发言稿翻译,汉译英

发布时间:2012-08-06 10:26:24
 

发言稿翻译,中学校长演讲稿发言翻译

【发言提纲】

xx附中的多元文化建设的初步尝试

xx大学附属中学  (The Affiliated High School of Peking University)

 

xx附中的多元文化建设是伴随着中国改革开放开始的。大概经历了三个阶段:第一个阶段是开始重视英语学习,但只在课堂上作为知识来学习。只学语法不开口,可以说是哑巴英语时期。那时包括英语教师在内也只会用中文讲授英语语法,学校里能够与外国人直接交流的英语老师很少。1986年到我校来工作的美籍教师在给学生开口语课的同时还要给学校里的老师开口语课。

90年代初,xx附中结交了许多国外的友好学校。最多时达到26所学校。较多的是国外学生到中国来旅游,顺路到学校参观半天。不同国家的学生用英语进行交流也其乐融融,由于时间短,相互了解并不深入,还是停留在语言的练习阶段。

90年代中期,学生在口语表达中的障碍逐步解除,教师在课堂上也会讲授生活习惯上差异,以避免接触时的误会。随着中国外出留学低龄化趋势,北京的国际学校应运而生。有些国际学校的外籍教师上百位。现在北京学生每周花在英语学习上的时间平均约为12小时。投入时间多,家长投入的资金也十分昂贵。而单纯的语言学习越来越现出其不足。

正如美国语言学家萨丕尔(Edward Sapir)所说的:“语言的背后是有东西的。 而且语言不能离开文化而存在, 所谓文化就是社会遗传下来的习惯和信仰的总和, 由它可以决定我们的生活组织。”

 

xx附中面对新形势做的应对是缩减交流学校的数量,强化学生交流的深度。目前xx附中学生到对方学校体验生活超过10天的只保留下五所学校,分别是新加坡、法国、芬兰、美国、澳大利亚等友好学校。交流的侧重各不相同。例如:在法国,主要是体验家庭生活。在澳大利亚主要是艺术团体的交流。芬兰、新加坡、美国是课程交流。

在美国Hotchkiss School ,我校学生每年有为期六周的深入学习,学习的内容有英语、文学、戏剧、橄榄球、登山等。学习英美文学家的诗歌、小说,对高中一年级(十年级)的中国学生来讲不是一件容易的事。让学生感触最深的是英语戏剧表演课,它已经变成部分学生的长期必修课。2012年2月5日《美国教育周刊》在头版头条以北大附中双语教育为核心讨论双语教育和中国教育发展趋势展开讨论。

有一位学生这样说,“我每天四小时英文阅读,主要是《纽约时报》、《华盛顿邮报》、《国际先驱导报》、《大西洋月刊》等。以前,我主要学习词汇、短语,现在我更加注重英文中的逻辑关系,这为我的英文写作奠定了基础。英文经典阅读让我吸取多元文化,让我的想法更丰富,思路更开阔。“

2012年xx附中首度与新加坡南洋女子中学(Nayang Girls’ High School)和莱佛士书院(Raffles Institution in Singapore)合作。合作源于2011年10月新加坡南洋女子中学24名学生到我校交流,南洋女子中学培养高端人才的明确目标和周全的课程计划都给我们留下了深刻的印象。领队教师专门为我们介绍了南洋女子中学的双文化课程。我们注意到南洋女子中学在这方面做了长时间的探索,我本人也认真阅读了南洋女子中学学生的论文和考察报告。我们对新加坡能够很好地将英语文化、马来文化、华语文化结合起来,尊重不同历史和宗教的做法深表敬意。

2012年北xx附中将国家拔尖创新人才课题的实践基地放在新加坡。4月份,参加课题实验的18位学生在新加坡体验完全不同的课程。男生在莱佛士书院(Raffles Institution in Singapore),女生在南洋女子中学(Nayang Girls’ High School)。

学生回北京后在不同的场合多次介绍了她们感受。有个学生这样介绍:“最大的突破就是自我意识的觉悟。学会规划自己的学习和生活,做自己喜欢做的事,对于我这个时时被父母照顾的学生来说很不容易,但是当我真正学会并成为习惯之后,我的生活变得充实而快乐。希望学弟学妹们也能有这样的机会。“

xxxx多元文化建设刚刚起步,要让我们的学生对不同国家与民族的法律、道德、风俗、艺术有深入的了解还需要一个长时间的过程。也还需要学校付出艰辛的探索。目前北京大学部分课程对我校开放,部分感兴趣的学生可以选修北京大学的西方经典文献课程,相信也会帮助我们更深入地了解外国生活方式、思维方式、价值观。培养学生对多元文化的理解和尊重是我们教师义不容辞的责任。

[Outline]

 

Initial Attempt for Multicultural Construction of the Affiliated High School ofPekingUniversity

发言稿翻译,中学校长演讲稿发言翻译                             

The Affiliated High School ofPekingUniversity

 

发言稿翻译,中学校长演讲稿发言翻译

The multicultural construction of the Affiliated High School of Peking University started along withChina's reform and opening up and it approximately went through three stages: the first stage is to give much importance to English learning, but only as the knowledge to learn at class. At that stage, we only study grammar without oral English, so it was called “Mute English Period”. At that time, the English teachers can only use Chinese to teach English grammar and there are few teachers at school who can directly communicate with foreigners. The American teachers who came to our school for work not only teach the student oral English, but also teach the teachers at our school English.

 

In 1990s, the Affiliated High School of Peking University made friends with many foreign friendly schools that reach 26 at the most. At most time, the foreign students came toChinafor travelling and then visited our school for a long time. The students from different countries are happy to use English to communicate. Since there was short time for practice and the students did not understand each other deeply, so they still stopped at the language practicing stage.

 

In the middle 1990s, the students gradually removed their obstacles in oral English and the teachers may also teach the differences in the living habit to avoid misunderstanding at the time they contact with each other. As the low aging tendency for studying aboard, international schools inBeijingemerge as the times require. In some international school, the foreign teachers reach as much as over one hundred. At present, the students inBeijingmay cost around 12 hours on average on English learning every week. Since the students spent more time on English, their parents may spend more money on their English learning. However, pure language learning gradually showed its deficiencies.

 

Just as the American linguist Edward Sapir said, “Language is not separated by culture, which has intrinsic value. The so-called culture is the sum total of the social customs and religion inherited from the society that it can determine our life organization.”

 

Facing the new situation, what the Affiliated High School of Peking University needs to do is to reduce the number of the communication school and to strength the students’ communication depth. At present, the Affiliated High School of Peking University only kept 5 schools for the students to experience life over 10 days, that is, such friendly universities asSingapore,France,Finland,AmericaandAustralia, etc. Our school attaches different importance on these communications. For example, inFrance, the students mainly experience family life. InAustralia, the students mainly conduct art group communication. InFinland,SingaporeandAmerica, the students mainly conduct course communication.

 

In AmericanHotchkissSchool, our students have six weeks to conduct in-depth study, the content of which is to learn English, Literature, Drama, Rugbyand Mountain-climbing, etc. Learning of British and American writers’ poem and novels is not easy for Chinese students of senior grade one (Grade ten). What moves the students most is the English drama acting class which has become the long-term required course of some students. On 5th February 2012, Education Week discussed bilingual education andChina education development trend with bilingual education in the Affiliated High School of Peking University as the core in its headline.

 

A student said that “I spend four hours on English reading every day, mainly the New York Times, Washington Post, International Herald Tribune and The Atlantic Monthly, etc. Previously, I mainly study words and phrases. At present, I pay more attention on the logical relation of English, which laid foundation for my English writing. The English classic reading made me assimilate multiculture and made me have more rich and open ideas.

 

In 2012, the Affiliated High School of Peking University cooperated with Nayang Girls’ High School and Raffles Institution inSingaporefor the first time. The cooperation drives from the communication of 24 students from Nayang Girls’ High School to our school on October 2011. Nayang Girls’ High School’s clear objectives and comprehensive curriculum plan to train top talents impressed us a lot. The manager teacher specially introduced to us the bi-cultural courses of Nayang Girls’ High School. We observed that Nayang Girls’ High School made long-time exploration in this aspect. I also carefully read the thesis and inspection tour report of the students from Nayang Girls’ High School. We appreciate a lot thatSingaporecan integrate English culture, Malay culture and Chinese culture together in a better way and respect different histories and religions.

 

In 2012, the Affiliated High School of Peking University choseSingaporeas the practice base for national top innovative talents project. In April, 18 students who participated in project experiment experienced different courses inSingapore. The male students were in Raffles Institution inSingaporeand the female students were in Nayang Girls’ High School.

 

After returning toBeijing, the students expressed their feelings many times in different occasions. One student expressed like this, “the biggest breakthroughs is the self-awareness consciousness. Learn how to plan our study and life and do what we like is not easy for me because my parents gave me constant care. However, after I really completed learning and be familiar with it, my life is colorful with happiness. I do hope our lower class brothers and sisters have this kind of opportunities.”

 

The multicultural construction of the Affiliated High School of Peking University just started. In addition, we not only need a long-time process for our students to deeply understand the law, morality, custom and arts of different countries and nations, but also need hard exploration. At present,BeijingUniversityopened some courses for our students. Some students who have interest may take western classical literature course ofPekingUniversityas an elective course for us to deeply understand the foreign mode of life, model of thinking and value. To train the students’ understanding and respect to multiculture is the obligatory responsibility of the teachers in our school.

 

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