex with his or her girlfriend or bo yfriend. We can't stop this from happening, but can teach them to be careful and responsible. 维:嗯,这是回到父母的教育。
父母都是辞职自己有时这样的事实,即他们在高中少年儿童可能性与他或她的女朋友或bo yfriend。
我们不能阻止这种情况的发生,但是可以教导他们要谨慎和负责任的。
Y: Prof. He, you have said that another main difference between Eastern and Western education is that the Asian teaching method is much more test-oriented. A student's future may be determined by the result of one test after he or she graduated from high school. So are you questioning the current national entrance exam2 for entering universities?Y:教授,你曾经说过,他的另一个主要区别东方和西方的教育是,亚洲教学方法更以考试为目的。
一个学生的未来也可能取决于一个试验的结果后,他或她从高中毕业。
所以你要质疑当前高考进入大学exam2吗?H: This is what's in my mind. I understand the difficulty of conducting national entrance exams more than once in such a large country like China, but I think we probably should learn from our American colleagues, especially in their SAT3 system, to provide more chances for children to take part in the exams.H:这是什么在我的头脑。