心理学方面的外文翻译
- 格式:doc
- 大小:125.50 KB
- 文档页数:10
大学生个人简历自我评价200字(精选25篇)大学生个人简历200字篇1本人性格开朗、稳重、有活力,待人热情、真诚。
工作认真负责,积极主动,能吃苦耐劳;喜欢思考,虚心与人交流,以取长补短。
有较强的组织能力、实际动手能力和团体协作精神,能迅速的适应各种环境,并融合其中。
我不断地完善自己,提高自身素质。
不仅如此,我还积极参加社会实践活动,和各种文体活动,培养了我一定的组织与社交能力。
本人热爱篮球、羽毛球、跑步、下棋、唱歌。
大学生个人简历自我评价200字篇2学习上,大学期间主修了与化学及化学教育相关的课程与实验。
选修了教育学,心理学,哲学,邓论等课程。
经过纪念的勤勤恳恳的理论学习,我掌握了化学专业的基础知识,并顺利经过了各们课程的考核。
教育实习期间,我将所学的理论知识灵活的运用的实践中,悉心研究教法,进取深入班级,虚心的向师长请教。
在教学方面提高很快,受到师生的一致好评,实习成绩优秀。
在工作上:我担任团支部书记,系纪检部部长的职位。
成功地组织了多次班团体校内外活动,工作认真负责,得到同学和教师们的好平。
大学期间,组织过演讲,讨论,文艺演出等活动。
在我的组织带领和同学们的支持帮忙下,我们班多次被评为学院“优秀团支部”。
几年的大学生活,锻炼了我也造就了我,我养成了勤奋,严谨的学习工作作风。
一丝不苟的工作态度,以及敏锐的观察本事与处理事情的本事。
大学生个人简历自我评价200字篇3性格乐观,与人为善,在同学中拥有较好人脉。
中文语言表达能力好,精通粤语,英文听说读写满足日常会话。
工作态度严谨,责任心强,不轻言放弃,善于沟通,理解能力较强,具有较强的团队协作精神。
抗压能力及学习能力强,能够较为快速地接受和掌握新知识。
大学生个人简历自我评价200字篇4凭着年轻,我会不懈努力,让自己做得更好。
给我一个舞台,我会给你满意的表现。
相信年轻,相信自己!您的信任与我的实力将为我们带来共同的成功!诚实守信,待人处事热情大方,性格开朗,能很快接受新事物,富有创新和开拓意识勇于挑战自我,有较强的时间观念和责任心,善于思考,虚心向学,并始终坚持严于律己,宽以待人,懂得“若要人敬己,先要己敬人”的道理,良好的人际关系和丰富的专业知识为我的成功之路作了铺垫性格开朗、自信稳重,待人真诚,具有良好的人际交往、沟通及应变能力。
解读林语堂的翻译理论著名翻译家林语堂先生提出:翻译是一门艺术。
他倡导的翻译标准是忠实、通顺和美,在此基础上对译者提出三项要求或者说是责任,开辟了从心理学角度研究翻译的新视角,林语堂先生以其对中西文化的深入研究、扎实的专业知识,认真的工作态度,从事了大量的翻译活动,为中西文化交流和沟通做出了巨大贡献。
而老舍先生的《骆驼祥子》也是现代白话文小说的一部经典巨作,现如今已有四部翻译作品,其中,葛浩文的译本以为读者负责的思想,取得了一定程度上的巨大成功。
那么葛浩文《骆驼祥子》英译文又是怎样体现林语堂的翻译理论的呢?着重分析《骆驼祥子》,研究其中所体现的林语堂的翻译理论。
关键字:《骆驼祥子》;忠实;通顺;美0 引言现代小说《骆驼祥子》是老舍先生的经典作品之一,其中祥子、虎妞等几个人物形象已广为人知。
《骆驼祥子》是最早被介绍到西方世界(以讲英语国家为主)的小说,也是最受读者喜爱的一部小说,其中葛浩文的译本广为流传,深得人心。
葛浩文虽有其独特的翻译方法,但也包含了许多中国翻译理论。
本文对《骆驼祥子》进行详细分析,来解说中国翻译理论家林语堂先生的“忠实”,“通顺”,“美”等翻译理论。
1 《骆驼祥子》简介《骆驼祥子》于1936年出版,作者是老舍。
老舍先生原名舒庆春,是中国现代伟大的小说家,他用极其朴实的语言,生动地刻画了祥子、虎妞等几个人物形象。
故事主要讲了军阀混乱时期人力车夫祥子的悲惨一生。
最初,祥子是一位勤劳勇敢有着梦想并为之而努力的社会青年,然而当时的社会给他带来的却是重重阻力:靠着自己的能力买来的车子在兵荒马乱中被逃兵抢走,自己的积蓄被侦探洗劫一空,妻子虎妞因难产而死,心爱的女人小福子上吊自杀,在经历了种种悲惨事情之后,祥子的信念及梦想被现实社会一点点侵蚀,他慢慢的变得放纵,堕落,最终也没能避免自己的悲惨命运。
2 《骆驼祥子》译者葛浩文简介及《骆驼祥子》翻译背景葛浩文,美国著名的汉学家,原英文名字Howard Gold-blatt。
缘起n2008.06.18,北京大学教育学院报告n2010.10.01,教育科学研究的第三种范式:混合方法研究及应用案例分析,收入《北大讲座·教育卷》第一辑. 北京大学出版社n2011.04.25,北京大学心理系,《心理学研究方法》报告n2014.12.35,清华大学心理系,《心理学研究方法专题》报告2014/12/302R. Burke Johnson(2007)Johnson质化为主与量化为主的我们CNKI 习国国外The URL of Journal of Mixed Methods Research Online : 好学习国外2014/12/30习国外质化量化质化混合研究方法的发展方法习方法混合方法研究的中质化习“混合方法研究的一习混合方法设计类型CreswellCreswell Margarete Sandolowaki整体分2014/12/3045分遣式设计来源:Margarete Sandolowaki etc. Defining andDesigning Mixed Research Synthesis Studies. Research in the School, 2006,Vol.13, (1),34JohsonR Burke Johnson; Anthony J Onwuegbuzie 。
Mixed Methods Research: AResearch Paradigm Whose Time Has cational Researcher; Oct 2004; 好好学习混合方法的六习混合方法的MMRZazie Todd is a Lecturer in psychology at the University 案例一:案例习案例三:SMMAJMMR习混合方法的七混合研究的评价质化混合方法研究的几习。
员工培训外文文件综述第 1目1、LiteratureResearch ............................................................... .........................................................................2 2 、外文文件翻..................................................................... ................................................⋯⋯⋯⋯⋯⋯⋯⋯ .51、Literature ResearchEmployee training needs theoretical guidance of staff training inthe theoretical understanding of ambiguity, will lead to blindnesstraining .The guiding theory of employee training, with the production technology, expansion of business scale and gradually developed.First, scientific management and staff skills trainingThe late 19th century, early 20th century, the United States such as Taylor and Gilbreth first to emphasize the importance of training.Taylor is the father of scientific management theory, and his major works include "piecework" system, "Plant Management", "scientific management principles and methods", "scientific management" and so on.As the results of his theory first time in history of science from theexperience up.He found that the main reason for low productivity workers are lack of training, Without the correct operation method andapplication of tools, so he carried a lot of tests in the factory. Healso studied tools, machinery, materials and standardization of the work environment, and the basis of these findings to develop more scientific work day fixed, and the completion of these fixed, standardized tools.Gilbreth also shoot video with the method of recording and analyzing the operation of the workers movement, to find the best reasonable action to improve efficiency.This time they are through the use of research, action research methods to made standard operating method, according to this standard method to train workers.Taylor said: first-class workers are not fall from the sky, is trained by scientific training, and in the past, the training is his thing, by their own plans, their implementation, and now, training is something the factory, the specialized agencies and staff, to make standardized tools and standardized methods of operation complete control by the workers, it must be systematic, scientific training, we must take the workers one by one by a qualified teacher, with the new operating practices to train until the workers are able to continuously and used to operate in accordance with scientific rules ("Principles of Scientific Management").Taylor and Gilbreth and others from the research can be seen, with their emphasis on training is the training of staff operating skills.Second, behavioral science theory and the attitude of staff trainingScientific management theories that focus on aspects of the production process, the human body as a machine accessories, arousedstrong resentment among the workers, so some scholars began to physiology, psychology, sociology and so starting to study the human enterprise work motivation, emotion, behavior and the relationship between work and so on, so how in accordance with the laws ofhuman psychological development to stimulate their enthusiasm and creativity of the behavioral sciences is adopted.30 years of the 20th century, the United States in the WesternElectric Company psychologist Mayo's Hawthorne plant belongs, for the determination of various factors on the degree of production efficiencyof thelast eight years, a series of tests, this is the famous Hawthorne Experiment .The experiment, Mayo and others found that: the working environment, working conditions, good or bad as people are notexpected to affect workers as labor productivity; people are "social" and, therefore, staff morale, job satisfaction, can be appreciated is also an important factor affecting labor productivity.In 1943, the famous American psychologist Maslow proposed "hierarchy of needs" that: human needs can be divided into five levels: (1) physiological needs; (2) safety needs; (3) the feeling of belonging; (4) respected; (5) self-realization.These five requirements are based on (1)to (5) from low to high order, and under normal circumstances, onlyin the lower level needs are met before to meet higher level needs.attitude, emotional, demand will affect the level of productivity gains, therefore, focus on skills training to employees after the theory in the behavioral sciences under the guidance of staff training to enhance knowledge, skills training, while more and more attention the attitudeof the staff training.Focus on training staff on the proper values,corporate philosophy, positive work attitude, good habits, and thepursuit of higher goals.Thus, training to become a specializedprofession, training content, constantly deepening and expanding.Since the 60s of the 20th century, people began to study theleadership style of management satisfaction with the relationshipbetween workers, making the lower staff training from a focus on staff training to focus more on the changes on the training of managers.Third, knowledge management and staff learning, innovation training 2l century is the era of knowledge economy, knowledge-based economy is built on the basis of knowledge and information economy, knowledge and information based on the production, distribution and use of thedirect basis of the economy, knowledge is to improve the productivity and economic growth.And the knowledge economy corresponding to the management theory is knowledge management, knowledge management is a knowledge resource for institutional information and the systematic management of science.The practice of knowledge management work generally consists of three aspects: (1) through the establishment of institutional knowledge base and set the body of knowledge managers need to master the knowledge and the systematic collection of resources,filtering, sorting, storage, to new knowledge in order to extract organization personnel at any time and apply them to practical work and learning; (2) to promote the exchange of knowledge within the organization and sharing, and communication process with the new knowledge resources to conduct precipitated into the body of knowledge library; (3) personalized tool to helpcustomize the management of personnel within the organization specific knowledge resources required to improve the efficiency ofwork and study, and to facilitate personal knowledge management.Era of knowledge economy, knowledge to the average 5-year aging cycle for each individual business, only continuous learning, innovation is the only way out, a lot of business decision-makers are concerned about whether their company has such a capability.Bideshengji's "The Fifth Discipline," a book stressed: "Only by learning the business will be competitive," "You have to learn than your competitors, faster."So it proposed the establishment of "learning organization."The development of information technology provides a powerful knowledge management tool, knowledge management is to create a platform for learning organizations.Learning organization is a stable platform for developing creative talent and organizational security.Because, in the era of knowledge management, the significance of employee trainingis learning ability and creative ability of the training, the ultimate goal of training is to form a self ranging from under a full learning culture.In summary, the guiding theory of corporate training experience,from scientific management to knowledge management, behavioralscience and then to the three stages of staff training has also gone through training from skills training to approach and then to learning,innovation training, three processes, factors that promote this development process the technology's progress and expansion of business scale and economy of development.2、外文文件翻译公司员工的培训工作需要必定的理论作指导,在理论上对员工培训工作认识含糊,会致使培训工作的盲目性。
小学综合素质自我陈述报告(共12篇)篇1:小学综合素质自我陈述报告我是一个活泼开朗的小女孩,在生活中,我有舞蹈、钢琴、唱歌等很多爱好。
在家里,我经常帮助爸爸妈妈干活,帮他们拖地、扫地、擦桌子、洗碗、盛饭爸爸妈妈经常夸我能干,是他们的好帮手,我很高兴!在学校里,我乐意当老师的小助手,因为我是语文课代表,在别人遇到困难时,我非常愿意帮助同学,所以我有不少好朋友,她们都非常喜欢和我一起玩耍。
我有许多优点,如在英语方面,我的英语成绩比较好,每天回家我都会在家里复习英语,而且还参加过校外举办的一次星星火炬英语大赛,得到了两张奖状呢!语文:生字书写比上学期更好很多,但是有大有小,看起来很乱。
文章中语句总是有点毛病,但每次写完都会及时改正。
文章时好时坏,素材选得一般般,偶尔有些精彩的,好词好句运用比较少,但每次应用都能放到适当的位置。
学习方面比较轻松。
体育:体育成绩还算比较良好,跑步一般般,俯卧撑比较拿手,跳绳速度较慢。
自己有时很懒,就连多写一个字也不愿意。
但我的责任心很强,自理能力不错(因为我五岁里就一个人在家待过)。
对做某件事过于细致,能把小小的一件事搞得惊天动地。
有时我很大方,就连花10元钱买的东西也愿意送给朋友。
篇2:小学综合素质自我陈述报告一年级很快就过去了,在这学期里,我尊敬师长,关心,团结同学。
上课时认真听老师讲课,不讲小话。
平时有同学求助我时,我会耐心的给他讲解。
在学校里,我爱护公共卫生,不乱丢果皮纸屑,不随便采摘花草。
我自认为是一个性格活泼开朗的人,在成绩上一直都得到肯定本人具有热爱祖国等优良传统,积极向上的生活态度和广泛的爱好兴趣,对工作责任心强、勤恳踏实,有较强的组织、宣传能力,有一定的`艺术细胞和创意,注重团队合作精神和集体观念认真学习。
遵守校纪校规,尊敬师长,团结同学,政治上要求进步;学习目的明确,态度端正,钻研业务。
勤奋刻苦,成绩优良;班委工作认真负责,关心同学,热爱集体。
宝剑锋从磨砺出,梅花香自苦寒来,本人坚信通过不断地学习和努力,使自己成为一个有理想、有道德、有文化、有纪律的学生,以优异的成绩迎接挑战,为社会主义建设贡献我毕生的力量。
“三喻⽂化”:社会学中蹩脚翻译的⼀个典型(搞定)早年就对⽶德的post-figurative,co-figurative,pre-figurative三种⽂化形态的中⽂译法感到⼀头雾⽔。
其典型译法是“后喻⽂化,并喻⽂化,前喻⽂化”,看中⽂字⾯是看不出什么意思的。
在解释之后,反⽽容易让⼈弄反了,具有讽刺意味的是,此译法的始作俑者——《⽂化与承诺》的译者也把它们的意思弄反了。
以下是引⽤陈国华的资料收集:【在《代沟》⼀书中,“当论及‘未来重复过去’型时,我⽤‘后象征’(postfigurative)这个词;论及‘现在是未来的指导’型时,我⽤‘互象征’(cofigurative)这个词;在论及年长者不得不向孩⼦学习他们未曾有过的经验这种⽂化类型时,我就⽤‘前象征’(prefigurative)这个词。
”(曾胡译,光明⽇报出版社,1988年版,p20)。
在《⽂化与承诺》⼀书中,“前喻⽂化,是指晚辈主要向长辈学习;并喻⽂化,是指晚辈和长辈的学习都发⽣在同辈⼈之间;⽽后喻⽂化,则是指长辈反过来向晚辈学习。
”(周晓虹、周怡译,河北⼈民出版社,1987年版,p27)。
】据徐瑞⽂收集到的资料,尽管《代沟》⼀书的译者把“figurative”翻成“象征”也让⼈摸不着头脑,但⾄少他对postfigurative和prefigurative意思的解释没被中⽂中的“后”和“前”弄糊涂。
postfigurative culture:“未来重复过去”的⽂化形态,即后辈向前辈学习的⽂化形态;prefigurative culture,前辈向后辈学习的⽂化形态。
陈国华先⽣和徐瑞⽂先⽣,都没有对译法提出讨论。
⽽我要讨论的恰恰是译法问题。
现在见到的翻译⼤致有以下三种,⽽以“喻”为最风⾏。
1.“象征”:postfigurative culture:后象征⽂化;cofigurative culture:互象征⽂化;prefigurative culture:前象征⽂化。
语文阅读理解能力的提升法语文阅读理解是语文学习中的重要环节,它不仅考查我们对文字的理解和把握能力,还能反映出我们的思维水平和知识储备。
对于很多人来说,提升阅读理解能力并非易事,但只要掌握了正确的方法并持之以恒地练习,就一定能够取得明显的进步。
一、多读书,广泛涉猎阅读是提升阅读理解能力的基础。
通过广泛阅读各种类型的书籍,我们能够接触到丰富多样的语言表达方式和思想内容,从而拓宽自己的视野,增强对文字的敏感度。
无论是文学作品、科普读物、历史传记还是新闻报道,都能为我们提供不同的阅读体验和知识积累。
在阅读过程中,不要局限于自己熟悉的领域或题材,要勇于尝试新的内容。
比如,平时喜欢读小说的,可以尝试读一读哲学、心理学方面的书籍;习惯读中文作品的,可以适当阅读一些外文翻译作品。
这样可以让我们的思维更加活跃,更能适应不同风格和难度的文本。
同时,要养成良好的阅读习惯。
可以制定一个阅读计划,每天安排一定的时间进行阅读,并且要坚持下去。
在阅读时,要集中注意力,全身心地投入到书中的世界,理解作者的意图和情感。
二、注重阅读方法掌握正确的阅读方法能够提高阅读效率和理解质量。
首先,在阅读之前,可以先浏览一下文章的标题、目录、引言等,对文章的大致内容和结构有一个初步的了解。
然后,在阅读时,可以采用精读和略读相结合的方式。
对于重要的段落和关键语句要进行精读,仔细琢磨其中的含义,分析作者的写作手法和逻辑关系;对于一些辅助说明或不太重要的内容,可以采用略读的方式,快速浏览获取主要信息。
此外,学会做读书笔记也是很有帮助的。
可以在阅读过程中标记出自己认为重要的语句、段落,写下自己的感悟和思考,或者对文章的内容进行总结概括。
这样不仅有助于加深对文章的理解,还方便日后复习和回顾。
三、加强词汇积累丰富的词汇量是理解文章的关键。
如果在阅读中遇到大量不认识的词汇,必然会影响对文章的理解。
因此,要注重词汇的积累。
可以通过阅读、背诵词汇书、学习词根词缀等方式来扩充自己的词汇量。
课程与教学论0467单项选择题.1918年,美国著名教育学者【C】出版《课程》一书,该书标志着课程作为独立研究领域的诞生。
A.施瓦布B.卢梭C.博比特D.查特斯.博比特在他的课程开发理论中所提出的科学化课程开发方法是【B】A.任务分析B.活动分析C.工作分析D.课程审议.泰勒原理的实践基础是【A】A.“八年研究”B.教育测验运动C.学科结构运动D.前人的研究成果.泰勒原理的实质是对【A】的追求。
A.“技术兴趣”B.“解放兴趣”C。
“实践兴趣”D.“实践理性”.在“学科结构运动”中诞生的一种新的课程形态是【D】A.实践性课程B.活动课程C.隐性课程D.学术中心课程.施瓦布所确立的“实践性课程”的开发方法是【D】A.活动分析B.任务分析C.工作分析D.课程审议.“概念重建主义课程范式”的本质是追求【A】A.“解放兴趣”B.“实践兴趣”C.“技术兴趣”D.“技术理性”.在教育史上第一个倡导教学论的是【B】A.博比特B.拉特克C.夸美纽斯D.赫尔巴特.捷克教育家夸美纽斯所著的【C】一书标志着理论化、系统化的教学论的确立。
A.《课程》B.《课程与教学的基本原理》C.《大教学论》D.《普遍教育学》.被瑞士人民誉为“人类的教育家”、“人民的导师”、“孤儿之父”的是【A】A.裴斯泰洛齐B.夸美纽斯C.赫尔巴特D.卢梭.【A】首次明确提出把心理发展的研究作为教学总原则的基础。
A.裴斯泰洛齐B.博比特C.赫尔巴特D.杜威.赫尔巴特的教学论中所提出的教学的任务是【B】A.追求善行、德行B.培养多方面兴趣C.传授系统的科学知识D.发展学生的各种技能.在赫尔巴特所提出的教学的“形式阶段”中,【B】阶段即是把新的观念与旧的观念结合起来。
A.“明了”B.“联合”C.“系统”D.“方法”.杜威认为知和行的关系是【A】A.知行统一B.知行分离C.知决定行D.行决定知.杜威所倡导的教学是【D】A.教育性教学B.发现性教学C.自然教学D.问题解决教学.赫尔巴特所倡导的教学是【A】A.教育性教学B.发现性教学C.自然教学D.问题解决教学.杜威毕生倡导并实施的经验课程形态是【C】A.显性课程B.隐性课程C.主动作业D.实际课程.下面关于“主动作业”的说法中正确的是【C】A.主动作业相当于借助某种技能获得外部实利的职业B.主动作业只是使儿童获得手工的技能和技艺的效率C.主动作业来源于社会生活,可以代表社会的情境D.主动作业不适合儿童经验生长的要求.20世纪上半叶,“理性主义”在对学习和教学设计研究方法上强调【B】A.量的研究B.质的研究C.量质结合研究D.以上都不是.课程与教学分离的认识论根源是【D】A.一元论B.主体论C.客体论D.二元论.针对传统的二元论,杜威提出了认识的【A】A.“连续性”原则B.实用主义的认识论C.经验主义的原则D.理性主义的原则.对于“课程教学”理念的内涵,下列说法中错误的是【D】A.课程与教学过程的本质是变革B.教学作为课程开发过程C.课程作为教学事件D.课程与教学仍是相分离的.卢梭所著的教育著作是【B】A.《理想国》B.《爱弥儿》C.《教育漫话》D.《林哈德与葛笃德》.“实践性课程”的开发方法…课程审议的主体是【A】A.课程集体B.专家C.校长D.社区代表.“学校本位的课程开发”指的是【B】A.学术中心课程开发B.实践性课程开发C.传统课程开发D.实际课程开发.科学化课程开发理论诞生的社会背景是20世纪初美国发生的【B】A.课程改革运动B.社会效率运动C.学科结构运动D.教育测验运动.被誉为“现代课程理论的圣经”的是【C】编写的【】一书。
毕业设计(论文)外文资料翻译学院:艺术学院专业:环境设计姓名:学号:外文出处: The Swedish Country House附件: 1.外文资料翻译译文;2.外文原文附件1:外文资料翻译译文室内装饰简述一室内装饰设计要素1 空间要素空间的合理化并给人们以美的感受是设计基本的任务。
要勇于探索时代、技术赋于空间的新形象,不要拘泥于过去形成的空间形象。
2 色彩要求室内色彩除对视觉环境产生影响外,还直接影响人们的情绪、心理。
科学的用色有利于工作,有助于健康。
色彩处理得当既能符合功能要求又能取得美的效果。
室内色彩除了必须遵守一般的色彩规律外,还随着时代审美观的变化而有所不同。
3 光影要求人类喜爱大自然的美景,常常把阳光直接引入室内,以消除室内的黑暗感和封闭感,特别是顶光和柔和的散射光,使室内空间更为亲切自然。
光影的变换,使室内更加丰富多彩,给人以多种感受。
4 装饰要素室内整体空间中不可缺少的建筑构件、如柱子、墙面等,结合功能需要加以装饰,可共同构成完美的室内环境。
充分利用不同装饰材料的质地特征,可以获得千变完化和不同风格的室内艺术效果,同时还能体现地区的历史文化特征。
5 陈设要素室内家具、地毯、窗帘等,均为生活必需品,其造型往往具有陈设特征,大多数起着装饰作用。
实用和装饰二者应互相协调,求的功能和形式统一而有变化,使室内空间舒适得体,富有个性。
6 绿化要素室内设计中绿化以成为改善室内环境的重要手段。
室内移花栽木,利用绿化和小品以沟通室内外环境、扩大室内空间感及美化空间均起着积极作用。
二室内装饰设计的基本原则1 室内装饰设计要满足使用功能要求室内设计是以创造良好的室内空间环境为宗旨,使室内环境合理化、舒适化、科学化;要考虑人们的活动规律处理好空间关系,空间尺寸,空间比例;合理配置陈设与家具,妥善解决室内通风,采光与照明,注意室内色调的总体效果。
2 室内装饰设计要满足精神功能要求室内设计的精神就是要影响人们的情感,乃至影响人们的意志和行动,所以要研究人们的认识特征和规律;研究人的情感与意志;研究人和环境的相互作用。
学术硕士/翻译硕士翻译理论研究阅读书目贝尔.《翻译与翻译过程:理论与实践》[M].(秦洪武译)北京:外语教学与研究出版社,2005.曹明伦.《翻译之道:理论与实践》[M].保定:河北大学出版社,2007.陈德鸿、张南峰.《西方翻译理论精选》[C]. 香港:香港城市大学出版社,2000. 陈福康.《中国译学理论史稿》[M].上海:上海外语教育出版社,1992.陈志杰.《文言语体与文学翻译——文言在外汉翻译中的适用性研究》[M].上海:上海外语教育出版社,2009.程雨民.《英语语体学》[M].上海:上海外语教育出版社,2004.董乐山等.《第三帝国的灭亡》(William L.Shirer著)[Z].北京:中国对外翻译出版公司,1983.董史良.翻译的思维问题[J].《中国翻译》,1988,(3).28-31.冯国华、吴群.《英译汉别裁》[M].北京:外文出版社,2000.冯庆华.《实用翻译教程》[M].上海:上海译文出版社,2000.冯庆华.《实用翻译教程》[M].上海:上海外语教育出版社,2007.冯树鉴.《实用英汉翻译技巧》[M].上海: 同济大学出版社,1995.高健.《翻译与鉴赏》[M].北京:外语教学与研究出版社,2006.高名凯、刘正埮.《现代汉语外来词研究》[M].北京:文字改革出版社,1958.龚光明.《翻译思维学》[M].上海:上海社会科学院出版社,2004.辜正坤.《译学津原》[M].郑州:文心出版社,2005.辜正坤.《中西诗比较鉴赏与翻译理论》[M].北京:清华大学出版社,2003.郭建中.《翻译:理论、实践与教学——郭建中翻译研究论文选》[C].杭州:浙江大学出版社,2010.郭建中.《科普与科幻翻译》[M].北京:中国对外翻译出版公司,2008.贺晓丽.从译者思维角度看翻译过程[J]. 《外语教学与研究》,2007,(33):23-25. 胡德良、孙红艳.论写作与翻译的关系[J].《小说评论》,2001,(2):277-280. 黄邦杰.《译艺谭》[M].北京:中国对外翻译出版公司,1991.金敬红、李思国.斯坦纳和勒代雷的阐释翻译理论评介[J].《外语与外语教学》,2003,(9):44-47.金隄.《等效翻译探索》[M].北京:中国对外翻译出版公司,1998.金圣华.《外文中译研究与探讨》[C].香港:香港中文大学翻译系,1998.金圣华.《因难见巧》[C]. 北京:中国对外翻译出版公司,2001.劳陇.意译论[J]. 《外国语》,1996,(4):13-15.劳陇.试论现代翻译理论研究的探索途径[J].《外国语》,1994,(4):5-6.劳陇.从奈达翻译理论的发展谈直译和意译问题[J].《中国翻译》,1989,(3):10-13.劳陇.怎样发挥译文的语言优势[J].《国际关系学院》,1983,(1):74-77.勒代雷.《释意学派口笔译理论》[M].(刘和平译).北京:中国对外翻译出版公司,2001.李长栓.《非文学翻译理论与实践》[M].北京:中国对外翻译出版公司,2004. 李长栓.《非文学翻译》[M]. 北京:外语教学与研究出版社,2009.李文革.《西方翻译理论流派研究》[M].北京:中国社会科学出版社,2004.李运兴.《英汉语篇翻译》[M].北京:清华大学出版社,1998.连淑能.《英汉对比研究》[M].北京:高等教育出版社,1993.刘法公.汉英隐喻翻译中的喻体意象转换[J].《中国翻译》,2007,(6): 47-51. 刘宓庆.《现代翻译理论》[M]. 济南:山东文艺出版社,1990.罗新璋.《翻译论集》[C]. 北京:商务印书馆,2009.罗新璋.释“译作”[A].《因难见巧》[C].北京:中国对外翻译出版公司,2001. 罗选民.论文化/语言层面的异化归化翻译[J].《外语学刊》, 2004,(1):102-106. 马红军.《翻译批评散论》[M].北京:中国对外翻译出版公司,2002.马红军.《从文学翻译到翻译文学:许渊冲的译学理论与实践》[M].上海:上海译文出版社,2006.马祖毅.《中国翻译简史》[M].北京:中国对外翻译出版公司,1984.毛荣贵.《翻译美学》[M].上海:上海交通大学出版社,2005.潘文国.“读文写白”是提高中文水平的根本途径[J].《中国外语》,2010,(4):33-34.钱钟书.《谈艺录》[M].上海:中华书局,1979.沈苏儒.《论信达雅——严复翻译理论研究》[M].北京:商务印书馆,1998.思果.《阿丽思漫游奇境记:选评》[Z].北京:中国对外翻译出版公司,2004. 思果.《译道探微》[M].北京:中国对外翻译出版公司,2002.思果.《翻译研究》[M].北京:中国对外翻译出版社,2001.思果.《翻译新究》[M].北京:中国对外翻译出版公司,2001.苏福忠.《译事余墨》[M].北京:生活·读书·新知三联书店,2006.孙迎春.《张若谷翻译艺术研究》[M].北京:中国对外翻译出版公司,2004.孙致礼.《翻译:理论与实践探索》[M].南京:译林出版社,1999.孙致礼.评《名利场》中译本的语言特色[J].《中国翻译》,1984,(1):37-41. 谭载喜.《西方翻译简史》[M].北京:商务印书馆,2008.谭载喜.《奈达论翻译》[Z].北京:中国对外翻译出版公司,1999.王秉钦.《中国翻译思想史》[M].天津:南开大学出版社,2004.王丹阳.《文学翻译中的创作论》[M].南京:南京师范大学出版社,2009.王宏印.《文学翻译批评论稿》[M].上海:上海外语教育出版社,2006.王宏印.《文学翻译批评概论》[M].北京:中国人民大学出版社,2009.王宁.生态文学与生态翻译学:结构与建构[J].《中国翻译》,2011,(2):10-15. 王宁.《文化翻译与经典阐释》[M].北京:中华书局,2006.王寿兰.《当代文学翻译百家谈》[C].北京:北京大学出版社,1989.翁显良.意态由来画不成[M].北京:中国对外翻译出版公司,1983.夏德勇、杨锋.《当代大学写作》[M].广州:暨南大学出版社,2007.谢天振.《译介学导论》[M].北京:北京大学出版社,2007.谢天振.国内翻译界在翻译研究和翻译理论认识上的误区[J].《中国翻译》,(4):2-5.许渊冲.《翻译的艺术》[M].北京:中国对外翻译出版公司,1984.许渊冲.译学要敢为天下先[J].《中国翻译》,1999,(2):4-9.许渊冲.新世纪的新译论[J].《中国翻译》,2000,(3):2-5.许渊冲.文学与翻译[M].北京:北京大学出版社,2003.颜林海.翻译认知心理学[M].北京:科学出版社,2008.杨士焯.《英汉翻译教程》[M](第二版).北京:北京大学出版社,2011.杨士焯.翻译教材编写方法探索[J].《厦门大学学报》(哲社)教学研究专辑,2008:85-88.杨士焯.简论翻译写作学的建构[J].《写作学》(高级版),2008,(3):19-20. 杨士焯.《英汉翻译教程》[M].北京:北京大学出版社,2006.杨士焯.发挥译文的语言优势——谈文言文词语、句法在译文中的妙用[J].《上海科技翻译》,2002,(1):23-26.杨士焯.英语专业三年级学生如何提高英汉翻译技能[J].《中国翻译》,2002,(6):55-56.杨士焯.从一篇翻译看英语专业三年级学生的翻译问题[J].《中国翻译》,2000,(3):30-34.杨士焯.彼得·纽马克翻译新观念概述[J].《中国翻译》,1998,(1):48-50. 83-89.余光中.《余光中谈翻译》[M].北京:中国对外翻译出版公司,2002.张谷若.地道的原文,地道的译文[J].《翻译通讯》,1980,(1):19-23.张美芳.《中国英汉翻译教材研究》[M].上海:上海外语教育出版社,2001.张美芳.罗杰·贝尔的语言学翻译研究视角[J].《外语与翻译》,2001,(3)11-16. 赵彦春.《翻译学归结论》[M].上海:上海外语教育出版社,2005.郑海凌.《译理浅说》[M].郑州:文心出版社,2005.郑延国.《翻译方圆》[M].上海:复旦大学出版社,2009.周姬昌.《写作学高级教程》[M].武汉:武汉大学出版社,1989.Bell, Roger T.Translation and Translating: Theory and Practice [M]. Beijing: Foreign Language Teaching and Research Press, 2001.Catford, John C. A Linguistic Theory of Translation: An Essay on Applied Linguistics[M]. London: Oxford University Press, 1965.Chesterman, Andrew. Readings in Translation Theory[M]. Helsinki: Oy Finn Lectura Ab, 1989.Delisle, Jean. Translation: An Interpretive Approach[M]. Ottawa: University of Ottawa Press, 1988.Munday, Jeremy. Introducing Translation Studies [M]. London: Routledge, 2001.Newmark, P.A Textbook of Translation[M].Shanghai: Shanghai Foreign Language Education Press, 2001.Newmark, P. Approaches to Translation[M]. Shanghai: Shanghai Foreign Language Education Press, 2001.Nida, Eugene. Language, Culture, and Translating[M]. Shanghai Foreign Language Education Press, 1991.Nida, Eugene A. & Taber, C. R. The Theory and Practice of Translation [M]. Leiden, Brill, 1969.Nord, Christiane.Translating as a Purposeful Activity[M]. Shanghai Foreign Language Education Press, 2001.Savory, Theodore. The Art of Translation [M]. London: Cape, 1957.Shttleworth, Mark & Cowie, Moira. Dictionary of Translation Studies[Z]. Shanghai Foreign Language Education Press, 2004.Tytler, A. F. Essay on the Principles of Translation[M]. London: Dent, 1790. Vermeer, Hans J. Skopos and Commission in Translational Action[M]. London: Routledge, 1998.。
一、激励理论的背景在经济发展的过程中,劳动分工与交易的出现带来了激励问题。
激励理论是行为科学中用于处理需要,动机,目标和行为四者之间关系的核心理论。
行为科学认为人的动机来自需要,由需要确定人们的行为目标,激励则作用于人内心活动,激发,驱动和强化人的行为。
哈佛大学维廉詹姆士研究表明:在没有激励措施下,下属一般仅能发挥工作能力的20%~30%,而当他受到激励后,其工作能力可以提升到80%~90%,所发挥的作用相当于激励前的3到4倍。
日本丰田公司采取激励措施鼓励员工提建议,结果仅1983年一年,员工提了165万条建议,平均每人31条,它为公司带来900亿日元利润,相当于当年总利润的18%。
由于激励的效果明显,所以各种组织为了提高生产效率,有些专家学者就开始了对激励理论的研究之中,探索激励的无穷潜力。
二、国外研究现状国外对于激励理论有了大量的研究并获得了丰硕的成果。
总体来说,可以分为两类激励理论。
一类是以人的心理需求和动机为主要研究对象的激励理论,熟称“内容型激励理论”。
另一类是以人的心理过程和行为过程相互作用的动态系统为研究对象的激励过程理论,它也被称作是“行为型激励理论”。
1 内容型激励理论1.1 奠瑞的人类人格理论这种理论认为,在面临着动态且不断变化的环境时,人们都是自适应的。
它把需求分成了两种类型,即生理需求和心理需求。
前者与人体基本生理过程的满足感有关,而后者所关注的是情绪上和精神上的满足感。
1.2 马斯洛的“需要层次”理论美国心理学家马斯洛(A.H.Maslow)进一步发展了莫瑞的研究,在1954年出版的《动机与人格》一书中对该理论作了进一步的阐释。
马斯洛认为人的需要可以划分为五个层次,从低到高依次为生理需要,安全需要,社交需要,尊熏需要,自我实现需要,且这五个层次的顺序,对每个人都是相同的。
只有当较低层次的需要获得了基本满足后,下一个较高层次的需要才能成为主导需要。
1.3 赫茨伯格的激励—保健双因素理论美国心理学家赫茨伯格因素理论打破了这一假设。
译文非期望效用理论MARK J. MACHINA精算学百科全书第二卷1173页到1179页(ISBN 0-470-84676-3)由ozef L. Teugels ,Bjørn SundtJohn Wiley & Sons, Ltd, Chichester于2004年编辑非期望效用理论介绍从18世纪初以来,不确定的个体行为主要模型在前景不明朗时一直是最好的期望效用模型,。
这种模式最早是由尼古拉斯·伯努利[5]在他著名的圣彼得堡悖论分辨率中介绍;然后由冯·诺伊曼和摩根斯坦在他们的博弈论中使其正式公理化[36];然后由苏华奇在他的作品中统计数据的基础上正式将其与主观概率理论整合在一起[31];然后艾睿[4]和普拉特[27]在他们关于风险规避的工作中证明其具有极大的分析能力,以及由罗斯柴尔德和斯蒂格利茨[29,30]在他们关于相对风险的工作中也证明了这一点。
可以这样说,期望效用模型的绝大多数工作是在保险理论、博弈论、投资和资本市场理论,和大多数其他部门的统计数据、决策论、不确定性经济的基础上进行的分析。
然而,从20世纪50年代初阿莱[1]和爱德华兹[11,12]的作品,一直持续到现在,心理学家和经济学家们发现了越来越多的证据表明个人并不一定符合许多关键假设或预测的期望效用模型,而事实上,似乎已经偏离了预测的系统化方式模型。
这导致了寻求替代品或者是关于风险偏好的非期望效用模型。
它适应于期望效用理论偏离的系统,同时尽可能多的保留分析能力。
期望效用模型的在不确定性条件下的最简单设置选择,选择的对象包括有限价值的客观彩票,每个表单)(11n n x p x p P ,;;, =和产生的货币回报i x 概率的i p ,其中,11=+n p p 。
在这种情况下的期望效用模型假定(或假定公理足以暗示)期望效用偏好函数形式的基础上分析个人排名风险前景。
n n n n EU EU p x U p x U p x p x V P V )()(),;;,()(1111++≡= (1)在某种意义上,个别人更喜欢这些彩票),;;,(***1*1***nn p x p x P =,而不是)(11n n x p x p P ,;;, =,当且仅当)()(*P V P V EU EU >,它们之间会不相关,当且仅当)()(*P V P V EU EU =。
关联翻译理论略见摘要Gutt的关联翻译理论是当代西方具有较大影响的翻译理论,认为翻译是一个复杂的明示推理过程。
本文旨在简明扼要地阐释关联翻译理论,探索性地揭示关联翻译理论的主要特点,并加以例证分析,探讨其存在的影响和潜在不足点,以加深对该理论的认识和理解。
中图分类号:H059文献标识码:A0 引言1986年, Dan Sperber和Deirdre Wilson在Grice提出的语用学相关原则的基础上提出了关联理论(Relevance Theory),同年,在他俩合著的《关联:交际与认知》一书中解释了这一理论。
他们认为,关联理论是认知语用学的基础,并提出了关联原则,回答了如何交际和交际什么的问题。
1 关联翻译理论翻译是一种语际间的交际活动,也是一种语用行为。
Ernst August Gutt根据关联论对翻译进行研究,于1991年出版了《翻译和关联:认知与语境》(Translation andRelevance:Cognition and Context)。
在该书中,Gutt阐释了关联翻译理论的基本观点:(1)翻译的研究对象是人的大脑机制,翻译是一个明示―推理的过程,推理的依据是语境关联性。
(2)关联性是指译者必须运用推理,首先从原文字句中或所谓交际线索体会出原文言者的意图,然后又必须了解译文读者的认知环境,使得译文既能产生原文言者企图让译文读者作出的解释,又不让译文读者费不必要的处理努力。
译者的责任是努力做到使原文作者的意图与译文读者的企盼相吻合。
(3)最佳关联性是译者努力的目标,也是翻译研究的原则标准。
从以上基本观点中,本文尝试性地得出关联翻译理论的三个主要特点:语境关联性、双向交际性和以读者为中心。
下文将加以例证逐一分析这三个特点。
2 关联理论的主要特点2.1 语境关联性Gutt在《翻译和关联:认知与语境》一文中指出:话语的语境(context)是“用以解释该话语的一系列前提。
”“因此,在关联论中,语境并不指话语交际双方外部环境的某一个部分,如某话语(discourse)前后的语段(text),环境情况,文化因素等等,而是指交际双方关于世界假设的一部分,即认知环境”。
市场营销专业毕业论文中英文资料外文翻译文献毕业论文中英文资料外文翻译文献文献翻译原文Marketing theoryMcCarthy (E.J.Mccarthy) ,in 1960, also under the micro-marketingdefinition: Marketing is the responsibility of business activities, products and services will be directly from the producer towards the consumer or userin order to meet customer needs and the achievement of the company profits,but also a process of socio-economic activities with the aim to meet thesocial or human needs, to achieve social goals. this definition than in the United States, although the definition of marketing association a step forward that meet customer needs and realize the company's operating profit as a goal, but two definitions that marketing activities are production activities in the beginning of the end of the middle after a series of business sales activities, when the commodity to the user the hands of the end, the enterprise marketing activities and therefore is limited to the narrow scope of circulation, rather than operating as a business for sale throughout the entire process, including marketing research, product development, pricing, distribution, advertising, publicity reports, sales promotion, marketing staff, after-sales service andso on.Christian Grnroosto the definition and emphasized the purpose of marketing: Marketing is in the interests of a whole, through mutual exchange and commitment to establish, maintain, consolidate and consumers and other participants in the relationship between the parties to achieve the purpose. This definition has been in use ever since, until the summer of 2021 was revised. The new definition is nearly 20 years on the marketing of the first amendment to the definition, no wonder the majority of marketers attracteduniversal attention. The development of marketing theory has the following four stages:The first stage: start-up phase. Marketing in the late 19th century to 20 in the United States the world's creation of 20, due to industrial development and marketing at this time by a very narrow scope of the study, but research and commercial advertising network settings. Island in Illinois and other related courses at the universities. By the \of American Advertising\to\Advertising and Marketing Association of Science Teachers\to marketing research to ensure the organization. At this time of marketing research is characterized by: a. focus on marketing and advertising techniques, modern marketing theory, concepts, principles had yet to emerge; b. University research activities are basically confined to the classroom and a professor of the study, and also society and the business community did not receive attention.Phase II: Application stage. During the 20th century to the end of World War II 20 for the application stage, begun to take shape at this time, the United States began large-scale domestic enterprises to use marketing to operate businesses, open overseas markets, European countries have to follow. Established in 1931, \Marketing Association\Marketing preach, and in 1937 merged the two organizations, academia and the business community to absorb a wide range to join the Marketing from the University of the rostrum to the community. This stage of the development of marketing in the applications. The capitalist world in 1929 due to the outbreak of an unprecedented economic crisis, the economy of the Great Depression, large shrinkage in the purchasing power of a sharp decline in the community, the unprecedented sharp market. The whole capitalist economic crisis dealt a serious blow. This stage, marketing research is characterized by: a. there is no product to sell out of this narrow concept of; b. at a deeper study on the basis of a broader marketing and advertising technique; c. study in favor of selling the business organization set; d. beginning of the study of marketing theory to society, paying attention to the general business community.The third phase: the formation period of development. The 20th century, the 50's to 80's for the marketing stage of development, the U.S. military-industrial economy has begun to shift the public economic, social goods, the sharp increase in social productivity improved significantly, while the corresponding consumption level of residents has not been much improvement, market began to emerge in a state of oversupply. At this point the U.S. marketing expert R. Cox and W. Aderson the \sense of Marketing is to promote the potential producers and consumers of goods or services of any transaction activity.\the new marketing stage. Previously that the market is the end ofthe production process, is now considered to be the starting point of the production process; the original that is marketing to sell products, now that marketing through the investigation to understand the needs and desires of consumers, and production in line with consumer needs and desires goods or services, which meet the needs and desires of consumers; so that from the marketing companies to enter the framework of social vision and a clear management guidance.Phase IV: the mature stage. Since the 80's for the marketing of the mature stage, in: a. associated with other disciplines such as economics, mathematics, statistics, psychology, etc.; b. theory began to form their own system; 80 is the age of marketing revolutionary period, begun to enter the field of modern marketing, so marketing the new look.译文市场营销理论麦卡锡(E.J.Mccarthy)于1960年对微观市场营销下了定义:市场营销是企业经营活动的职责,它将产品及劳务从生产者直接引向消费者或使用者以便满足顾客需求及实现公司利润,同时也是一种社会经济活动过程,其目的在于满足社会或人类需要,实现社会目标。
第 1 页 共 10 页 毕业论文(设计) 外 文 文 献 翻 译
译文题目:The Science Education Article Cultures 学生姓名: 专 业: 指导教师:
2015年1月10日 第 2 页 共 10 页
The Science Education Article Cultures Longitudinal Study on Mental Health of University Students: Taking a Finance and Economics University for an Example // Li Zhejun
Abstract Objective: To study the overall situation and trend of freshmen's mental health
of finance and economics university in recent years. Methods: The University Personality Inventory (UPI) was used to test the 21 492 freshmen during 2009~2012 in Nan-jing University of Financeand Economics. Results: The mental health of students had a favorable development, the proportion of the students with serious mental health problems was among 6.95%~8.38%, the proportion of the students with mental health problems was among 11.99%~20.54%. Compared the answers of the key questions,the proportion of "yes" in boys was significantly higher than those in girls ( p<0.05 ) ,the proprtion of older and younger students was higher than those in normal age ( p<0.05),the pro-prtion of ordinary universities students was higher than those in key university and independent college ( p<0.05), the top 10 mental health problems ware consistent in each grade. Conclu-sion: Colleges and universities should be insist in mental health survey in freshmen, improve mental health education, and focus on the groups with problems.
Key words college students; mental health; University Personality Inventory
( UPI);longitudinal study To fully understand the mental health of college students, build students' mental file Case, so that psychological problems early detection, early intervention and early treatment, my school from 2009 Since the beginning of newborn psychological online survey to obtain a more comprehensive and accurate The data. To understand the mental health of college freshmen in recent years, the overall Conditions and trends, this study will feed data 2009-2012 Statistical analysis
1 Research Subjects and Methods
1.1 Research Subjects Nanjing University of Finance 2009 -2012 years to participate in freshman psychology class 21,492 copies of census questionnaires for the study. 2009 5014 people, Of which 1691 were boys and girls 3323 people; 2010 5107 people, including boys 1725 people, girls 3382 people; 2011 5774, of whom 1851 were boys, Girls 3923 people; 2012 5597, of whom 1669 were boys and girls 3928 people. The overall age of 15-23 years old.
1.2 Methods Using Mental Health Personality Questionnaire 1 (University Per-sonality Inventory, UPI) tool for the investigation, the questionnaire contains 64 questions, which The first is the measured pseudo 5,20,35,50 title, the first (61-64) for the secondary theme, the rest 56 questions, each question a points score between 0-56 points, the higher the score description heart The more serious management problems. UPI screening classification criteria are as follows: The 第 3 页 共 10 页
first category is satisfying Column one of those conditions: UPI score ≥25 points; the first 25 questions answered affirmatively; secondary There are at least two problems at the same time make sure to answer questions. The second category is the following conditions One by: score between 20-24 points; the first title to make sure the election 8,16,26 Optional; there is a problem in the secondary question affirmatively choose. Does not belong to the first and second class were the first Three. The first category may have serious psychological problems, there may be a second class General psychological problems, the third category is the mental health of persons. Heart of the sea using a unified software online Surveying annually after admission The first two months were a time to complete the assessment within a week.
1.3Statistical Analysis Data were analyzed using SPSS16.0. 2 The results
2.1 UPI screening overall classification Form 1All grades UPI screening classification results A Class B Class C Class consulting experience Grade2009(n=5014) 398(7.49%) 1030(20.54%) 3586(71.52%) 35(0.70%) Grade2010(n=5107) 428(8.38%) 788(15.43%) 3891(76.19%) 34(0.67%) Grade2011(n=5774) 441(7.64%) 715(12.38%) 4618(79.98%) 45(0.78%) Grade2012(n=5597) 389(6.95%) 671(11.99%) 4537(81.06%) 35(0.63%)
Sum(n=21492) 1656(7.71%) 3204(14.91%) 16632(77.39%) 149(0.69%)
As can be seen from Table 1, a class of students screened out at 6.95% distribution rate Between -8.38%, significantly higher than the four years 2010 2012 (p = 0.005), which He was no significant difference between the year of mental health from poor to good for, 2010 Class, 2009, 2011, 2012. II students sieve out ratio There was no significant difference between 2011 and 2012 between 11.99% -20.54% 2009 was significantly higher than that of 2010 (p <0.001), 2010 significantly higher than the 2011 level is explicitly Level (p <0.001). As can be seen, the maximum 2012 freshmen mental health, The 2009 and 2010 are poor. From consulting experience point of view, four years is not made Health and significant change, had received psychological counseling for students ratio 0.63% -0. Between 78% and less quantity.