一、INSTITUTE OF GEOLOGICAL INFORMATION AND NATIONAL GEOLOGICAL LIBRARY——TITLES OF PAPERS READ IN SCIENTIFIC CONFERENCES HELD AT HOME AND ABROAD（论文文献综述）
CHEN Baoguo,ZHANG Jiuchen,YANG Mengmeng[1]（2016）在《The Present Research and Prospect of Chinese Geosciences History》文中进行了进一步梳理It has been over a hundred years since the birth of research on Chinese geosciences history, which was accompanied by the continuous progress of Chinese geosciences. For hundreds of years, it has grown out of nothing to brilliant performance by several generations of Chinese geologists committing their hearts and minds with the spirit of exert and strive without stop to promote the process of China’s industrialization and to produce the significant impact on serving the society. The study of Chinese geosciences history reflects objectively and historically the history of geosciences in China, which has recorded, analyzed and evaluated the dynamic process sitting in the background and clue of the history of Chinese geosciences development. The study of the history of geological science has roughly experienced two stages in China. The first stage is the study of individual researchers. It spanned approximately 70 years from the early 20th century to the end of the 1970s. The research contents were mainly based on the evolution of geological organizations, the development and utilization of individual mineral species, the history of deposit discovery and the research of geological characters. The main representatives are Zhang Hongzhao, Ding Wenjiang, Weng Wenhao and Li Siguang, Ye Liangfu, Huang Jiqing, Yang Zhongjian, Xie Jiarong, Gao Zhenxi, Wang Bingzhang and etc. The most prominent feature of this period is the accumulation of a very valuable document for the study of the history of China’s geological history and lays a foundation for the exchange of geological science between China and foreign countries. The second stage is organized group study. It took around 60 years from the 1920s to 1980s. It includes the history of Chinese geology, the history of geological organizations, the history of geological disciplines, the history of geological education, the history of geological philosophy, the history of Chinese and foreign geological science communication, the history of geologists and etc. The most chief feature of this stage is the birth of academic research institute―the establishment of the Commission on the History of Geology of the Geological Society of China.
李林虹[2]（2020）在《广东广播电视台的汉英新闻编译岗位实习报告》文中研究说明近年来,讲好中国故事,向世界展示全面的中国越来越成为广大媒体工作者的责任。广东广播电视台（GRT）的英语新闻尝试把广东声音传递给更多外国听众,其中汉英新闻编译发挥着重要作用。笔者在广东广播电视台进行了为期四个月的实习（2019年6月9日至2019年10月20日）,主要负责新闻编译工作。在本实习报告中,笔者根据自身汉英编译实践,在对实习岗位及背景信息情况介绍的基础上,运用现代文体分析方法,对该英语新闻的语言、篇章以及语境因素进行分析。笔者认识到了广播新闻文体简洁但又正式的特点。本实习报告重点关注编译实践中遇到的问题如编译新闻中的数据、长句、篇章,和采用的多种编译方法如信息删减、信息重组等,进而编译出符合广东广播英语新闻文体的译文。最后,作者发现,随着融媒体时代的到来,广东广播电视台英语新闻已不再是传统意义上的电台新闻,而具有电台新闻和纸质新闻的双重文体特点。笔者希望通过本次编译实习,一方面夯实自身的专业基础,提高编译能力;另一方面,希望通过对编译实习的总结和回顾,为英语新闻编译学习者提供参考和借鉴。
YODSAPON NITIRUCHIROT[3]（2018）在《南（中国）海水下文化遗产保护法律体制》文中研究表明历史证据可从书面记载中找到,也可从古代文物（不论是人类创造抑或自然产物）中发掘。从这些历史证据中,后人可感受到古人遗留的有关人文、政治、法律、艺术和文化等故事。历史证据的这些价值不仅对一国意义深远,更是全人类的瑰宝。历史悠久的南中国海（以下简称“南海”）曾作为连接亚欧海上贸易的主要航道,有着丝绸之路的美誉。该地区有着大量沉船,被称为水下文化遗产。船舶沉没成为水下文化遗产的原因很多,例如航行中遭遇然灾害、碰撞事故、甚至战争祸及此地。如今,寻宝者和受利益驱使的私人打捞公司非法挖掘正使这片海域的水下文化遗产面临危机。这可能致使南海的历史证据丢失或不完整。笔者认为造成该问题的原因有三方面。首先是由于南海地区领土和海洋划界争端。这些争端导致南海地区管辖权行使模糊不清,当一国在争议区行使管辖权,容易产生冲突,因此,寻宝者有可乘之机对南海地区水下文化遗产进行商业开发。其次,《联合国教科文组织水下文化遗产公约》（以下简称《水下文化遗产公约》）是一部全面保护水下文化遗产的国际公约,但仅有柬埔寨是该公约的缔约国。因此,公约的条款难以在南海地区适用以保护该地区的水下文化遗产。最后,南海沿岸国各自为政,各国立法不一致,导致在保护南海水下文化遗产时各国采取的措施存在差异,也给沿岸国的合作造成障碍。本文建议可通过两种方式提高南海水下文化遗产保护的法律框架。首先,南海所有沿海国加入2001年《水下文化遗产公约》,如此一来,公约的条款将可适用于南海从而达到保护水下文化遗产的目的,且继续推进南海沿岸各国合作。另一种方式是在南海缔结区域性保护水下文化遗产协定。上述两种方式在改善保护南海地区水下文化遗产法律框架方面具有不同的进程,各有优缺。且笔者探讨了 2001年《水下文化遗产公约》某些条款并不适用于南海地区,例如争端解决机制。此外,迄今为止,从世界范围来看该公约缔约国只有58个。因此,就该问题而言,达成区域性协定或许更佳。南海地区沿岸国也可援引2001年《水下文化遗产公约》的某些条款,包括适合其他区域的相关规定。最后,本文还认为应由中泰两国共同倡议缔结区域性协定。因为中国是该地区最具经济影响力的国家,也是海洋考古技术最为发达的国家。同时,泰国的海洋考古对东南亚地区影响最大,且与南海沿岸各国保持友好关系。此外,仍有两个有力因素可促成该协定的缔结,东南亚国家联盟或是东南亚教育部长组织,并可依附“21世纪海上丝绸之路”。
黄丽[4]（2018）在《二战后澳大利亚能矿产业领域的环境管理研究》文中研究指明作为物质生产的主要投资之一,自然资源（主要指矿产和能源资源）被称为国民经济发展的重要物质基础。因此,其在国民经济增长中的作用不言而喻。澳大利亚矿产资源丰富,矿藏多样,是世界发达国家之一,其经济在过去几十年内取得了长足发展。能矿产业是其经济发展的重要支柱之一,占其GDP的6%以上。澳大利亚的独特之处在于,一方面,其能矿产业发展迅速,另一方面,其矿业取得了相对可持续发展,其壮观、美丽、独特的自然环境成为澳大利亚人的骄傲。澳大利亚东北部生长着最古老的开花植物,是世界上生物多样性最丰富的生态系统之一。然而相比之下,其他一些资源丰富的国家,却以牺牲良好的环境为代价实现经济发展,这为本文研究澳大利亚在发展资源产业的同时如何平衡环境管理提供了必要性。矿业在澳大利亚经济中扮演着重要角色,占其出口收入的三分之一以上。矿业是由国际市场驱动的周期性行业,矿物产品价格和生产成本仍然是其发展的关键因素。上世纪中叶以来,环境管理在衡量采矿项目的竞争力和可行性方面,作用日益彰显。本文对二战后澳大利亚能矿产业内的环境管理进行了研究,将其发展过程划分为几个阶段,分别呈现了各阶段的能矿产业发展特征以及该阶段相关环境管理政策和措施。具体来看,从早期勘探到20世纪中期,澳大利亚能矿产业取得了很大进展,其公众对矿业繁荣发展津津乐道。采矿业为其国家发展所需的基础设施、服务和商品提供了原材料。然而,澳大利亚能矿产业的早期采掘、开发,对当地环境造成了严重影响。这些环境影响源自矿业的勘探和采矿矿物加工活动,包括植被直接毁坏、从废物岩堆、尾矿储存设施和露天矿场排放的酸性矿井水、以及不良的矿物复原措施。遗憾的是,在这段漫长的发展阶段里,与矿业发展有关的环境问题通常被视而不见。从20世纪50年代到80年代,澳大利亚矿业逐步走进世界一流行列,相关现代环境运动也相继涌现。环境问题成为公众争议的焦点,使得政府需发挥更大作用来解决这些问题。20世纪70年代早期,州政府开始采取措施解决一些相关环境问题。其中,环境影响报告书的编写和提交是其措施的重要组成部分。环境影响报告书要求矿业公司在开展矿业活动前,对项目进行环境评估,获得批准后才可开展矿业活动。经过这些措施,采矿带来的一些不利环境影响得到了避免或处理。然而,一些环境审批程序过于复杂和耗时,且其中许多程序难以获批,因此新采矿项目的启动效率受到了很大影响。上个世纪90年代以来,澳大利亚的矿业发展及其相关环境保护逐渐走向国际化。澳大利亚矿业公司海外矿产勘探和矿业海外投资大幅增加,海外矿业公司的勘探支出占比也大幅增加。此外,过去10年间,除加拿大、美国和西欧等传统矿产品出口地外,澳大利亚矿业公司开始在亚太地区、非洲、南美和东欧等新兴市场拓展业务。同时在此阶段,澳大利亚采矿业在良好的环境管理方面取得了很大进展,并将可持续发展战略纳入环境和矿业立法。1992年的生态可持续发展国家战略及其相关执行报告,标志着澳大利亚将可持续发展概念发展为其国家目标和政策方向之一。数十年来,澳大利亚矿业发展先进环境管理的能力不断提升,加强社区参与和发展的措施不断创新。澳大利亚的可持续发展矿业在全球享有领先地位,与其他国家矿产企业相比,其矿产企业在勘探、工程、矿物加工、环境管理、矿山安全、研究和开发以及教育和培训等方面更具竞争力。本文通过对澳大利亚能矿产业发展史和相关环境管理的研究,发现两者发展轨迹几乎并驾齐驱并长期相互作用。当环境管理得到改善,矿业发展效率会大大提升,这是源于良好的环境管理可促进采矿技术的创新,并获得公众对该行业的支持。此外,矿业发展和环境管理的相互作用最终可发展为一种生态可持续的矿业发展模式。实现生态可持续的矿业发展,需建立一种管理的、经济的和自愿的合作机制,政府、矿业公司和社区团体共同发挥作用。政府制定法规,为环境管理提供法律规范和准则;矿业公司遵守采矿原则和法规,提高采矿技术,减轻矿业活动对环境的不利影响;社区和公众可对采矿项目评估的批准提供监督,促使矿业公司履行相关环境管理规范。
浦恩菱[5]（2020）在《南方英文网汉英新闻编译实习报告》文中提出笔者在南方英文网进行了为期三个月的实习（2019年7月至9月）,主要负责中文稿件、采访录音及视频的编译工作,共完成稿件64篇。本报告中,笔者将结合自身的编译实习经历,对南方英文网平台、编译人员职责、编译产出过程以及质量控制做出介绍。在生态翻译学理论框架下探讨南方英文网的汉英新闻编译,总结出编译原文本的特点,包括中国特色政治话语和新词的使用、标题中对政府官员的突出、引语、主动语态以及小标题的运用等。结合原文本特点,以具体实例分析编译过程中的适应性选择,并有针对性地从语言维、文化维及交际维提出相应的翻译技巧。具体而言,语言维的适应性选择可通过增译、省译、意译、仿译、转换等翻译技巧,解决中国特色政治话语、新词、标题、直接与间接引语以及主动句等的翻译问题。在文化维的适应性选择方面,可使用直译与意译处理文化对等和文化差异。而在交际维的适应性选择方面,可通过增译、省译和转换来分别解决信息缺失、信息冗余及信息可视化的问题。基于本次实习经历,笔者希望提高自身的翻译技能,掌握新闻编译技巧,为将来快速融入相关行业做准备。同时也希望本报告能为其他新闻编译以及相关专业者提供一些借鉴和参考。
谷玉英[6]（2020）在《目的论视角下政区介绍文本的汉英翻译实践报告》文中指出本报告基于作者自2018年9月至2019年9月为中译语通科技股份有限公司所做的“中国国情多语种对外传播平台项目”。该项目是中华人民共和国民政部组织编纂的一套巨型工具书,在内容方面主要涉及每个政区的政区概况、社会发展、名胜旅游等六大方面发展状况的介绍,其内容详尽丰富,信息量大。国内外用户通过此政区介绍,不仅可以了解中国各政区的发展实况,还可以探知各政区内的特色文化。因此对此类文本的翻译也成为一种直观有效的外宣方式和途径。通过阅读和试译源文本,并结合此翻译项目对外传播的目的,作者认为以翻译目的论为指导最符合本次翻译实践的要求。翻译目的论把整个翻译活动的目的放在首位,要求译者根据翻译目的选择最合适的翻译方法和策略,并提出翻译三原则:目的原则、连贯原则和忠实原则。本次翻译实践的主要目的就是向外界介绍中国各政区的发展并传播中国文化。在翻译过程中,作者对三原则的遵守确保了译文在词汇、句子两个层面都能实现语内和语际连贯,这有助于译文读者的接受,并最终助力于传播原汁原味的中国文化。本报告共分为五章。第一章是简介,介绍了项目背景、内容以及本报告的意义;第二章是研究综述和指导理论。对政区文本的研究做了综述并介绍了目的论三原则的具体内容。第三章是文本分析,阐述了翻译实践文本在语言、内容和文体方面的特点,还介绍了文本翻译方法及报告研究过程。第四章的案例分析是本报告的主体部分。在目的论三原则的指导下,本章从词汇、句子两个层面,对政区文本汉英翻译过程中所采取具体翻译策略进行了详细分析。最后一章是结语。笔者对目的论对政区介绍文本汉英翻译过程中的指导作用进行了总结,并指出了本文研究的不足及后续努力的方向。本报告对实践材料中文化负载词以及句子的分析,具体呈现了翻译目的论三原则如何指导翻译策略的选取,从而最终得到词汇准确、句间连贯的译文。希望本报告的探索能为政区介绍文本的汉英翻译提供一些经验和方法。
刘韶华[7]（2018）在《哈萨克斯坦主流网络媒体涉华新闻评述呈现的中国形象研究》文中研究指明在互联网时代的今天,人们信息的来源绝大程度上依赖于网络媒体报道,读者的个人判断力很容易受到媒体报道的影响。因此,网络新闻媒体在国际传播中对一个国家形象的呈现和塑造至关重要。但是国际社会中的中国形象往往是外国媒体呈现和塑造的中国形象决定的。此外,随着中国经济、政治、军事实力的逐步增强,中国将向何处发展引起了世界,尤其是它的近邻哈萨克斯坦等中亚国家的广泛而密切的关注。因此,对哈萨克斯坦主流网络媒体呈现的中国形象的研究有其重要的理论意义和现实意义。本研究希望通过分析哈萨克斯坦主流网络媒体对中国形象的“他塑”报道,能够对中国形象有更清晰的认识以及为中国形象“自塑”提供一个新的研究视角。有关新闻话语呈现的国家形象研究因其特有的跨学科性引起了新闻传媒、历史文化与文学、公共关系学、国际政治、国际关系、语言学等多个领域和学科的广泛关注。本研究是对网络新闻评述话语呈现的中国形象研究,这是把语言系统本身与话语使用紧密结合起来的一个很好的跨学科语言学实证研究。一方面,国家形象的呈现、推广与维护离不开语言,而新闻话语是国家形象展示的重要载体和中介。新闻媒体对事件的报道并不是中立地对待不同的观点和立场,而是通过对报道事件的选择、叙述方式、评论等传达自己的立场和态度,影响受众对事件的看法。因此,对国家形象的语言学研究也就是对新闻媒体在呈现国家形象时所持态度的研究。20世纪90年代,Martin基于系统功能语言学的框架提出了评价理论,该理论关注说话人/作者用来表达特定的态度立场和与实际的或潜在的应答者协商这些立场的词汇语言资源。态度系统是评价理论的核心部分,集中体现出说话人/作者对于评价对象的态度倾向,包括说话人/作者的情感反应,对评价对象行为的评判和对事物的鉴赏,分别对应三个子系统:情感、判断、鉴赏。语言在该系统中是态度资源的实现手段,即通过显性或隐性的方式表现说话人/作者对评价对象的立场、观点和态度。另一方面,文化语用学认为话语建构过程是发生在建构者文化语境下的信息处理过程,其中的话语及话语单位的选择无不反映出建构者的文化取向。新闻话语呈现的国家形象也是如此。新闻话语是新闻建构者作为一个文化主体所产生的传讯行为。国家形象的建构和呈现会受到新闻建构者的文化主体意识形态的影响。新闻话语中的态度资源是新闻建构者呈现特定事件时进行文化处理的语言参照系统。因此,新闻话语对国家形象的呈现与建构都可以理解为文化语用实践或文化语用行为。就中国形象而言,哈萨克斯坦在其主流网络媒体新闻评述话语中呈现的“他塑”中国形象,不仅表明作为近邻的哈萨克斯坦对中国的文化态度和立场,而且传递出哈萨克斯坦自身的文化主体意识和其跨国文化语境。因此,基于文化语用学的文化语境理论,可以为中国形象在新闻话语中“自塑”研究提供新的研究思路,使中国形象研究更加全面。因此,本研究首先基于评价理论的态度系统来分析哈萨克斯坦主流网络媒体涉华新闻评述话语呈现的中国形象的态度倾向,以及其态度倾向的语言实现手段,然后从文化语用学的文化语境理论出发,通过分析哈萨克斯坦主流网络媒体新闻评述话语“他塑”中国形象所涉及到的文化语境,有针对性地对如何在中亚地区呈现良好中国形象,即“自塑”中国形象,提出语言学建议。本研究选取的语料来自哈萨克斯坦国内最大媒体之一,也是哈萨克斯坦重要的国家和世界性通讯社——哈萨克国际通讯社（哈通社）网络版。研究内容主要围绕以下三个问题展开:1)哈通社涉华新闻评述报道呈现了一个什么样的中国形象?它是积极的还是消极的?2)哈通社涉华新闻评述报道使用了哪些显性和隐形的态度资源来呈现中国形象?3)哈通社涉华新闻评述报道涉及的哈萨克斯坦文化语境对在中亚地区“自塑”良好中国形象的语言学启示是什么?本研究釆用定量和定性的结合。定性研究上,本研究基于Martin和White关于正面态度资源和负面态度资源,以及显性态度资源和隐性态度资源的讨论开展定性分析,对评价理论现有分析框架进行反思和整合,建立本研究的分析框架和参数,为下一步的定量研究提供分析模型。此外,本研究还基于定量研究的结果,对语料涉及到的哈萨克斯坦文化语境进行定性分析,并根据分析结果,对在语言学层面呈现良好中国形象进行定性分析。定量研究上,本研究对哈通社网络版进行搜集,寻找符合新闻评述要求的报道类型,语料时间跨度从2015年1月1日至2016年12月31日,共计收集210篇涉华新闻评述报道,自建小型专题语料库以供分析。所有的态度资源都借助定性研究建立的分析框架进行标注,同时利用AntConc 3.4.4对语料进行频率统计和项目检索。在数据基础上得出哈通社网络版涉华新闻评述报道中态度资源的分布规律和各子系统所表现的人际意义,并找出实现态度意义的语言手段的规律和功能。研究结果表明:1)哈通社对中国形象基本持正面态度,特别是在中国和哈萨克斯坦的外交关系领域,中国形象被建构成一个可信赖的、互惠互利的合作伙伴和友好的、乐于助人的邻居形象。然而,哈通社对中国形象仍然持有一定程度的负面态度,表现为对西方国家所渲染的“中国威胁论”有所回应。2)由于新闻评论的“客观性”,表示情感的态度资源出现最少,而表示判断和鉴赏的态度资源大量出现,证明哈通社的报道具有一定的客观性。此外,鉴赏类的正面态度资源和判断类的负面态度资源最多,说明哈通社更倾向肯定中国所做事情的社会意义,而从道德准则来否定中国人的行为。最后,哈通社倾向使用显性的态度词汇来表达对中国形象的态度,尤其是态度形容词来显示其对中国形象积极或消极的态度。隐性的态度资源全部都是表达对中国的负面态度,其语言手段更多是通过引发中的选择性列举事实来表明对中国形象的负面态度。3)基于哈萨克斯坦的文化语境分析,本研究认为在语言层面自塑良好中国形象需要从三个方面“讲好中国故事”:谁来讲,讲什么,和怎么讲,并结合以上研究结果,给出具体事例和建议。
阮晓蕾[8]（2019）在《理想与实践的复调：上海市某高校女性英语教师职业能动性质性案例研究》文中认为随着越来越多的教育实证研究采用社会文化视角阐释现象,教师工作和生活已成为研究者日益关注的领域。我国英语教师梯队中女性教师占绝大多数,然而聚焦女性教师的研究相对匮乏。教师能动性是教师作为认知和实践的主体不断进行选择、控制、行动和反思,从而对教学活动、职业发展和课程改革施加影响的过程。为拓展对教师能动性的认识,尤其是女性教师如何在职业生涯中发挥自己的职业能动性,本项质性案例研究在探寻、分析和阐释了上海市某高校三位女性英语教师的教学、科研及教师学习活动,以期揭示她们的职业能动性在其教师职业发展历程中的作用。基于研究问题（参与教师发挥职业能动性的方式及其与社会情境积极互动的过程）和在文献综述基础上产生的理论框架,本研究首先邀请了上海市某高校的九名女性英语教师参与了叙事问卷的填写,并在问卷基础上进一步筛选了三位教师参与主体研究,采用隐喻法和时间轴方法收集背景信息,半结构化访谈法和课堂观察法探索核心问题,文本资料收集和网络志方法予以补充,将不同形式的数据进行了汇总和转写。通过计算机辅助的质性数据分析方法对所获资料开展的主题分析,深入剖析了参与教师在职场活动中发挥其职业能动性的方式和特点,并讨论了影响其发挥职业能动性的多重因素。本研究的发现如下:首先,参与教师在一系列语言教师职业发展活动中（课堂教学、科研活动和教师学习）发挥的职业能动性体现在:1)她们表现出积极的能动信念,如大学英语教学不应当只局限于语言知识的传授,更应培养学生的问题意识、批判思维和综合能力;科研活动是高校英语教师职业发展的必要环节,严谨的科研态度、有价值的研究问题和扎实的研究素养是前提条件;作为一名语言教师应当秉承“终身学习”的理念,通过多种学习方式与时俱进。2)她们具有一定的能动能力将其职业发展的信念转化为具体实践,在不断地目标设立、拟定计划、开展行动及反思内省等过程中进行意义建构,逐渐完善自己作为语言教师的学科教学知识,提高自己开展各类英语语言文学及语言教育等研究的能力,并积极拓展个人学习的多维渠道,实现其职业历程的可持续发展。3)她们在信念转化为实践的过程中展示了自己独特的能动倾向,如自信、自律、毅力和坚韧,尽管在不同的职业发展阶段偶有迷茫、倦怠和自我怀疑,但通过积极的心理暗示和能动实践,消极态度与情感可以及时转化为下一轮行动的动力。其次,参与教师发挥职业能动性的过程具有动态性、复杂性、反思性和情境性,是自我与他人、与环境不断互动和对话的过程:参与教师的个人经历（如英语学习经历、研究经历和职业发展历史）、教师与他人的互动（如家人的支持、师长的榜样力量、朋友的影响）、教师的工作环境（如学生在课堂教学中的参与和表现、同事带来的同伴压力、教师共同体中的学习、不同学院的组织机构文化、稳步推进的学院课程改革）及宏观的社会文化情境（如社会对大学教师的职业认可度、对不同性别角色分工的期待、传统与现代的教育理念的并存）对她们职业能动性的发挥及职业轨迹有重要的影响。参与教师在发挥能动性的过程中一方面受环境的影响和塑造,一方面能够不断地进行选择、控制和行动,积极构建个人的职业图景并对周围环境产生潜移默化的影响。诚然,本研究的目的不在于建立男女教师的二元对立或凸显能动性为女性教师独有,研究发现确实表明高校女性英语教师的职业能动性本身是一个“性别中立”的概念,但职业能动性作为一个开放的系统,它在某种程度上会受到女性教师性别能动性的影响:女性教师具有职业和家庭等多维身份认同,在努力实现“工作-生活平衡”与克服角色冲突的过程中,她们展现了积极的信念,在不断的自我定位、积极的行动和及时的反思中,致力于克服身份认同危机、顽固的社会性别偏见和职场的发展瓶颈,以实现职业发展愿景,谱写理想与实践的“复调”。本研究具有一定的理论和现实意义:通过对高校女性英语教师职场活动及其能动性的“深描”,展现了她们积极的职业面貌,深入剖析了其职业发展的动态历程,充实了有关女性教师的实证研究,丰富了语言教师能动性崭新的研究视角,为高校女性英语教师的职业发展提供了启示,为高校英语教师的课堂教学、科研活动、职场学习及相关政策的制定提供了可借鉴的依据。本项探索性质性研究限制了其“代表性”和研究结果的“可普及性”,但可以作为后续大规模量化问卷的起点,以调查不同地域、高校、教龄、职称的女性英语教师职业能动性的发挥程度、特点及趋势。
王启龙[9]（2014）在《钢和泰和他的中-印学院（英文）》文中研究表明Alexander von Staёl-Holstein（1877–1937）was a world famous Russian orientalist who,in the early part of the 20th century,lived permanently in Beijing for various reasons.1On the recommendation of Hu Shi胡适,he received a teaching position at Peking University.In 1929 he was formally appointed professor of Central Asian Philology at Harvard University,staying there for one academic year.Although a Harvard professor,he did not stay in
贺少伟[10]（2021）在《西南科技大学校园网页新闻汉英翻译实践报告》文中研究说明在我们国家优秀文化对外传播越来越广的基础上,高校官方的英文网站也顺应趋势,成为外界了解国内高校的重要窗口,在对外交流中起到了举足轻重的作用。而笔者认为西南科技大学校园新闻翻译,与其他院校类似,均存在拘泥于原文的问题,虽然将原文作者的意思表达了出来,但是对于目标读者来说信息冗杂,无法一目了然的知道核心内容,更有由于文化视域差别导致的理解偏差存在。本报告以笔者在西南科技大学外国语学院MTI中心的新闻翻译实践为基础,运用翻译模因论指导翻译实践,试图解决上述问题,并以此创作翻译实践报告。通过分析新闻文本的特点,笔者选用国内发展较快的翻译模因论作为理论指导,结合翻译项目中的具体案例,对源文本进行了详细的分析,得出源文本作为新闻所具有的时效性、宣传性以及和英语之间的不同,如时态语态等问题。此外,笔者引用源文本中的案例,围绕笔认为在校园新闻翻译过程中需要解决的三个方面的问题进行分析:一是当时态在目的语表述过程中发生转变时,如何通过模因论指导选择翻译方法;二是分析通过模因论如何选择翻译方法来使得译出语符合英语语言语法特点;第三是分析在此翻译过程中如何运用模因论选择翻译方法来清晰的表述源语言的文本信息。最后笔者提出了相应的翻译策略,即运用省译法、解释性翻译法和顺句翻译法来解决时态转变带来的翻译问题;运用分、合译法和倒译法在翻译过程中适应目标语言的语法特点;运用编译法在译文中更清晰合适的表达源语言想传达出的信息。通过分析以及相应的翻译方法的选择,笔者能够较为有效解决翻译过程中的难题,诸如译文需要符合英语读者的需要和译文的表达方式等问题,从而提高了汉英翻译的可读性和准确性。最后是笔者对整个翻译过程中所学所得,如需要进行充分的准备工作和译后校对,更要熟悉翻译理论并指导实践,以及出现的问题和不足之处的总结,以及对校园新闻翻译提出的要注意译员身份的中立以及翻译过程中对文化冲突的理解等建议,希望能够有所帮助。
二、INSTITUTE OF GEOLOGICAL INFORMATION AND NATIONAL GEOLOGICAL LIBRARY——TITLES OF PAPERS READ IN SCIENTIFIC CONFERENCES HELD AT HOME AND ABROAD（论文开题报告）
（1）论文研究背景及目的
此处内容要求：
首先简单简介论文所研究问题的基本概念和背景，再而简单明了地指出论文所要研究解决的具体问题，并提出你的论文准备的观点或解决方法。
写法范例：
本文主要提出一款精简64位RISC处理器存储管理单元结构并详细分析其设计过程。在该MMU结构中,TLB采用叁个分离的TLB,TLB采用基于内容查找的相联存储器并行查找,支持粗粒度为64KB和细粒度为4KB两种页面大小,采用多级分层页表结构映射地址空间,并详细论述了四级页表转换过程,TLB结构组织等。该MMU结构将作为该处理器存储系统实现的一个重要组成部分。
（2）本文研究方法
调查法：该方法是有目的、有系统的搜集有关研究对象的具体信息。
观察法：用自己的感官和辅助工具直接观察研究对象从而得到有关信息。
实验法：通过主支变革、控制研究对象来发现与确认事物间的因果关系。
文献研究法：通过调查文献来获得资料，从而全面的、正确的了解掌握研究方法。
实证研究法：依据现有的科学理论和实践的需要提出设计。
定性分析法：对研究对象进行“质”的方面的研究，这个方法需要计算的数据较少。
定量分析法：通过具体的数字，使人们对研究对象的认识进一步精确化。
跨学科研究法：运用多学科的理论、方法和成果从整体上对某一课题进行研究。
功能分析法：这是社会科学用来分析社会现象的一种方法，从某一功能出发研究多个方面的影响。
模拟法：通过创设一个与原型相似的模型来间接研究原型某种特性的一种形容方法。
三、INSTITUTE OF GEOLOGICAL INFORMATION AND NATIONAL GEOLOGICAL LIBRARY——TITLES OF PAPERS READ IN SCIENTIFIC CONFERENCES HELD AT HOME AND ABROAD（论文提纲范文）
（1）The Present Research and Prospect of Chinese Geosciences History（论文提纲范文）
| 1 The History and Present Situation of the Research on the History of International Geological Science |
| 1.1 The change of the content of the study |
| 1.2 Organizations and research institutes |
| 1.3 Publications and authors |
| 2 The Present Situation and Progress of the Study of the Chinese Geological Science History |
| 2.1 A brief account of the development of the Chinese geological science history |
| 2.2 Research institutes and research groups |
| 2.3 The guiding ideology of the research on the history of geological science |
| 2.4 Major progress in recent years |
| 2.4.1 Promote interaction between Chinese geological science and social development in China |
| 2.4.2 A study on the history of geological disciplines of China |
| 2.4.3 A study of geological characters |
| Kwong Yung Kong(1863-1965) |
| Woo Yang Tsang(1861-1939) |
| Gu Lang(1880-1939) |
| Lu Xun(1881-1936) |
| Wang Chongyou(1879-1985) |
| Zhang Hongzhao(1877-1951) |
| Ding Wenjiang(1887-1936) |
| Weng Wenhao(1889-1971) |
| Li Siguang(1889-1971) |
| R.Pumpelly(1837-1923) |
| Richthofen,Ferdinand von(1833-1905) |
| Amadeus Willian Grabau(1870-1946) |
| Johann Gunnay Andersson(1874-1960) |
| Prerre Teilhaya de Chardin(1881-1955) |
| 2.4.4 The study of history of ancient geological thoughts |
| 2.4.5 The study of the geological cause |
| 2.4.6 Research of the history of the communication of Chinese and foreign geological science |
| 3 Development Prospect |
| 4 Conclusion |
（2）广东广播电视台的汉英新闻编译岗位实习报告（论文提纲范文）
| ACKNOWLEDGEMENTS |
| ABSTRACT |
| 摘要 |
| CHAPTER ONE AN OVERVIEW OF THE RADIO NEWS TRANS-EDITING INTERNSHIP |
| 1.1 Background of GRT and GRT news |
| 1.2 Descriptions of trans-editing tasks |
| 1.3 Overview of stylistic analysis |
| 1.4 Outline of the internship report |
| CHAPTER TWO PREPARATIONS FOR THE RADIO NEWS TRANS-EDITING INTERNSHIP |
| 2.1 Trans-editing preparation |
| 2.2 The schedule for the radio news trans-editing internship |
| 2.3 Technical& resource support |
| 2.3.1 The use of translation software |
| 2.3.2 The use of parallel texts |
| CHAPTER THREE THE RADIO NEWS TRANS-EDITING PROCESS |
| 3.1 Selection of the trans-editing source news |
| 3.1.1 General principles of news selection |
| 3.1.2 Cases of news selection |
| 3.2 Stylistic Analysis of radio news |
| 3.2.1 Linguistic description of radio news |
| 3.2.2 Textual analysis of radio news |
| 3.2.3 Contextual factors analysis of GRT news |
| 3.2.4 Variations of the language of GRT news |
| 3.3 Case Studies |
| 3.3.1 Linguistic problems and the coping strategies |
| 3.3.2 Textual problems and the coping strategies |
| CHAPTER FOUR POST-TRANS-EDITING |
| 4.1 Quality control |
| 4.1.1 Quality control:self-evaluation |
| 4.1.2 Quality control by supervisors |
| 4.2 Self-assessment |
| 4.3 Feedback from supervisors |
| CHAPTER FIVE CONCLUSION |
| 5.1 Reflections |
| 5.2 Limitations |
| REFERENCES |
| APPENDICES |
| APPENDIX A |
| APPENDIX B |
（3）南（中国）海水下文化遗产保护法律体制（论文提纲范文）
| THESIS ABSTRACT |
| 内容摘要 |
| ABBREVIATIONS |
| CHAPTER 1 INTRODUCTION |
| 1.1 The Purposes of the Study |
| 1.2 Research Hypothesis and Research Questions |
| 1.3 Scope of the Study |
| 1.4 Research Methodologies |
| 1.5 Original Contributions |
| 1.6 The Structure of the Thesis |
| CHAPTER 2 UNDERWATER CULTURAL HERITAGE (UCH)IN THE SOUTH CHINA SEA (SCS) |
| 2.1 Introduction to the South China Sea |
| 2.1.1 Definition of the SCS |
| 2.1.2 The Disputes in the SCS |
| 2.1.3 Approaches to solving the disputes in the SCS |
| 2.2 Major Underwater Archaeological Events in the SCS |
| 2.3 Significances and Threats of UCH in the SCS |
| 2.3.1 Significances of the UCH in the SCS |
| 2.3.2 Threats to the UCH in the SCS |
| 2.4 Efforts to protect UCH in the SCS |
| 2.4.1 Association of Southeast Asian Nations |
| 2.4.2 United Nations Educational, Scientific and CulturalOrganization |
| 2.4.3 The International Council of Museums |
| 2.4.4 The International Council on Monuments andSites |
| 2.4.5 The Southeast Asian Ministers of EducationOrganization |
| 2.5 Conclusions |
| CHAPTER 3 APPLICABLE PRINCIPLES AND LAWSCONCERNING UCH PROTECTION IN THE SCS |
| 3.1 Applicable International laws concerning UCHProtection in the SCS |
| 3.1.1 Legal Regime of Maritime Zones |
| 3.1.2 Legal Framework for UCH protection under theUnited Nations Convention on the Law of the Sea |
| 3.1.3 The Legal Framework for UCH protection under the2001 UNESCO Convention |
| 3.2 The SCS Littoral States' Domestic Laws |
| 3.2.1 Brunei |
| 3.2.2 Cambodia |
| 3.2.3 China |
| 3.2.4 Indonesia |
| 3.2.5 Malaysia |
| 3.2.6 The Philippines |
| 3.2.7 Singapore |
| 3.2.8 Thailand |
| 3.2.9 Vietnam |
| 3.2.10 Inconsistency of the SCS littoral States' DomesticLaws |
| 3.3 Conclusions |
| CHAPTER 4 SOME PRECEDENTED STATES PRACTICESON UCH PROTECTION |
| 4.1 The Mediterranean Sea |
| 4.1.1 Introduction to the Mediterranean Sea |
| 4.1.2 Situation of UCH in the Mediterranean Sea |
| 4.1.3 UCH protection in the Mediterranean Sea |
| 4.2 The Baltic Sea |
| 4.2.1 Introduction to the Baltic Sea |
| 4.2.2 Situation of UCH in the Baltic Sea |
| 4.2.3 UCH Protection in the Baltic Sea |
| 4.3 The Caribbean Sea |
| 4.3.1 Introduction to the Caribbean Sea |
| 4.3.2 Applicable International Laws on UCH Protectionin the Caribbean Sea |
| 4.3.3 Efforts to protect UCH in the Caribbean Sea |
| 4.4 The Council of Europe |
| 4.4.1 The European Cultural Convention 1954 |
| 4.4.2 The European Convention on the Protectionof the Archaeological Heritage 1969 |
| 4.4.3 The Convention for the Protection of theArchitectural Heritage of Europe 1985 |
| 4.4.4 The European Convention on Offences relating toCultural Property 1985 |
| 4.4.5 The Draft European Convention 1985 |
| 4.4.6 The European Convention on the Protection of theArchaeological Heritage 1992 |
| 4.4.7 The Council of Europe Framework ConventionOn the Value of the Cultural Heritage for Society2005 |
| 4.5 Selected international instruments relating to UCHProtection |
| 4.5.1 HMS Spartan Agreement 1952 |
| 4.5.2 Old Dutch Shipwrecks agreement 1972 |
| 4.5.3 The Torres Strait Treaty 1978 |
| 4.5.4 HMS Birkenhead Agreement 1989 |
| 4.5.5 CSS Alabama Agreement 1989 |
| 4.5.6 M/S Estonia Agreement 1995 |
| 4.5.7 Memorandum of Understanding of the ShipwrecksHMS Erebus and HMS Terror 1997 |
| 4.5.8 Le Belle Agreement 2003 |
| 4.5.9 Titanic Agreement 2004 |
| 4.6 Conclusions |
| CHAPTER 5 APPROACHES TO IMPROVE LEGALFRAMEWORK FOR UCH PROTECTION IN THE SCS |
| 5.1 Applying the 2001 UNESCO Convention |
| 5.1.1 Ways to apply the 2001 UNESCO Convention |
| 5.1.2 Advantages and Disadvantages of becoming StatesParties to the 2001 UNESCO Convention |
| 5.1.3 Inconsistency between the 2001 UNESCOConvention and SCS Littoral States'domestic Laws |
| 5.2 Concluding a Regional Agreement on UCH Protectionin the SCS |
| 5.2.1 Approaches of Concluding the Agreement |
| 5.2.2 Leading Role of Concluding the Agreement |
| 5.2.3 Advantages and Disadvantages of Concluding theAgreement |
| 5.2.4 Analysis of Some Provisions to be contained inthe Agreement |
| 5.3 Conclusions |
| CHAPTER 6CONCLUSIONS |
| 6.1 Answers to Research Questions |
| 6.1.1 What is the current situation of UCHin the SCS? |
| 6.1.2 What are applicable laws to protect UCH inthe SCS? |
| 6.1.3 How to apply the 2001 UNESCO Conventionto improve the Legal Framework for the UCHprotection in the SCS? |
| 6.1.4 How to conclude a Regional Agreement? |
| 6.2 Some Observations on the Improving LegalFramework for UCH protection in the SCS |
| 6.2.1 Obstructions to conclude the agreement |
| 6.2.2 Some Assisting Factors to success of concludinga Regional Agreement |
| 6.3 Epilogue |
| Bibliography |
| ANNEXES 1. ASEAN Declaration on Cultural Heritage 2000 |
| ANNEX 2. Sirucasa Declaration on the Submarine Cultural Heritageof the Mediterranean Sea 2001 |
| ANNEX 3. The 2008 Code of Good Practice for the Management of theUnderwater Cultural Heritage in the Baltic Region |
| ANNEX 4. Vientiane Declaration on Reinforcing Cultural HeritageCooperation in ASEAN 2016 |
| Acknowledgements |
（4）二战后澳大利亚能矿产业领域的环境管理研究（论文提纲范文）
| Abbreviations and Acronyms |
| 摘要 |
| Abstract |
| Chapter1 Introduction |
| 1.1 Background of the Study |
| 1.2 Introduction of Australian Energy and Mineral Resources Industry |
| 1.3 Research Methodology |
| 1.4 Literature Review |
| 1.5 Thesis Structure |
| Chapter2 The Setting:Early Mining and Its Adverse Impact on Environment |
| 2.1 The Development of Mining before World War Two |
| 2.2 The Conflicts between Early Mining and Environment in Australia |
| 2.3 Early Environment Movement-from Observation toConversation |
| Chapter3 Consolidation of the Industry and Its Pressurefrom Modern Environment Movement |
| 3.1 A World Class Industry and Emergence of EnvironmentalProtection Issues in the 1950s to 1970s |
| 3.2 Division of Governments’Powers in the Industry |
| 3.3 A Consolidated Industry and Environment’s Presence on National Political Agendain the1980s |
| Chapter4 Both the Industry and Environment Managementin an International Context |
| 4.1 The Internationalization of Australia’s Resources Industry inthe 1990s |
| 4.2 Environment Management in an International Context |
| 4.3 Environmental Management in Mining as a Partnership Approach amongGovernments |
| Chapter5 A Sustainable Resources Industry in the New Century |
| 5.1 Prosperity and Recession of the Industry |
| 5.2 Sustainable Development and Australia’s Resources Sector |
| 5.3 Case Study-A Sustainable Broken Hill |
| 5.4 Key Factors of Applying Sustainability to the Industry |
| Chapter6 Conclusion |
| 6.1 Major Findings |
| 6.2 Implications and Limitations of the Research |
| Bibliography |
| 个人简历及科研成果 |
| Acknowledgements |
（5）南方英文网汉英新闻编译实习报告（论文提纲范文）
| ACKNOWLEDGEMENTS |
| ABSTRACT |
| 摘要 |
| 1.TASK DESCRIPTION |
| 1.1 Background of transediting internship |
| 1.1.1 Brief introduction to transediting |
| 1.1.2 Overview of Newsgd.com |
| 1.1.3 Responsibilities of a transeditor at Newsgd.com |
| 1.2 Significance of the report |
| 1.3 Outline of the report |
| 2.PROCESS DESCRIPTION |
| 2.1 Pre-transediting preparation |
| 2.1.1 Parallel texts |
| 2.1.2 Information collection |
| 2.1.3 Eco-translatology theory study |
| 2.2 Transediting process |
| 2.2.1 Routine of transediting at Newsgd.com |
| 2.2.2 Tools used in the transediting |
| 2.3 Post-transediting management |
| 2.3.1 Quality control |
| 2.3.2 Comparison and analysis |
| 2.3.3 Glossary collection |
| 3.THEORETICAL FRAMEWORK OF ECO-TRANSLATOLOGY |
| 3.1 Overview of eco-translatology |
| 3.2 Adaptation and selection |
| 3.3 Multi-dimensional transformations |
| 3.4 Relationship between eco-translatology and news transediting |
| 4.CASE ANALYSIS |
| 4.1 Translational eco-environment of C-E news transediting |
| 4.2 Adaptive selections in linguistic dimension |
| 4.2.1 Lexical level |
| 4.2.2 Syntactic level |
| 4.2.3 Discourse level |
| 4.3 Adaptive selections in cultural dimension |
| 4.4 Adaptive selections in communicative dimension |
| 5.CONCLUSION |
| 5.1 Summary |
| 5.2 Reflections |
| 5.2.1 On news transediting and eco-translatalogy |
| 5.2.2 On transediting job as a transeditor |
| 5.3 Limitations and suggestions |
| 5.3.1 Limitations |
| 5.3.2 Suggestions |
| REFERENCES |
| APPENDICE |
| Appendix A Glossary sheet |
| Appendix B Practice materials |
（6）目的论视角下政区介绍文本的汉英翻译实践报告（论文提纲范文）
| ABSTRACT |
| 摘要 |
| Chapter One Introduction |
| Chapter Two Literature Review and Guiding Theory |
| 2.1 Literature Review |
| 2.2 Guiding Theory |
| Chapter Three Task Description |
| 3.1 Features of the Introductory Text for Administrative Regions |
| 3.2 Research Approaches and Results |
| Chapter Four Case Analysis |
| 4.1 Analysis of Translation on the Lexical Level |
| 4.1.1 Vocabulary Classification |
| 4.1.2 Vocabulary Translation under the Guidance of Skopos Theory |
| 4.2 Analysis of Translation on the Syntactic Level |
| 4.2.1 Sentence Classification |
| 4.2.2 Sentence Translation under the Guidance of Skopos Theory |
| Chapter Five Conclusion |
| Bibliography |
| Acknowledgements |
| Appendix |
| 学位论文评阅及答辩情况表 |
（7）哈萨克斯坦主流网络媒体涉华新闻评述呈现的中国形象研究（论文提纲范文）
| 摘要 |
| ABSTRACT |
| Chapter 1 Introduction |
| 1.1 Background of the present study |
| 1.2 Research questions |
| 1.3 Significance of the present study |
| 1.3.1 Theoretical significance |
| 1.3.2 Practical significance |
| 1.4 Layout of the thesis |
| Chapter 2 Literature Review |
| 2.1 Introduction |
| 2.2 Relevant concepts |
| 2.2.1 National image |
| 2.2.2 News discourse |
| 2.3 Previous studies on national image represented by news discourse abroad and at home |
| 2.3.1 Linguistics |
| 2.3.2 Journalism and media |
| 2.4 Summary |
| Chapter 3 Theoretical Base |
| 3.1 Introduction |
| 3.2 Appraisal theory |
| 3.2.1 Brief introduction to Appraisal theory |
| 3.2.2 Appraisal in Appraisal theory |
| 3.2.3 Attitude in Appraisal theory |
| 3.2.4 Explicit& implicit attitude in Appraisal theory |
| 3.3 Cultural pragmatics |
| 3.3.1 Brief Introduction to Cultural pragmatics |
| 3.3.2 Three levels of Cultural pragmatics |
| 3.4 Summary |
| Chapter 4 Research Methodology |
| 4.1 Introduction |
| 4.2 Data collection |
| 4.2.1 Sampling |
| 4.2.2 Methods for data collection |
| 4.3 Data analysis |
| 4.3.1 Establishment of analytic framework |
| 4.3.2 Data analysis |
| 4.4 Data Coding |
| 4.4.1 Coding of appraisal resources |
| 4.4.2 Procedures of coding data |
| 4.5 General description of the corpus |
| 4.6 Summary |
| Chapter 5 Results and Discussions |
| 5.1 Introduction |
| 5.2 Attitudinal tendency of China's images represented in KAZINFORM |
| 5.2.1 Overall attitudinal tendency of China's images represented in KAZINFORM |
| 5.2.2 Detailed attitudinal tendency of China's images represented in KAZINFORM |
| 5.2.3 Discussion |
| 5.3 Linguistic realizations of China's images represented in KAZINFORM |
| 5.3.1 Explicitly linguistic realization of China's images represented in KAZINFORM |
| 5.3.2 Implicit linguistic realization of China's images represented in KAZINFORM |
| 5.4 Summary |
| Chapter 6 Suggestions for representation of China's positive images in Central Asian countries |
| 6.1 Introduction |
| 6.2 Cultural context of Kazakhstan related to China's images in the mainstream network of Kazakhstan |
| 6.2.1 Positive images of China |
| 6.2.2 Negative images of China |
| 6.3 Suggestions for the representation of China's self-image in Kazakhstan |
| 6.3.1 Who to tell:strong Chinese media as a main narrator |
| 6.3.2 What to tell:real Chinese story as main contents |
| 6.3.3 How to tell:accurate and appropriate publicity translation as a main way |
| 6.4 Summary |
| Chapter 7 Conclusion |
| 7.1 Introduction |
| 7.2 Major results of the study |
| 7.3 Implications |
| 7.4 Limitations and suggestions for future research |
| Bibliography |
| Appendix 1 |
| Appendix 2 |
| Appendix 3 |
| 作者简历及在学期间所取得的科研成果 |
| Acknowledgements |
（8）理想与实践的复调：上海市某高校女性英语教师职业能动性质性案例研究（论文提纲范文）
| Acknowledgements |
| 摘要 |
| Abstract |
| Chapter One Introduction |
| 1.1 Research background |
| 1.2 Personal motivation |
| 1.3 Statement of purpose |
| 1.4 Scope of the study |
| 1.5 Significance of the study |
| 1.6 Overview of the dissertation |
| Chapter Two Literature Review |
| 2.1 Introduction |
| 2.2 Studies on teachers |
| 2.2.1 Teacher research:Necessities and significances |
| 2.2.2 Beliefs and practices:The duality of teacher research |
| 2.2.3 Teaching,research,and teacher learning:The realization of teacherdevelopment |
| 2.3 Studies on teacher agency |
| 2.3.1 Delineating related issues:Teacher agency,teacher identity,andbeyond |
| 2.3.2 Reviewing empirical studies on teacher agency:Findings andachievements |
| 2.3.3 Focusing on language teacher agency:Current issues and foci of thepresent study |
| 2.4 Studies on female teachers'professional development |
| 2.4.1 From entries to exits:Different stages in a teaching career |
| 2.4.2 Gender identity,work-life balance,and female teacher agency |
| 2.4.3 From survival to thrival:Female teachers'professional development |
| 2.5 Summary |
| Chapter Three Theoretical Framework |
| 3.1 Introduction |
| 3.2 Theorizing agency |
| 3.2.1 The chordal triad of agency |
| 3.2.2 Facets of agency:Beliefs,competence,and personality |
| 3.2.3 Modes of agency:Individual,proxy,and collective |
| 3.3 Theoretical perspectives |
| 3.3.1 Self-discrepancy theory |
| 3.3.2 Positioning theory |
| 3.3.3 Life course theory |
| 3.3.4 Bioecological perspectives on human development |
| 3.3.5 The pertinence of the above-mentioned theories to the current study |
| 3.4 The social turn of language teachers'professional development |
| 3.4.1 Micro factors:Personal level |
| 3.4.2 Mezzo factors:Interpersonal level |
| 3.4.3 Macro factors:Social level |
| 3.5 A tentative theoretical framework |
| 3.6 Defining key terms in this study |
| 3.6.1 EFL teachers'professional development |
| 3.6.2 EFL teachers'professional agency |
| 3.6.3 EFL teachers'agency beliefs |
| 3.6.4 EFL teachers'agency competence |
| 3.6.5 EFL teachers'agency inclination |
| 3.7 Summary |
| Chapter Four Research Methodology |
| 4.1 Introduction |
| 4.2 The methodological approach |
| 4.2.1 Normative worldviews vs.interpretive worldviews |
| 4.2.2 Quantitative,qualitative,and mixed-methods approach |
| 4.2.3 Qualitative methods to fit the purpose of the study |
| 4.3 The research setting |
| 4.4 Participants |
| 4.4.1 Identification of the participants |
| 4.4.2 Biographical vignettes of the participants |
| 4.5 Data collection |
| 4.5.1 Overview of the data collection |
| 4.5.2 Background information |
| 4.5.3 Qualitative interviews |
| 4.5.4 Observation |
| 4.5.5 Documents and artifacts |
| 4.6 Data analysis |
| 4.6.1 Rationale for data analysis |
| 4.6.2 Transcribing the data |
| 4.6.3 Analyzing the data |
| 4.7 Trustworthiness and ethical issues |
| 4.7.1 Trustworthiness |
| 4.7.2 Ethical considerations |
| 4.8 The researcher's perspective |
| 4.8.1 The researcher's identity |
| 4.8.2 The researcher's role |
| 4.8.3 The co-construction of relationships |
| 4.9 Methodological limitations |
| 4.9.1 Limitations |
| 4.9.2 Delimitations |
| 4.10 Summary |
| Chapter Five The Spinning Top:Zoey's Aspirations to Reach New Heights inCareer |
| 5.1 Introduction |
| 5.2 Zoey's profile |
| 5.3 Zoey's agency beliefs:Her epistemic cognition |
| 5.3.1 Skills and horizons:Zoey's agency beliefs in teaching |
| 5.3.2 Faiths and rigor:Zoey's agency beliefs in research |
| 5.3.3 An unremitting pursuit:Zoey's agency beliefs in teacher learning |
| 5.4 Zoey's agency competence:Her enacted behavior |
| 5.4.1 Adapting and experimenting:Zoey's agency competence in teaching |
| 5.4.2 Shifting and positioning:Zoey's agency competence in research |
| 5.4.3“I always pushed myself forward”:Zoey's agency competence inteacher learning |
| 5.5 Zoey's agency inclination:Her attitudes and emotions |
| 5.5.1 Morality and affinity:Zoey's agency inclination in teaching |
| 5.5.2 Being painful and pleasurable:Zoey's agency inclination in research |
| 5.5.3“Self-regulation makes me free”:Zoey's agency inclination in teacherlearning |
| 5.6 Contextual influences on Zoey's professional agency |
| 5.6.1 Individual dimension:Attributes and capabilities |
| 5.6.2 Proximal dimension:Significant others |
| 5.6.3 Distal dimension:Macro-social conditions |
| 5.7 Chapter discussion and summary |
| Chapter Six The Rainbow:Wendy's Delicate Emotions to Mediate between herProfessional Beliefs and Practices |
| 6.1 Introduction |
| 6.2 Wendy's profile |
| 6.3 Wendy's agency beliefs:Her epistemic cognition |
| 6.3.1 The pursuit of craftsmanship:Wendy's agency beliefs in teaching.. |
| 6.3.2 Indispensable for teacher development:Wendy's agency beliefs inresearch |
| 6.3.3 To live,to learn:Wendy's agency beliefs in teacher learning |
| 6.4 Wendy's agency competence:Her enacted behavior |
| 6.4.1 Learning and innovating:Wendy's agency competence in teaching. |
| 6.4.2 Better late than never:Wendy's agency competence in research |
| 6.4.3 Making the best use of multiple resources:Wendy's agencycompetence in teacher learning |
| 6.5 Wendy's agency inclination:Her attitudes and emotions |
| 6.5.1 Commitment and democracy:Wendy's agency inclination in teaching |
| 6.5.2 Vulnerability and courage:Wendy's agency inclination in research. |
| 6.5.3 Persistence and optimism:Wendy's agency inclination in teacherlearning |
| 6.6 Contextual influences on Wendy's professional agency |
| 6.6.1 Individual dimension:Attributes and capabilities |
| 6.6.2 Proximal dimension:Significant others |
| 6.6.3 Distal dimension:Macro-social conditions |
| 6.7 Chapter discussion and summary |
| Chapter Seven The Sunshine:Linda's Unremitting Efforts to Boost herProfessional Achievement |
| 7.1 Introduction |
| 7.2 Linda's profile |
| 7.3 Linda's agency beliefs:Her epistemic cognition |
| 7.3.1 Language skills plus liberal arts:Linda's agency beliefs in teaching |
| 7.3.2 Nothing but perseverance:Linda's agency beliefs in researchengagement |
| 7.3.3 Enough input to ensure output:Linda's agency beliefs in teacherlearning |
| 7.4 Linda's agency competence:Her enacted behavior |
| 7.4.1 Multi-dimensional paths leading to innovations:Linda's agencycompetence in teaching |
| 7.4.2 Personal interests and research gaps:Linda's agency competence inresearch |
| 7.4.3 Horizon and cooperation through visiting study:Linda's agencycompetence in teacher learning |
| 7.5 Linda's agency inclination:Her attitudes and emotions |
| 7.5.1 A dissonant dance of self-efficacy and mid-career burnout:Linda'sagency inclination in teaching |
| 7.5.2 Confidence,concentration,and cooperation:Linda's agencyinclination in research |
| 7.5.3 Insights,autonomy,and self-directedness:Linda's agency inclinationin teacher learning |
| 7.6 Contextual influences on Linda's professional agency |
| 7.6.1 Individual dimension:Attributes and capabilities |
| 7.6.2 Proximal dimension:Significant others |
| 7.6.3 Distal dimension:Macro-social conditions |
| 7.7 Chapter discussion and summary |
| Chapter Eight Discussion |
| 8.1 Introduction |
| 8.2 To infuse practices into aspirations:The manifestation of female EFLteachers'professional agency |
| 8.2.1 The rhetoric of professional aspirations:Female EFL teachers'agencybeliefs |
| 8.2.2 The reality of career development:Female EFL teachers'agencycompetence |
| 8.2.3 The tendency to engage in agentic actions:Female EFL teachers'agency inclination |
| 8.3 Ideals and interdicts:Female EFL teachers'agency situated in theirprofessional landscape |
| 8.3.1 Personal attributes and capabilities:An individual perspective |
| 8.3.2 Interpersonal relations and institutional environment:A proximalperspective |
| 8.3.3 Society,culture,and the zeitgeist:A distal perspective |
| 8.4 Female EFL teachers'professional agency:The interaction with theirgendered agency |
| 8.5 Clusters of female teachers'professional agency:A data-driven model |
| 8.6 Summary |
| Chapter Nine Conclusions and Implications |
| 9.1 Introduction |
| 9.2 Major findings of the research |
| 9.3 Major contributions of the research |
| 9.4 Limitations and directions for future research |
| 9.5 Epilogue:An Odyssey of discovery in a qualitative research |
| References |
| Appendices |
| Appendix A:The invitation letter |
| Appendix B:The informed consent form |
| Appendix C:Sample of the narrative frames |
| Appendix D:Sample of the concept maps |
| Appendix E:Sample of the metaphors |
| Appendix F:Sample of the narrated key events |
| Appendix G:The interview guide |
| Appendix H:Sample transcription of the interview |
| Appendix I:Sample transcription of the classroom observation |
| Appendix J:Sample of the data analysis protocol |
| Appendix K:Naming codes for the data collected |
| Appendix L:Sample of the field note pages |
| Appendix M:Sample of the netnographic observation |
（10）西南科技大学校园网页新闻汉英翻译实践报告（论文提纲范文）
| Abstract |
| 摘要 |
| Chapter One Introduction |
| 1.1 Background of the Translation Project |
| 1.2 Analysis of the Source Text |
| 1.3 Structure of the Report |
| Chapter Two Translation Processes |
| 2.1 Pre-translation Preparation |
| 2.2 Translation Procedures |
| 2.3 Proofreading after Translation |
| Chapter Three Introduction to the Guiding Theory |
| 3.1 The Memetics Theory |
| 3.1.1 The Origin of the Memetics Theory |
| 3.1.2 The Development of the Memetics Theory |
| 3.2 The Guiding Role of Memetics Theory on Campus Web Page News Translation |
| 3.2.1 The Guiding Theory |
| 3.2.2 The Specific Process |
| Chapter Four Case Study |
| 4.1 Translation choices under tense changes in translation |
| 4.1.1 The Omission |
| 4.1.2 The Explanatory |
| 4.1.3 The Syntactic Linearity |
| 4.2 Translation choices under grammatical features in translation |
| 4.2.1 The Division |
| 4.2.2 The Integration |
| 4.2.3 The Syntactic Reverse |
| 4.3 Translation choices under cultural communication in translation |
| Chapter Five Quality Evaluation of Translations |
| 5.1 Self-evaluation |
| 5.2 Client-evaluation |
| 5.3 Commissioner-evaluation |
| Chapter Six Conclusion |
| 6.1 Conclusion to the translation process |
| 6.1.1 Experiences accumulated in task |
| 6.1.2 Deficiencies in the translation process |
| 6.2 Suggestions for translating campus news |
| Acknowledgement |
| Bibliography |
| Appendix A The Source Text and the Target Text |
| Appendix B Certificate of Translation Practice |
| Appendix C Glossary of terms |
| Appendix D Translation Aids Website |
四、INSTITUTE OF GEOLOGICAL INFORMATION AND NATIONAL GEOLOGICAL LIBRARY——TITLES OF PAPERS READ IN SCIENTIFIC CONFERENCES HELD AT HOME AND ABROAD（论文参考文献）
- [1]The Present Research and Prospect of Chinese Geosciences History[J]. CHEN Baoguo,ZHANG Jiuchen,YANG Mengmeng. Acta Geologica Sinica（English Edition）, 2016(04)
- [2]广东广播电视台的汉英新闻编译岗位实习报告[D]. 李林虹. 广东外语外贸大学, 2020(08)
- [3]南（中国）海水下文化遗产保护法律体制[D]. YODSAPON NITIRUCHIROT. 厦门大学, 2018(07)
- [4]二战后澳大利亚能矿产业领域的环境管理研究[D]. 黄丽. 华东师范大学, 2018(02)
- [5]南方英文网汉英新闻编译实习报告[D]. 浦恩菱. 广东外语外贸大学, 2020(08)
- [6]目的论视角下政区介绍文本的汉英翻译实践报告[D]. 谷玉英. 山东大学, 2020(10)
- [7]哈萨克斯坦主流网络媒体涉华新闻评述呈现的中国形象研究[D]. 刘韶华. 华东师范大学, 2018(11)
- [8]理想与实践的复调：上海市某高校女性英语教师职业能动性质性案例研究[D]. 阮晓蕾. 上海外国语大学, 2019(07)
- [9]钢和泰和他的中-印学院（英文）[J]. 王启龙. China Tibetology, 2014(01)
- [10]西南科技大学校园网页新闻汉英翻译实践报告[D]. 贺少伟. 西南科技大学, 2021(09)