一、GEOLOGICAL MUSEUM——TITLES OF PAPERS READ IN SCIENTIFIC CONFERENCES HELD AT HOME AND ABROAD（论文文献综述）
李林虹[1]（2020）在《广东广播电视台的汉英新闻编译岗位实习报告》文中研究指明近年来,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。
浦恩菱[2]（2020）在《南方英文网汉英新闻编译实习报告》文中进行了进一步梳理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。
CHEN Baoguo,ZHANG Jiuchen,YANG Mengmeng[3]（2016）在《The Present Research and Prospect of Chinese Geosciences History》文中研究表明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.
张欢[4]（2020）在《《生于非洲：人类生命起源的探索》（2-5章）英汉翻译实践报告》文中进行了进一步梳理本文是一篇英译汉翻译实践报告。翻译实践的内容选自英国马丁·梅雷迪斯（Martin Meredith）所着的《生于非洲:人类生命起源的探索》（Born in Africa:The Quest for the Origins of Human Life）一书。该书主要讲述了几位古人类学家、古生物学家和科学家在非洲探索人类起源的故事。他们相信并努力证明人类起源于非洲。该书出版于2011年5月10日,目前尚未发现中文译本。翻译报告基于该书第2章至第5章的翻译实践,这几章主要讲述了三位古人类学家和科学家带领其团队在非洲发现重要早期人类化石的经历;他们的发现对于探索人类的起源至关重要。翻译实践报告主要介绍了译者在翻译过程中遇到的难点及相应的解决方法。翻译过程中的难点主要为词汇方面和句法方面。词汇方面主要分为多义词、文化负载词以及词性的翻译;句法方面主要为复合句和并列复合句的翻译。通过阅读相关文献,查阅相关翻译书籍,针对这些难点,译者在翻译实践的过程中采用了对应的翻译方法。在词汇方面,译者采用选词法、语义引申法、音译加注法和转换法;在句法方面,采用了分切法、重组法、倒置法和顺句操作法。通过本次翻译实践,译者不仅了解到人类起源的相关知识,而且在翻译的过程中回顾了许多翻译方法,提升了自己的翻译水平以及分析问题与解决问题的能力。译者期望《生于非洲:人类生命起源的探索》一书可以为那些对人类的起源感兴趣的人提供一定的参考,同时也期望自己的翻译经验能为相关人士提供一定的帮助。
Chunchao Lv[5]（2016）在《Chronicle of Wu Zhengyi》文中认为1916-I was born in Jiujiang,Jiangxi province on June 12th of the lunar calendar.My first name"Zhengyi"was given by my grandfather,while I later styled myself"Bai Jian1"and used the pseudonym"Bai Jian2".With the ancestral home of the Wu family in She county,Anhui province,I lived in Yangzhou with a registered hometown in Yizheng,Jiangsu province.
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》文中认为本报告基于作者自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。
阮晓蕾[7]（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》文中研究说明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。
汤瑞琼[8]（2019）在《成果导向理念下高中英语阅读教学模式优化的行动研究》文中提出阅读是人类社会中不可缺少的一种认知活动,也是人类汲取知识的重要手段和认识周围世界的途径之一。对于高中学生来说,阅读能力被认为是语言学习的基本技能之一。在阅读教学上,虽然老师们花了很多时间和精力,但是收效甚微。不仅学生的阅读成绩得不到显着提高,他们的阅读态度也没有转变。因此,本研究在成果导向理念的指导下,着力优化高中英语阅读教学模式,具体研究以下问题:1)如何在成果导向理念的指导下优化高中英语阅读教学模式?2)优化后的高中英语阅读教学模式能否提高英语阅读教学效果?对学生的学习态度和学习成绩分别有怎样的影响?本次行动研究的参与者为棠下中学高二年级55名学生,阅读教材为普通高中课程标准实验教科书英语必修5和英语选修6。该研究历时一学期,共实施三轮教学行动,具体措施如下:开学前三周,笔者通过前测、调查问卷、访谈和课堂观察来确认问题,界定高、中、低水平组实验对象,制定教学计划;第4-8周进行第一阶段行动研究,通过教学活动和课堂观察了解学生的阅读状况,待本轮研究结束后对学生进行阶段性测试,问卷调查以及访谈,收集分析数据,总结反思并调整计划;第9-13周进行第二阶段行动研究,继续收集数据,反思总结并不断调整计划;14-19周进行第三阶段行动研究,结束后对学生进行后测、问卷调查和访谈,并收集、分析数据和撰写行动报告。本研究采取定量和定性分析相结合的方法对测验、问卷调查、课堂观察和访谈数据进行分析,以此作为行动研究改进的实证数据。其中,通过SPSS 21.0对测验成绩以及问卷调查的分数进行统计分析,确定学生在模式优化前后阅读成绩和阅读态度的变化;通过访谈获取不同层次学生对于成果导向优化的阅读教学模式的态度;通过课堂观察了解学生在该模式教学中的课堂表现。本次行动研究的结果表明,成果导向理念下的高中英语阅读教学模式能够提高学生的阅读成绩,其中对概括大意和猜测词义两种题型影响较大,对细节题、推断题和推测作者态度三种题型也有一定的影响。另外,问卷调查,访谈和课堂观察等数据表明,此教学模式改善了学生的阅读态度,包括自我效能感,内部阅读动机以及外部阅读动机。
郑羽茜[9]（2019）在《“丝绸之路”主题博物馆展词汉英翻译研究》文中研究说明随着“一带一路”倡议的持续推进,中国丝路文化“走出去”逐渐成为跨文化传播的重中之重。随着旅游业的发展,博物馆的旅游功能日益突出,逐渐成为展示中国独特历史文化、提升城市文化旅游吸引力的重要载体,同时博物馆作为一种高品质的文化旅游资源正顺应了文化旅游的发展趋势。博物馆的文物展词更是宣传民族文化的重要窗口。它并不像文学文本或普通的文字出版物,而是以不同形式散落于博物馆各处,包括题名、前言、展品简介、结束语等。由于博物馆肩负着传播中国文化的使命,规范的博物馆文物展词翻译对外国游客了解中国文化起着至关重要的作用。同时,它影响着博物馆的等级评定和游客对博物馆专业性的评价。目前,对博物馆展词的研究主要集中在三个方面:一是对翻译该文本所采用的翻译理论进行研究;二是对博物馆文物解说词的翻译策略、翻译方法和翻译技巧进行研究;三是从文化学和社会学的角度对该类型文本的翻译进行跨学科研究。此外,之前的研究选取的研究对象往往比较单一或者只是随机选取,分析的角度比较单一,对“丝绸之路”主题博物馆展词的翻译研究更是寥寥无几。在搜集了大量资料后,本文从“丝绸之路”主题博物馆展词翻译入手,以陕西省历史博物馆、甘肃省博物馆和大唐西市博物馆文物展词为例,在“一带一路”对外文化交流的背景下,进行展词翻译策略和翻译方法研究。对博物馆文物解说词的作用及文本特点进行进一步说明,并总结出了两大类基本的翻译错误:非语言性错误以及语言性和文化性错误。并针对上述问题,以英文翻译理论中的关联翻译理论、目的论、归化异化理论为依托,归纳出一种丝绸之路主题博物馆中可应用的中文英译模式,从翻译理论和方法、译者、政府和公民四个角度分析了上述问题产生的原因,并提出了相应的解决方案。
冯亚会[10]（2019）在《顺应论视角下中国特色词汇英译实践报告 ——以《陕西文化发展报告（2018）》汉英翻译为例》文中研究说明近年来,随着一带一路战略的实施,作为陆上丝绸之路起点的古都西安国际影响力日益增强。本文基于《陕西文化发展报告（2018）》的英译实践重点研究和探讨了该报告中的“中国特色词汇”英译问题。基于前人的研究成果,本次实践报告将中国特色词汇分为制度政策类词汇、社会民生类词汇、经济类词汇及陕西当地文化类词汇四大类,并对全书中该类词汇进行收集、整理,自建小型术语表,分析总结这类特色词汇语言特征及文化内涵意义并提出翻译过程中的英译难点如文化空白、语言结构差异、文化差异和意识形态差异。继而,本文旨在以耶夫·维索尔伦顺应论为指导,分析探讨如何解决上述翻译问题及在翻译过程中实现语言结构、文化语境和交际语境动态顺应以弥补文化空白及源语和译语在不同层面的差异,满足交际双方需要并寻求具体的翻译方法,以期更好地传播中国特色词汇文化内涵,为今后类似文化发展报告中中国特色词汇英译提供些许借鉴。
二、GEOLOGICAL MUSEUM——TITLES OF PAPERS READ IN SCIENTIFIC CONFERENCES HELD AT HOME AND ABROAD（论文开题报告）
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三、GEOLOGICAL MUSEUM——TITLES OF PAPERS READ IN SCIENTIFIC CONFERENCES HELD AT HOME AND ABROAD（论文提纲范文）
（1）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 |
（2）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 |
（3）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 |
（4）《生于非洲：人类生命起源的探索》（2-5章）英汉翻译实践报告（论文提纲范文）
| ACKNOWLEDGEMENTS |
| ABSTRACT |
| 摘要 |
| Chapter One INTRODUCTION |
| 1.1 Background of the Translation Project |
| 1.2 Significance of the Translation Project |
| 1.3 Introduction to the Source Text and its Author |
| 1.4 Structure of the Translation Report |
| Chapter Two TRANSLATION PROCESS DESCRIPTION |
| 2.1 Preparation before Translation |
| 2.2 Translation Process |
| 2.3 Proofreading after Translation |
| Chapter Three DIFFICULTIES IN THE TRANSLATION OF BORN IN AFRICA:THE QUEST FOR THE ORIGINS OF HUMAN LIFE |
| 3.1 Difficulties at Lexical Level |
| 3.1.1 Polysemous words |
| 3.1.2 Culture-loaded words |
| 3.1.3 Parts of speech |
| 3.2 Difficulties at Syntactic Level |
| 3.2.1 Complex sentences |
| 3.2.2 Compound-complex sentences |
| Chapter Four TRANSLATION METHODS AND CASE ANALYSIS |
| 4.1 Methods at Lexical Level |
| 4.1.1 Diction |
| 4.1.2 Semantic extension |
| 4.1.3 Transliteration and annotation |
| 4.1.4 Conversion |
| 4.2 Methods at Syntactic Level |
| 4.2.1 Cutting |
| 4.2.2 Recasting |
| 4.2.3 Reversing |
| 4.2.4 Following the original syntactic order |
| Chapter Five CONCLUSION |
| 5.1 Gains and Experience |
| 5.2 Limitations |
| REFERENCES |
| APPENDIXⅠSOURCE TEXT |
| APPENDIXⅡTARGET TEXT |
（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）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 |
（8）成果导向理念下高中英语阅读教学模式优化的行动研究（论文提纲范文）
| Acknowledgements |
| 摘要 |
| Abstract |
| Chapter One Introduction |
| 1.1 Research background |
| 1.2 Research objectives |
| 1.3 Research significance |
| 1.4 Organization of the thesis |
| Chapter Two Literature Review |
| 2.1 Relevant concepts and definitions |
| 2.1.1 Outcome-based Education |
| 2.1.2 The OBE Pyramid |
| 2.1.3 The teaching design based on OBE |
| 2.2 Previous research on OBE |
| 2.2.1 Previous research on OBE abroad |
| 2.2.2 Previous research on OBE in China |
| 2.2.3 Comments on the previous research of OBE |
| 2.3 Previous research on English reading teaching |
| 2.3.1 Previous research on English reading teaching abroad |
| 2.3.2 Previous research on English reading teaching in China |
| 2.3.3 Comments on the previous research of English reading teaching |
| 2.4 Enlightenment for the present research |
| Chapter Three Theoretical Bases |
| 3.1 Tyler Rationale |
| 3.2 Bloom’s Taxonomy of Educational Objectives |
| 3.2.1 Bloom’s Taxonomy |
| 3.2.2 Design of English reading teaching objectives |
| 3.2.3 Alignment of English reading teaching objective, process and assessment |
| 3.3 Mastery Learning Theory |
| 3.4 Discourse Analysis Theory |
| 3.4.1 Macro Discourse Analysis |
| 3.4.2 Micro Discourse Analysis |
| 3.5 Implications for this research |
| Chapter Four Methodology |
| 4.1 Research Questions |
| 4.2 Participants |
| 4.3 Research Instruments |
| 4.3.1 Questionnaires |
| 4.3.2 Interviews |
| 4.3.3 Tests |
| 4.3.4 Classroom observation |
| 4.4 Action research procedures |
| 4.4.1 Identifying problems |
| 4.4.2 Making an overall plan |
| 4.4.3 The first round action |
| 4.4.3.1 Making a plan |
| 4.4.3.2 Implementing the plan |
| 4.4.3.3 Reflections after the first round action |
| 4.4.4 The second round action |
| 4.4.4.1 Making a plan |
| 4.4.4.2 Implementing the plan |
| 4.4.4.3 Reflections after the second round action |
| 4.4.5 The third round action |
| 4.4.5.1 Making a plan |
| 4.4.5.2 Implementing the plan |
| 4.4.5.3 Reflections after the third round action |
| Chapter Five Results and Discussion |
| 5.1 Results |
| 5.1.1 Results of the questionnaires |
| 5.1.2 Results of the tests |
| 5.1.3 Results of the interviews |
| 5.1.4 Results of the classroom observation |
| 5.2 Discussion |
| 5.2.1 Influence on students’ reading attitudes |
| 5.2.2 Influence on students’ reading proficiency |
| 5.2.3 Verification of the previous research |
| Chapter six Conclusion |
| 6.1 Major findings |
| 6.2 Pedagogical implications |
| 6.3 Limitations of the research |
| 6.4 Suggestions for further research |
| References |
| Appendix Ⅰ |
| Appendix Ⅱ |
| Appendix Ⅲ |
| Appendix Ⅳ |
| Appendix Ⅴ |
| Appendix Ⅵ |
| 作者简历及攻读硕士学位期间取得的研究成果 |
（9）“丝绸之路”主题博物馆展词汉英翻译研究（论文提纲范文）
| Acknowledgements |
| Abstract |
| 摘要 |
| Chapter One INTRODUCTION |
| 1.1 Research Background |
| 1.1.1 The Belt and Road Initiative |
| 1.1.2 The influence of the Belt and Road Initiative on the development ofmuseums |
| 1.2 Research Significance |
| 1.3 Research Objectives |
| 1.4 Clarification of Key Terms |
| 1.4.1 Titles |
| 1.4.2 Preface, Brief Introduction and Concluding Remark |
| 1.4.3 Exhibits Description |
| Chapter Two THEORETICAL FRAMEWORK |
| 2.1 Gutt's Relevance Theory of Translation |
| 2.2 Vermeer's Skopos Theory |
| 2.3 Venuti's Domestication and Foreignization |
| Chapter Three LITERATURE REVIEW |
| 3.1 Studies of Museology |
| 3.1.1 Studies of Museology Abroad |
| 3.1.2 Studies of Museology at Home |
| 3.2 Studies of the Translation of Cultural Relics Texts |
| Chapter Four METHODOLOGY |
| 4.1 Literature Research Method |
| 4.2 Field Study Method |
| 4.3 Comprehensive Analysis Method |
| Chapter Five ANALYSIS OF CULTURAL RELICS TEXTS |
| 5.1 The Function of Cultural Relics Texts in Museums |
| 5.2 The Features of Cultural Relics Texts |
| 5.2.1 Conciseness of Expression |
| 5.2.2 Accessibility of Language |
| 5.2.3 Effectiveness of Communication |
| 5.2.4 Accuracy of Information |
| Chapter Six THE TRANSLATION OF CULTURAL RELICS TEXTS |
| 6.1 The Translation Principle of Cultural Relics Texts |
| 6.1.1 Adaptation Principle |
| 6.1.2 Pragmatic Principle |
| 6.1.3 Cultural Mediation Principle |
| 6.2 Analysis of Chinese to English Translation of Cultural Relics Texts |
| 6.2.1 The Translation of the Titles of Cultural Relics |
| 6.2.2 The Translation of Dynasty and Reign Title |
| 6.2.3 The Translation of the Location and Age |
| 6.2.4 The Translation of Four-character Phrases |
| 6.2.5 The Translation of Allusions |
| 6.3 Translation Failures for Chinese to English Translation of Cultural RelicsTexts |
| 6.3.1 Linguistic and Cultural Translation Failures |
| 6.3.2 Non-linguistic Translation Failures |
| 6.3.3 The Reasons for Translation Failures of Cultural Relics Texts |
| Chapter Seven CONCLUSION |
| 7.1 Research Findings |
| 7.2 Limitations and Suggestions of the Research |
| References |
| Appendices |
| Appendix Ⅰ The Brief Introductions to Shaanxi History Museum, GansuMuseum and Tang West Market Museum |
| Appendix Ⅱ Glossary |
| Academic Achievements during Master Degree's Acquirement |
（10）顺应论视角下中国特色词汇英译实践报告 ——以《陕西文化发展报告（2018）》汉英翻译为例（论文提纲范文）
| ACKNOWLEDGEMENTS |
| ABSTRACT |
| 摘要 |
| CHAPTER Ⅰ INTRODUCTION |
| 1.1 Background |
| 1.2 Project Description |
| 1.3 Research Methodology and Objectives |
| 1.4 Thesis Structure |
| CHAPTER Ⅱ STUDIES ON TERMS WITH CHINESE CHARACTERISTICSAND THEIR TRANSLATION |
| 2.1 Definition of Terms with Chinese Characteristics |
| 2.2 Studies on C-E Translation of Terms with Chinese Characteristics |
| 2.3 Analysis of Terms with Chinese characteristics in ARCS(2018) |
| 2.3.1 Main Features of Terms with Chinese Characteristics |
| 2.3.2 Classification of Terms with Chinese Characteristics |
| 2.3.2.1 Political Terms |
| 2.3.2.2 Economic Terms |
| 2.3.2.3 Social Terms |
| 2.3.2.4 Local Shaanxi Cultural Terms |
| 2.3.3 Difficulties in Translating Terms with Chinese Characteristics |
| 2.3.3.1 Linguistic Difference |
| 2.3.3.2 Cultural Blank |
| 2.3.3.3 Cultural Difference |
| 2.3.3.4 Ideological Difference |
| CHAPTER Ⅲ JEF VERSCHUEREN’S ADAPTATION THEORY |
| 3.1 Jef Verschueren and His Adaptation Theory |
| 3.2 Central Ideas of Adaptation Theory |
| 3.2.1 Language Adaptation and Choice |
| 3.2.2 Three Properties of Language |
| 3.2.3 Four Angles of Investigation |
| 3.3 Studies on Jef Verschueren’s Adaptation Theory |
| CHAPTER Ⅳ ADAPTATIVE METHODS TO TRANSLATE TERMS WITHCHINESE CHARACTERISTICS |
| 4.1 Lexical and Rhetorical Adaptation at Linguistic Structure Level |
| 4.1.1 Conversion |
| 4.1.2 Omission |
| 4.1.3 Amplification |
| 4.2 Cultural and Communicative Context Adaptation at Contextual Level |
| 4.2.1 Paraphrase |
| 4.2.2 Literal Translation plus Footnote |
| 4.2.3 Transliteration plus Explanation |
| 4.2.4 Transliteration plus Footnote |
| 4.2.5 Substitution |
| 4.3 Dynamic Adaptation in Translation |
| CHAPTER Ⅴ CONCLUSION |
| 5.1 Major Findings |
| 5.2 Limitations |
| REFERENCES |
| APPENDIX1:Glossary of Terms with Chinese Characteristics |
| APPENDIX2:Source Text |
| APPENDIX3:Target Text |
四、GEOLOGICAL MUSEUM——TITLES OF PAPERS READ IN SCIENTIFIC CONFERENCES HELD AT HOME AND ABROAD（论文参考文献）
- [1]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)
- [2]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)
- [3]The Present Research and Prospect of Chinese Geosciences History[J]. CHEN Baoguo,ZHANG Jiuchen,YANG Mengmeng. Acta Geologica Sinica（English Edition）, 2016(04)
- [4]《生于非洲：人类生命起源的探索》（2-5章）英汉翻译实践报告[D]. 张欢. 内蒙古大学, 2020(01)
- [5]Chronicle of Wu Zhengyi[J]. Chunchao Lv. Plant Diversity, 2016(06)
- [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]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)
- [8]成果导向理念下高中英语阅读教学模式优化的行动研究[D]. 汤瑞琼. 五邑大学, 2019(02)
- [9]“丝绸之路”主题博物馆展词汉英翻译研究[D]. 郑羽茜. 陕西师范大学, 2019(01)
- [10]顺应论视角下中国特色词汇英译实践报告 ——以《陕西文化发展报告（2018）》汉英翻译为例[D]. 冯亚会. 西安外国语大学, 2019(12)