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1、E-mail: 主要内容：教育专业英语文献的查寻与研读； 教学目的： 1.了解专业英语的词汇特点、语法特点及常用术语； 2. 理解专业英语翻译的基本方法，准确翻译专业术语 ； 3.了解常见国外文献及其检索：如ERIC/、、labor.org.uk； 4. 能进行摘要（abstract）的英语写作。1. 文章结构方面，逻辑严谨，层次分明，复杂长句多；2. 词汇上，专业术语和专业单词多，词性变换多；英语单词有不少是多性词，如： Above介词：above all (things) 形容词：for the above reason 副词：as(has been ) indicated above 3
2、.语法上，非谓语动词多，被动语态多；u To be a true professional requires lifelong learningu Heating water does not change its chemical composition.u Matter is anything having weight and occupying space.一、专业英语的特点： No work can be done without energy All sorts of necessaries of life can be made of plastics Automobiles m
3、ay be manufactured with computer- driven robots or put together almost totally by hand.直译： Chain reaction：连锁反应； Gentlemens agreement： 君子协定。 汉译英中的直译： 纸老虎： paper tiger; 一国两制： one country,two systems. 二、翻译方法意译： Adams apple:乱七八糟； Do you see any green in my eye?你以为我是幼稚可欺的吗？三、翻译技巧1.Diction (遣词用句) 2.Amplif
4、ication (增词法) 3.Omission (省略法) 4.Repetition (重复法) 5. Conversion (转换) 6. Restructuring (结构调整) 7. Division (长句拆译) 8. Negation (正说反译，反说正译) 学习知识：acquire knowledge; 学习技术：master a skill; 学习外语：study a foreign language; 学习成绩：academic records; 互相学习：learn from each other; 学习别人的长处：emulate others strong points;
5、 以雷锋为学习的榜样：follow the example of Lei Feng. 学术文章的标题主要有三种结构：名词性词组，介词词组，名词词组+介词词组。间或也用一个疑问句作标题(多用在人文社会科学领域)，但一般不用陈述句或动词词组作标题。四、学术论文标题的写法 （一）名词性词组名词性词组由名词及其修饰语构成。名词的修饰语可以是形容词、介词短语，有时也可以是另一个名词。名词修饰名词时，往往可以缩短标题的长度。以下各标题分别由两个名词词组构成。例如：1. Latent demand and the browsing shopper 2. Cost and productivity（二）介词词
6、组介词词组由介词十名词或名词词组构成。如果整个标题就是一个介词词组的话，一般这个介词是“on”，意思是“对的研究”。例如：1. From Knowledge Engineering to Knowledge Management2. On the correlation between working memory capacity andperformance on intelligence tests（三）名词/名词词组+介词词组这是标题中用得最多的结构。例如：1.Simulation of Controlled Financial Statements 2. Diversity in t
7、he Future Work Force五、常见教育论文标题的类型及其翻译1、略论、论 略论“以教育学为专业”与“以教育学为事业” Remark on “Take Pedagogy as Specialty” and “Take Pedagogy as Career” 2、的视角 论“制裁”及其班级管理的实践意义一个社会人类学的视角 On “Sanction” and Its Practical Function for Classroom Administration An Angle of View from Social Anthropology 3、对的思考 对新经济形势下我国旅游教育
8、的思考 Thought on/Thought about/Consideration of China Tourism Education under the New Economic Situation4.浅议、刍议浅议美国教师专业发展的社会思想基础 Discussion about the Social Thoughts Basis of American Teachers Specialty Development.5.的研究中国大学与院校研究A/The study of /Research on Chinese Universities and Institutions. . 6.的探
9、析/分析 An analysis of 7.以为例 大学生阅读素养研究以石河子大学为 例The study of reading literacy of University studentson the case of Shehezi university8、的比较中日近现代音乐教育及其改革之比较Comparative study on the modern music education and its reform between Japan and China.9、的研究综述职业学校“双师型”教师研究综述A review of researches on Dual functional
10、 teachers of vocational schools. 英文摘要(Abstract)的写作应用很广。论文摘要是全文的精华，是对一项科学研究工作的总结，对研究背景、目的、方法和研究结果的概括。六、英文摘要的写作技巧 （一）学位论文摘要的特点学士、硕士和博士论文摘要一般都要求用中、英文两种语言写。学位论文摘要一般在400字以上，根据需要可以分为几个段落。内容一般包括研究背景、意义、主旨和目的；基本理论依据，基本假设；研究方法；研究结果；主要创新点；简短结论。不同级别的学位论文摘要，要突出不同程度的创新之处，指出有何新的观点、见解或解决问题的新方法。（二）摘要的内容与结构摘要内容一般包括：
11、1.目的(objectives，purposes)：包括研究背景、范围、内容、要解决的问题及解决这一问题的重要性和意义。2.方法(methods and materials)：包括材料、手段和过程。3.结果与简短讨论(results and discussions)：包括数据与分析。4.结论(conclusions)：主要结论，研究的价值和意义等。概括地说，摘要必须回答“研究什么”、“怎么研究”、“得到了什么结果”、“结果说明了什么”等问题。（三）摘要的英文写作风格（1）句子完整、清晰、简洁。（2）用简单句。为避免单调，改变句子的长度和句子的结构。（3）用过去时态描述作者的工作，因它是过去所做
12、的。但是，用现在时态描述所做的结论。n The massification of higher education makes it imperative for higher vocational education to growin a massive 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 t
13、he causes are vague training objectives, under-qualified workforce, poor-quality enrollment and academics-oriented quality standards, to name a few. In the authors eyes, diversification is a must for the massification of higher education, and it calls for diversified trainingobjectives, talent speci
14、fications and quality standards as well. But the truth is that academics-oriented standards are takenfor granted in a “one-size-for-all” way. As far as the standardsof higher vocational education concerned, no definite connotation, and no differentiation between general and vocational higher educati
15、on. The literature is rich in the topic about the change of standpoint on quality, but poor in the attention paid to thediscrepancy of quality between the two. But compared withgeneral higher education, higher vocational education is another type of education but not another level, therefore. There
16、are more than one differences between them, and these differences presentthemselves in different quality standards. For the 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 standard
