最新化学双语教学-中学校本教材(英汉对照)

双语和双语教学简介双语的英文是“Bilingual”。

根据英国著名的朗曼出版社出版的《朗曼应用语言学词典》所给的定义是：A person who knows and uses two languages.In everyday use the word bilingual usually means a person who speaks, reads, or understands twolanguages equally well (a balanced bilingual), but a bilingual person usually has a better knowledge ofone language than of the other.For example, he / she may:a) Be able to read and write in only one languageb) Use each language in different types of situation, eg. one language at home and the other atwork.c) Use each language for different communicative purposes, eg. one language for talking aboutschool life and the other for talking about personal feeling一个能运用两种语言的人。

在他的日常生活中能将一门外语和本族语基本等同地运用于听、说、读、写，当然他的母语语言知识和能力通常是大于第二语言的。

举例来说：他/她可能：A) 使用一种语言来读和写；而用另一种语言来听，说。

B) 在不同的场合下使用不同的语言，如在家使用一种语言，在工作单位使用另一种语言。

C) 在不同的交际需要下使用不同的语言，如在谈论学校生活时使用一种语言，而用另一种语言谈论个人情感。

“双语教学”的定义根据英国著名的朗曼出版社出版的《朗曼应用语言学词典》所给的定义是：The use of a second or foreign language in school for the teaching of content subjects.Bilingual education programs may be of different types and include:a) the use of a single school language which is not the child’s home language. This is sometimes called an immersion program.home language when the child enters school but later a gradual change tob) The use of the child’sthe use of the use of the school language for teaching some subjects and the home language forteaching others. This is sometimes called maintenance bilingual education.c) The part ial or total use of the child’s home language when the child enters school, and a later change to the use of the school language only. This is sometimes called transitional bilingual education.能在学校里使用第二语言或外语进行各门学科的教学。

“双语教学”项目可以有不同的形式，包括：A) 学校使用一种不是学生在家使用的语言进行教学。

这种模式称之为：浸入型双语教学。

B) 学生刚进入学校时使用本族语，然后逐渐地使用第二语言进行部分学科的教学，其它学科仍使用母语教学。

这种模式称之为：保持型双语教学。

C) 学生进入学校以后部分或全部使用母语，然后逐步转变为只使用第二语言进行教学。

这种模式称之为：过渡型双语教学。

简言之，“双语”和“双语教学”的界定是：将学生的外语或第二语言，通过教学和环境，经过若干阶段的训练，使之能代替，或接近母语的表达水平。

在中国，双语教学是指除汉语外，用一门外语作为课堂主要用语进行学科教学，目前绝大部分是用英语。

它要求用正确流利的英语进行知识的讲解，但不绝对排除汉语，避免由于语言滞后造成学生的思维障碍；教师应利用非语言行为，直观、形象地提示和帮助学生理解教学内容，以降低学生在英语理解上的难度。

中国不象新加坡、加拿大、印度是一个双语国家，语言环境并不是中外并重，所以中国的双语教学环境决定了它的目的性，属于“外语”教学范畴，而不是“第二语言”的教学范畴。

中国的双语教学只能是上述界定中的“保持型双语教学”。

诺贝尔奖是以瑞典著名化学家、硝化甘油炸药发明人阿尔弗雷德·贝恩哈德·诺贝尔(1833-1896) Alfred Bernhard NobelAlfred Bernhard Nobel, founder of the Nobel Prizes and inventor of dynamite and other powerful explosive, was born in Stockholm, Sweden, on October 21, 1833. His father, Immanuel, was an inventor and engineer who made munitions (军火) and explosives. Most of Alfred's time was spent in Paris, where he studied chemistry.In 1867 Alfred invented dynamite. Eight years later he produced an even more powerful explosive called blasting gelatin (爆炸胶). Duringhis lifetime Nobel took out more than 300 patents.At his death in 1896 Nobel left $9,200,000 to set up a fund for the Nobel Prizes.The Nobel Prizes are given each year for the most important work in six categories: physics, chemistry, physiology or medicine, literature, peace, and economics. The economics award was established in 1969. The prizes averaged about $40,000 each.Four institutions award the prizes. Sweden's Royal Academy of Sciences give the awards in physics, chemistry, and economics. The Royal Caroline Medico-Surgical Institute (皇家卡罗林医学外科研究院) awards the prize in physiology or medicine. The Swedish Academy awards the prize in literature. A committee of the Norwegian parliament gives the prize for peace.A committee selects the people most deserving of the awards. The prize-awarding institutions make the final selections, which are announced each November. Presentation ceremonies are held on December 10, the anniversary of Nobel's death. The peace prize is awarded in Oslo, Norway. The other prizes are presented in Stockholm,Sweden. Most people consider that winning the Nobel Prize is the highest honor that can be achieved in certain particular fields of work.Nobel Prizes in Chemistry1901Jacobus Henricus van 't Hoff (Netherlands, 1852-08-30 - 1911-03-01)Discovery of the laws of chemical dynamics and of the osmotic pressure insolutions1994George A. Olah (USA, *1927)Carbocations1995Paul Crutzen (Netherlands, *1933)Mario Molina (Mexico, *1943)Frank Sherwood Rowland (USA, *1927)for their work in atmospheric chemistry, particularly concerning the formation and decomposition of ozone1996Robert F. Curl, Jr. (USA, *1933)Sir Harold W. Kroto (United Kingdom, *1939)Richard E. Smalley (USA, *1943)for their discovery of fullerenes1997Paul D. Boyer (USA, *1918)John E. Walker (United Kingdom, *1941)for their elucidation of the enzymatic mechanism underlying the synthesis ofadenosine triphosphate (ATP)Jens C. Skou (Denmark, *1918)for the first discovery of an ion-transporting enzyme, Na+, K+-ATPase1998Walter Kohn (USA, *1923)John A. Pople (United Kingdom/USA, *1925)to Walter Kohn for his development of the density-functional theory and to John Pople for his development of computational methods in quantum chemistry(GAUSSIAN computer programs)1999Ahmed H. Zewail (USA, Egypt, *1946)for his studies of the transition states of chemical reactions using femtosecond spectroscopy2000Alan J. Heeger (USA, *1936)Alan G. MacDiarmid (USA, *1927)Hideki Shirakawa (Japan, *1936)for the discovery and development of conductive polymers2001William S. Knowles (USA, *1917)Ryoji Noyori (Japan, *1938)for their work on chirally catalysed hydrogenation reactionsK. Barry Sharpless (USA, *1941)for his work on chirally catalysed oxidation reactions2002John B. Fenn (USA, *1917)Koichi Tanaka (Japan, *1959)for their development of soft desorption ionisation methods for massspectrometric analyses of biological macromoleculesKurt Wüthrich (Switzerland, *1938)for his development of nuclear magnetic resonance spectroscopy for determining the three-dimensional structure of biological macromolecules in solution2003Peter Agre and Roderick MacKinnon (both U.S.) for studies on channels in cellwalls近10年来的诺贝尔化学奖与高考试题集锦随着知识经济的兴起，21世纪综合国力竞争的焦点是高科技领域，是尖端人才的竞争。