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英汉有关主语的差别在语法上主要是主语与谓语动词的一致关系以及依存关系;在语义上主要表现为对主语在当事,施事以及受事方面的不同划分;同时英汉主语的差别还存在于主题等方面。因此,翻译工作者必需认识到这种差异,才能更好地从事翻译实践,提高翻译水平。 相似文献
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单伟龙 《济南教育学院学报》2014,(1):78-80
英语是一种主语凸显型语言,汉语是一种主题凸显型语言,针对英汉语主语和主题的区别,来探讨英汉互译中主语和主题的定位问题,有益于指导翻译实践,提高翻译质量. 相似文献
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汉语主语英译的方法及效果分析 总被引:1,自引:0,他引:1
由于受中西方语言、文化、思维习惯的影响,英汉句子中的主语存在很大的差别,因此在汉英翻译中主语的确定关系到整个英语译句的表达。本文讨论了汉英翻译中确定主语的方法,以及选择不同主句所带来的不同表达效果。 相似文献
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《校园英语(教研版)》2015,(32)
英语是主语凸显的语言,sentence的基本结构形式是"主语——谓语",汉语是主题凸显的语言,句子的基本结构形式是"话题——说明"。本文对英汉句子进行了对比分析并总结了英汉互译时的注意事项和翻译策略。 相似文献
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姚巍 《佳木斯教育学院学报》2011,(1):257-258
本文借助实例就英语句子的主语和汉语句子的主题进行对比分析,对英汉相互转换翻译中的一些具体问题进行描述,探讨了英语注重主语,汉语注重主题这一语言差异。 相似文献
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吴明媚 《厦门教育学院学报》2008,10(1):45-47
文章首先探讨了英汉基本句的结构框架,指出英语是重视主语的语言,以主语谓语为结构框架;汉语是重视主题,以主题说明为结构框架。而后分析英汉基本句子结构的内部特征,句子不同组句模式及句子的不同扩展方式,希望通过比较加深对英汉句子的认识,掌握英汉句子的构成方式,并对英语写作和翻译有所帮助。 相似文献
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姚巍 《南昌教育学院学报》2010,25(2)
本文借助实例就英语句子的主语和汉语句子的主题进行对比分析,对英汉相互转换翻译中的一些具体问题进行描述,探讨了"英语注重主语,汉语注重主题"这一语言差异. 相似文献
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马文书 《和田师范专科学校学报》2008,28(5):170-171
英汉两种语言主语不同。本文从英汉语主语显型与主题显型语言,物称和人称,填补词的有无,主从复合句中的主语四个方面,以杨必译《名利场》为例,阐述了两种语言因主语的不同而在实际翻译中需要作出的必要的转换。 相似文献
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《语文学刊:高等教育版》2010,(7)
英语是主语突出型语言,而汉语是主题突出型语言,英汉主语在与主题的关系上存在一些差异。因此在汉译英翻译过程中,要根据不同的主语,主题特征来进行调整,以使译文通顺、流畅。 相似文献
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Geraldine Blomberg Kathleen Stürmer Tina Seidel 《Teaching and Teacher Education》2011,27(7):1131-1140
As critical component of teachers’ expertise, professional vision should be developed during teacher education. Professional vision draws on subject specific and generic knowledge, however, little is known about the knowledge interplay. This study systematically investigated pre-service teachers’ (n = 32 majoring in mathematics/science; n = 56 in social sciences/humanities) professional vision as elicited by videos of various subjects. Such a design allows studying the relevance of subject matter for professional vision. We found evidence for different professional visions among pre-service teachers majoring in different fields, indicating that—beyond knowledge acquisition—subject-specific socializations may result in distinct sets of shared beliefs and values. 相似文献
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Arnaud Chevalier 《Economics of Education Review》2011,30(6):1187-1201
Using a survey of a cohort of UK graduates, linked to administrative data on higher education participation, this paper investigates the labour market attainment of recent graduates by subject of study. We document a large heterogeneity in the mean wages of graduates from different subjects and a considerably larger one within subject with individuals with the most favourable unobserved characteristics obtaining wages almost twice as large as those with the worst. Moreover, gender differences in wages within subjects are also large. We then simulate a graduate tax to calculate a willingness to pay – in form of tuition fees – to capture these subject wage premia. 相似文献
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叶淑斌 《通化师范学院学报》2004,(1):37-40
语用学旨在解释听话人如何理解话语的意图。格赖斯和斯波伯及威尔逊都主张靠语用推理。但是格赖斯的会话含义理论是从社交语用角度出发,建立在合作原则基础上的推理;斯波伯及威尔逊是从认知角度出发,以大脑中的演绎为基础的推理。本通过分析这两大不同的语用推理模式,使我们更好理解话语。并且,通过对比指出他们各自的不足,以促使后来学积极探讨这个课题。 相似文献
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李春彪 《江西电力职业技术学院学报》2007,20(2):42-43,46
电路电工课程教学中要采用“脑图引导、实践发动、仿真促进”的教学模式。脑图以放射性思考为基础,收放自如,为学习者提供了一种思维工具与学习方法,电路电工课程中涉及较多的“图”元素使得课堂教学应用脑图能够提高学习效率,加深对知识的理解记忆;电路电工课程是一门实战性很强的学科,加强实验、实训、实习等实践环节,非常有助于对基本电路规律和电工电器的理解;由于电路电工实验实训条件的限制,使得电路电工实践的开展受到限制,将仿真软件充分应用于教学则能弥补这一不足。 相似文献
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解放教育学与教师权威的冲突与融合 总被引:1,自引:0,他引:1
解放教育学力求唤起受教育者主体意识的觉醒,而教师权威在一定程度上限制了受教育者主体意识的形成,二者看似矛盾.随着解放教育学与教师权威的冲突的演变,解放教育学与教师权威必将走向融合,形成解放的教师权威,彼此达到完善. 相似文献
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影视高等职业院校教师作为一个群体,要在教育目标和人才培养层面上,在教育目标和人才培养的过程中,特别是在课程改革中发挥主体作用。而这种主体作用的有效发挥,需要影视高等职业教育教师必须具有相应的素质保障。 相似文献
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Wai S. Tse Lai Y. A. Choi Wing S. Tang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):385-398
Video-based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video-based flipped Mathematics class, traditional Mathematics class, video-based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video-based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) = 10.52, p < 0.001; t (1,98) = 7.68, p < 0.001; t (1,98) = 20.39, p < 0.001, respectively). However, students in the flipped classes reported significantly higher satisfaction and teaching effectiveness than those in the traditional classes (t (1,98) = −15.61. p < 0.001; t (1,98) = −11.98, p <0.001, respectively). A partial correlation controlling for motivation for general reading indicated that motivation for subject reading was negatively associated with academic subject satisfaction and perceived teaching effectiveness of teachers (rs ranged from −0.51 to −0.62, p < 0.001). Video-based flipped class instruction was not only related to increased academic subject satisfaction and teaching effectiveness but also associated with lower motivation for subject reading. These findings suggest that video-based flipped class instruction had limited capability to strengthen the learning motivation of students. 相似文献
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Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge,identity and passion 总被引:1,自引:0,他引:1
Having an appreciation for the subject, their students and what the subject can offer their students has both cognitive and emotional dimensions for teachers. This paper uses empirical data to explore the efficacy of a Deweyan inspired framework called “Aesthetic Understanding” to scrutinise relationships between teacher knowledge, identity and passion. The paper uses case study data of three teachers of maths and/or science generated from a video study to illustrate the relationships between the three elements of Aesthetic Understanding. The need to value the aesthetic dimensions of teaching when examining the subject-specific nature of secondary teaching is discussed. 相似文献
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Min-Jeong Jeon Guemin Lee Jeong-Won Hwang Sang-Jin Kang 《Asia Pacific Education Review》2009,10(2):149-158
The purpose of this study was to investigate the methods of estimating the reliability of school-level scores using generalizability
theory and multilevel models. Two approaches, ‘student within schools’ and ‘students within schools and subject areas,’ were
conceptualized and implemented in this study. Four methods resulting from the combination of these two approaches with generalizability
theory and multilevel models were compared for both balanced and unbalanced data. The generalizability theory and multilevel
models for the ‘students within schools’ approach produced the same variance components and reliability estimates for the
balanced data, while failing to do so for the unbalanced data. The different results from the two models can be explained
by the fact that they administer different procedures in estimating the variance components used, in turn, to estimate reliability.
Among the estimation methods investigated in this study, the generalizability theory model with the ‘students nested within
schools crossed with subject areas’ design produced the lowest reliability estimates. Fully nested designs such as (students:schools)
or (subject areas:students:schools) would not have any significant impact on reliability estimates of school-level scores.
Both methods provide very similar reliability estimates of school-level scores. 相似文献
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Cynthia Nicol 《Educational Studies in Mathematics》2002,50(3):289-309
The integration of academic and vocational subject matter is offered in response to efforts to make the study of mathematics
meaningful and engaging for all students,as well as aid in the preparation of a mathematically literate workforce. Yet,teachers
often come to mathematics education with more ‘pure’ than ‘applied’ backgrounds making it difficult for them to draw upon
their own experiences to make subject matter meaningful. This paper analyses prospective teachers' opportunities to connect
subject matter with workplace contexts. It examines the degree of importance prospective teachers place on workplace connections
and the ways in which they incorporate these connections in classroom lesson plans. Results suggest that given opportunities
to visit workplace sites, it is not a trivial task for prospective teachers to: 1) make the mathematics in work explicit,
and 2) keep the mathematics contextualized when designing activities and problems for students. These results have implications
for teacher education and the support prospective teachers require in building networks connecting mathematics, pedagogy,and
work.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献