释意理论指导下APEC会议上领导人讲话汉英口译

释意理论指出,口译的目的在于传递信息或意义,而意义是语言知识和非语言知识相结合的产物。口译领导人讲话时,译员要抓住源语的核心意思,通过逻辑推理“脱离源语语言外壳”,忠实、准确地对原意进行完整转达。     

听与说的链接——论口译中的理解

通过分析听与理解以及理解与说的关系,论述了口译中理解的思维过程。理解是对语言知识和语言外知识进行分析的过程。在理解过程中译员在听辨的基础上把握言语信息的意义,从而传达讲话人的思想,并完成口译的交际目的。     

听与说的链接——论口译中的理解

通过分析听与理解以及理解与说的关系，论述了口译中理解的思维过程。理解是对语言知识和语言外知识进行分析的过程。在理解过程中译员在听辨的基础上把握言语信息的意义，从而传达讲话人的思想，并完成口译的交际目的。     

口译工作应注意的几个问题

口译人员要懂得翻译的基本理论和要求,同时必须掌握和运用翻译技巧。在临场翻译之前要尽可能做一些语言上、技术上和心理上的准备;口译时兼做编辑工作,对讲话人的语意进行调整和删减,使译出的话语条理清楚;脑记和笔记有机并用,避免遗漏讲话内容;知识广泛是做好口译工作的基础;树立信心、注意礼仪是做好口译工作的前提。     

口译过程中的理解及提高理解能力的策略

口译应该是对原语内容和思想的理解和传达,而不是死板的点对点翻译。以吉尔的口译理解模式为依据,具体分析语言知识、言外知识及其在口译理解过程中所起的作用,并给出了提高译者理解能力的三个有效途径——掌握过硬的双语知识和文化,丰富言外知识储备以及脱离原语语言外壳,掌握分析方法。     

论口译中的预测策略

口译预测是口译中用来缓解译员短时记忆的负担并且提高翻译质量的重要策略,一般可以分成语言内预测和语言外预测。译员可以根据词语的固定搭配和句子间的逻辑关系进行预测,也可以通过积累语言外知识和充分地译前准备来进行预测。     

解读:口译“译境”到“意境”的必由之路

对于口译译员来说,从掌握语言和言语外知识到完成口译的每个阶段都不容易。掌握语言阶段属于口译的“译境”阶段,而对言语外知识的掌握是口译“意境”的基础。要实现从“译境”走到“意境”,译员必须发挥译者的主体意识,对信息或者言语外知识进行解读,让源语信息能够清楚明白地传达给目的语读者。“解读”是和“释义派”理论提倡的“释义”同样重要的口译环节,但是比“释义”更复杂、有效。“解读”是口译“译境”到“意境”的必由之路。     

生态翻译学三维视角下口译译者主体性研究——以2018年“两会”总理记者招待会为例

口译过程中的一切活动都是与口译特殊环境的相互适应与相互选择,译员在口译过程中处于各种语言和各种文化相互交织的焦点之上,只有充分发挥主体性,正确处理好口译生态环境下的双语语言与文化之间的关系,成功完成源语发言人和译语听者之间的动态交际工作,才能确保口译过程的顺畅进行,即通过语言维、文化维和交际维的转换构建和谐健康的口译生态系统。     

口译工作应注意的几个问题

口译人员要懂得翻译的基本理论和要求，同时必须—掌握和运用翻泽技巧。在临场翻译之前要尽可能做一些语言上、技术上和心理上的准备；口译时兼做编辑工作，对讲话人的语意进行调整和删减，使译出的话语条理清楚；脑记和笔记有机并用，避免遗漏讲话内容；知识广泛是做好口旁观清工作的基础；树立信心、注意礼仪是做好口译工作的前提。     

口译教学中的三阶段和两要素

在口译教学过程中,教师要在学生的任职储备阶段启发引导学生积累丰富的英语语言材料,通过联想阶段的大量语言输入帮助他们进入自主运用译语的阶段,最终提高其口译表达的准确性和流利性。语言知识和技能训练始终贯穿于口译教学的三个阶段,其中语言知识构成口译的内容,而技能训练则是组织内容的方法。本文通过探讨口译教学过程中存在的三个阶段和两个要素,旨在突出语言知识和技能训练在口译教学中的意义,从而将提高学生对这两要素的综合运用能力作为口译教学的最终目标。     

概念图及其在数学学习中的现实意义

概念图是用来组织与表征知识的工具.在数学学习中概念图具有重要的现实意义,它可以激励学习者主动建构概念,培养元认知知识和自主性,激发猜想并检验猜想等.学习制作概念图时,要注意:布置任务的形式由结构化逐渐转向弱结构化;概念图制作时应首先集中在一个主题,然后再与其它概念图或主题相连接.     

中学数学证明的教育价值——数学教育热点问题系列访谈之四

几何证明在本质上是一种方法论,学生学习欧氏几何、经过这种论证方法的训练是很有益处的。数学教学必须尊重学生身心发展的规律,有关逻辑推理的数学教学不能出现得太早。小学阶段主要是认同;初中阶段可以逐渐建立概念以及在此基础上的逻辑推理,但必须有物理背景;到了高中,才可以逐步渗透形式化的概念以及在此基础上的逻辑推理。过分强调演绎逻辑的数学教学,是不利于创新人才培养的。归纳推理有利于发现新的命题,是培养创新型人才所必需的。     

Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies

The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone—their specific responses show how they attempt to integrate their understanding.     

小学数学核心素养的特质与建构分析

本文针对小学数学核心素养的特质,从数学应用、数学运算、逻辑推理以及几何直观这四个方面进行研究分析;并针对小学数学核心素养的建构策略,从数学活动、逻辑思维、生活实际和知识结构这四个方面展开探究分析,以期能够为有效培养小学生的数学核心素养提供参考性建议。     

High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses

Recently, the significance of learners’ informal reasoning on socio‐scientific issues has received increasing attention among science educators. To gain deeper insights into this important issue, an integrated analytic framework was developed in this study. With this framework, 71 Grade 10 students’ informal reasoning about nuclear energy usage was explored qualitatively and quantitatively. It was found that the students in this study tended to process reasoning from multiple perspectives, and most of them were prone to make evidence‐based decisions. However, less than 40% of the participants were able to construct rebuttals against counter‐arguments. It was also revealed that students’ abundant usage of supportive arguments did not guarantee for their counter‐argument construction as well as rebuttal construction, but their usage of counter‐arguments might act as precursors to their construction of rebuttals. In addition, learners’ usage of multiple reasoning modes might help them propose more arguments and, in particular, generate more counter‐arguments, which may act as precursors to their rebuttal construction. This study also showed evidence that students’ scientific knowledge that might be mainly acquired from school science instruction could be viewed as important foundation for better informal reasoning and decision‐making on socio‐scientific issues.     

维汉口译人员的基本素质和培养方法刍议

以文献资料法、逻辑分析法为主,对维汉口译人员应具备的基本素质进行总结分析。针对维汉口译人员的基本素质,提出几点培养方法,以期为今后培养高素质的维汉口译人员提供参考。     

让探究性学习走进数学课堂

展示"算术平均数与几何平均数"一节中例1及其应用的教学片段,暴露学生在解决同一问题中的认知冲突和思维的差异性、多维性,经历"生疑——解惑——明理"三个阶段,揭示学生在知识建构中经历探究过程的意义及重要性。尝试将数学学习过程成为在教师引导下的"再创造"过程,使学生形成积极主动、勇于探索的数学学习方式。     

How logical reasoning mediates the relation between lexical quality and reading comprehension

The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning.     

THE EFFECT OF INTERVENTION ON ACCURACY OF STUDENTS’ RESPONSES AND REACTION TIMES TO GEOMETRY PROBLEMS

This study investigates the effect on student performance in drawing their attention to relevant task variables, focusing on accuracy of responses and reaction times. We chose this methodology in order to better understand how such interventions affect the reasoning process. The study employs a geometry task in which the irrelevant salient variable (area) interferes with the reasoning process related to perimeter comparison. We compared eighth graders’ performances in a pretest and a posttest, with or without intervention. The posttest results showed that raising students’ awareness of the relevant task variable activates effortful and time-consuming control mechanisms which help them overcome the interference of the irrelevant variable. The paper discusses the educational importance of helping students to attend selectively to relevant information in order to overcome interference, thus promoting logical reasoning.