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签约杭州某早教机构专业论文翻译

时间:2013/1/24 16:23:19  来源:http://www.hz24hours.com/cases/474.html  作者:http://www.hz24hours.com

项目名称:早教机构专业论文翻译 翻译语种:中译英 翻译字数:2158

部分译文赏析
针对学龄前初学儿童采用传统识字方式和采用iPad识字软件辅助学习有效性问题的对比研究
A Comparative Study on the Effectiveness of the Traditional Word Learning Method and the Teaching Method with Assistance of iPad Word Reading Software among Preschool Young Children

结合幼儿初识字的心理机制,文章提出了在初识字教学阶段应该是帮助儿童首先完成“基础汉字”在不同意识前提下和学习背景下的“字形——字音”或者是“字形——字义”的平面矢量结合,达到“幼儿识字”的目标。在测试范围内,研究者就初学汉字幼儿在学习汉字过程中采用“传统黑板教学+识字卡教学”与“采用iPad识字软件教学”的教学有效性和学习效果进行了对比试验。在试验中研究者精选了象形基本汉字、集中识字、字族识字、字理识字、故事识字加干扰字组35个汉字作为教学测试目标,通过对实验方法的科学性论证和测试结果分析,得出了在初识字教学过程中采用“传统黑板教学+识字卡教学”与“采用iPad识字软件教学”各有千秋,幼儿对采用iPad识字软件教学兴趣较强;对于不同的教学内容,二种教学方法各有千秋;采用iPad辅助教学方法容易造成学生对学习环境的强依赖性等结论。
Combining with children’s mental mechanism for their early learning to read, in this thesis, the author puts forward that the initial and foremost task in the early wording learning and teaching period is to help children complete a plane vector integration of “character pattern — character pronunciation” or “character pattern — character meaning” among the “basic Chinese characters” under different consciousness and learning background, in order to realize the objective of “child reads”. Within the test scope, the researcher has conducted a comparative experiment on the teaching effectiveness and learning effects between the “traditional blackboard teaching + character card teaching” and the “teaching method with adoption of iPad word learning software” among young children who are in their initial period of Chinese character learning. The researcher has selected prudently 35 characters in total which are divided into “pictographic basic character”, “learning a word from a collection”, “group word learning”, “wording learning from its meaning”, “learning word from stories” and “distraction word group”. Through argumentation on the scientificity of the test method and analysis on the test result, a conclusion has been drawn that each of the above two teaching methods has the advantages of their own, but young children turn out to be more interested in the “teaching method with adoption of iPad word learning software”. When it comes to different teaching contents, both of these two methods have their merits. Whereas, teaching method with the assistance of iPad tends to cause young children more dependent on certain learning environment, etc..

以杭州为例研究城市中新一代群体“隔代家庭教育”的若干问题
Studies on Some Issues of the “Skip-generation Family Education” among the New Generation in the Urban Area--with Hangzhou as an Example

国内隔代教育研究偏重的“农村留守儿童隔代教育”实质是在社会主义市场经济建设过程中由于以家庭为单位的经济基础、现行户籍制度和传统观念的综合因素叠加造成的“父辈”人口呈现单向性或季节性流动的问题,针对城市新一代子女的隔代教育问题的研究国内基本处于空白状态。研究开放型城市中新一代人的“隔代家庭教育”问题首先要创新对城镇化进程中“新一代人”的范围范畴的定义,在狭义的隔代家庭教育的基础上,提出了广义上的“城市新一代群体的隔代家庭教育”概念,并进行了不同分类。通过选取在杭州独具代表的三个社区样本,全面阐述了城市中新一代群体的“隔代家庭教育”的主要成因及分析,并归纳了作为新形式出现的“白天代理家长”的特殊形态。依据隔代教育心理划分、父系母系从属关系划分和经济支付关系划分,创新定义了城市中新一代“隔代家庭教育”的主要类型。基于环境、文化等多重“二元变换”理论,全面剖析了城市新一代群体中“隔代教育”潜藏的主要弊病:不利于儿童独立语言能力的提高;不利于儿童社交能力的培养;不利于儿童生活自理能力的培养;不利于儿童早期智力的开发;容易引发和激化其它家庭矛盾;不利于儿童自我安全保护意识的培养;容易造成亲情的负面影响。明确提出在城市新一代的“隔代家庭教育”必须讲究“现代意识”,明晰家庭教育的首要目标是“建立良好的亲子关系”,明确家庭教育的关键是要努力提高孩子的创意;认清“隔代教育”中的各类现实“二元问题”,构建“隔代共建教育模式”,划清代际边界问题,强化社区前期切入功能,实现城市新一代群体“隔代教育”的“特色教育”。
The “skip-generation family education among the leftover children in the rural areas” preferred by domestic skip-generation education researches is actually a problem of a one-way or seasonal moving among those “parent generation” caused by complicated factors, such as family-centered economic foundation, the existing household registration system and traditional ideals in the process of socialist market economy construction, and it still remains in the blank state in terms of research on the “skip-generation family education” issue among the new generation in many cities. It’s necessary to re-define the “new generation” with the development of urbanization of rural areas in the first place in order to make researches on the “skip-generation family education” issues among the new generation in many open cities. Based on the narrowed meaning of skip-generation family education, a broad meaning or concept of “the skip-generation family education among the urban new generation” is put forward in this thesis and is divided into several categories. The author has fully elaborated on some key causes and correlative analyses of the “skip-generation family education” among the new urban generation with sampling from three pretty representative and typical communities in Hangzhou City, and has also made some conclusions on the newly occurring and special “daytime surrogate parent”. In this thesis, the main categories of the urban new generation “skip-generation family education” has been creatively re-defined, according to divisions of skip-generation educational psychology, the paternity and matriarchal dependency relation and the economical payment relation. The author has comprehensively probed into the key potential disadvantages hidden under such urban new generation “skip-generation family education” based on multi-“binary transformation” theory regarding environment and culture, etc.: it is not good for the development of young children’s independent linguistic competence; it is not good for the cultivation of children’s sociability; it is not good for the cultivation of children’s self-care competence; it is not good for the early development of young children’s intelligence; it can easily trigger or intensify the other family conflicts; it is bad for the cultivation of children’s self-protection consciousness; it can easily cause negative influences on family relations. It is clearly indicated in this thesis that more emphasis must be put on the “modern consciousness” in the new generation “skip-generation family education”, be clear that the initial target in the family education is to “set up a healthy parent-child relationship”, be clear that the key purpose for family education is to promote children’s innovative ability; get a clear understanding of various “binary related problems” in the “skip-generation family education”, and try to establish a “skip-generation co-construction education pattern”, to clarify on the generation division related issues, strengthen on the earlier stage community intervention function, and finally realize the special education for the “ski-generation education” of the new urban generation.
  

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