商务文本翻译的对等问题探讨     

扶丽华 《零陵学院学报》2004,(7)

商务文本措辞严谨,使用术语规范,语气表达委婉。忠实、准确地传达原文信息,使读者能够有效地进行商务活动,这是商务文本翻译的基本要求。因此,对等问题在商务文本翻译中显得格外重要。本文就意思表达、术语传译、语气表达等方面的对等问题进行了探讨。  相似文献   

经济全球化的不同哲学关怀--论马克思主义与全球主义对经济全球化的不同诠释     

鲍宏礼 《黄冈师范学院学报》2003,23(1):13-16

通过对比马克思主义与全球主义对经济全球化内在不同的诠释和哲学关怀，揭示了全球主义的基本思想和命题及其产生的根源，表明了马克思主义对于经济全球化的科学认识；章还对全球主义哲学思潮的积极与消极意义进行了评析。  相似文献   

关于语文“丑形象文本”的美学阐释     

汪文萍  王康毅 《上海师范大学学报(哲学社会科学版)》2006,35(1):16-19,38

“丑形象”是语文美育的一个重要组成部分。对“丑形象文本”进行美学探索，对于挖掘语文教学的审美内涵、拓宽语文审美教育的渠道以及丰富学生的审美体验，具有十分重要的意义。本文着重就语文“丑形象文本”的类型、特性和审美本质进行探讨，以期对它的基本审美特征有所揭示。  相似文献   

商务文本翻译的语用分析     

杨翠英 《语文学刊:高等教育版》2008,(2):95-98

商务文本的翻译讲求简洁性、准确性、措辞严谨、使用术语规范。笔者主要利用语用学的理论来分析商务文本的翻译。首先浅析了商务文本中时间指示以及零指示的英汉翻译问题,接着结合Leech提出的“礼貌准则”和Brown＆Levinson的“面子理论”讨论了商务文本英汉互译时礼貌措辞的准确表达,最后从语境的角度,主要是从文化语境的角度分析了商务文本翻译中需注意的一些问题。  相似文献   

选本批评:中国文学理论批评方法之一     

方志红 《绵阳师范学院学报》2008,27(12)

选本批评是一种以选寓评或选中兼评的文学批评样式。选编者的主体意识使选本批评显现了审美主体的文学观念;科举考试的实际需要使选本成为揣摩法则的写作范本;选本的历史意识是文学史的独特书写;序、论、赞、评的批评方式使选本呈现出多元话语模式。  相似文献   

Barriers to teachers using digital texts in literacy classrooms   总被引：1，自引：0，他引：1  

Eileen Honan 《Literacy》2008,42(1):36-43

In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print‐based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms.  相似文献   

提升师范生阅读教学能力的理论思考与实践探索     

赖瑞云 《福建师范大学学报(哲学社会科学版)》2008,(6)

本文简要介绍了“实施‘1＋4’模式教改,提升师范生语文阅读教学能力”教改项目的主要内容。分析了该教改项目的形成机制、理论基础、推进动力在于正确处理“怎么教与教什么、宏观理论与微观分析、大学与中学脱节”三大矛盾。阐明了这三大矛盾在基础教育课改、阅读教学、文学研究以及师范教育中的重大理论性和重大实践性。阐述了由于以上原因,形成了“1＋4”教改对于师范生能力培养的开拓创新意义和重要现实意义。  相似文献   

专书语法观念研究的成功尝试     

袁本良 《安顺学院学报》2007,(3)

古代训诂著作的语法观念考察在汉语语法学史研究中具有重要意义。《〈读书杂志〉词法观念研究》一书对王念孙《读书杂志》所蕴涵的词法观念进行穷尽的考察梳理,在汉语语法史的专书研究中做出了可贵的努力。  相似文献   

Putting literature at the heart of the literacy curriculum     

Deborah Nicholson 《Literacy》2006,40(1):11-21

This paper documents an initiative in Continuing Professional Development, conceived and carried out by London's Centre for Literacy in Primary Education (CLPE). The intention was to improve the teaching and learning of writing in Years 5 and 6 of the primary school (9–11‐year‐olds), through working with challenging literature. This teacher education project drew on CLPE's earlier research project, published as The Reader in the Writer ( Barrs and Cork, 2001 ). Classroom approaches developed through the initiative are described, and qualitative and quantitative changes in children's writing are discussed. Patterns of teaching in the classrooms that appear to have made a particular difference to the children's achievement are explored.  相似文献   

Contemporary Models of Communicative Practice: Shaky Foundations in the Foundation Stage?   总被引：1，自引：0，他引：1  

Jackie Marsh 《English in Education》2003,37(1):38-46

This article outlines a four‐year‐old child's multi‐modal encounters with texts and analyses one of those encounters in the light of a framework for the analysis of such events. It is argued that this analysis leads to the conclusion that the experiences with texts that permeate young children's lives are complex in nature and that this complexity is not sufficiently addressed in relevant curriculum frameworks. Further, it is suggested that young children's encounters with televisual texts need to be identified as emergent techno‐literacy practices which should be supported and extended in ways which correlate to the strategies used with regard to print‐based texts.  相似文献