21世纪实用研究生英语系列教程:专业学位硕士研究生英语
定 价:45 元
- 作者:顾明远 ,等 著
- 出版时间:2010/5/1
- ISBN:9787300120805
- 出 版 社:中国人民大学出版社
- 中图法分类:H31
- 页码:281
- 纸张:胶版纸
- 版次:1
- 开本:16开
为更好地适应我国经济建设和社会发展对高层次应用型人才的迫切需要,积极发展具 有中国特色的专业学位教育,多位长期致力于研究生英语教学与研究的一线教师通力合作,打造了《专业学位硕士研究生英语》一书。《专业学位硕士研究生英语》既可供全日制专业学位硕士研究生使用,也可作为在职攻读专业学位的硕士生教材。
共设计16个单元,每个单元紧扣一个主旨进行展开,并依据学习功能分为五大版块。《专业学位硕士研究生英语》既可供全日制专业学位硕士研究生使用,也可作为在职攻读专业学位的硕士生教材。其主要特色有: 经典性:《专业学位硕士研究生英语》各单元的主旨文章文笔优美,经典而隽永。 专业性:《专业学位硕士研究生英语》的选题涉及政治、经济、文化、艺术、科技等方面,充分考虑了法律硕士、社会工作硕士、教育硕士、汉语国际教育硕士、艺术硕士等专业学位硕士研究生的专业需求。 实践性:《专业学位硕士研究生英语》提倡学习者进行团队合作与协商,在版块设置与练习设计环节尤其重视针对学习者的模拟训f练、案例分析和实践研究。 自主性:《专业学位硕士研究生英语》希望学习者能从学习兴趣、生活经验和认知水平出发,自主选择阅读篇章与练习版块,并能就篇章主旨与练习活动进行体验性思考。 适用性:《专业学位硕士研究生英语》有覆盖不同专业与职业特色的主旨文章,又有帮助学习者夯实基础的语法框架回顾,同时,又有辅助学习者进行国际化交流的翻译训练。
为更好地适应我国经济建设和社会发展对高层次应用型人才的迫切需要,积极发展具 有中国特色的专业学位教育,多位长期致力于研究生英语教学与研究的一线教师通力合作,打造了《专业学位硕士研究生英语》一书。本书既可供全日制专业学位硕士研究生使用,也可作为在职攻读专业学位的硕士生教材。
编写背景
自1991年开始实行专业学位教育制度以来,经过十几年的努力和建设,我国的专业学位教育发展迅速。从2009年起,教育部决定对大部分专业学位硕士开始全日制培养,并继续推行将硕士研究生教育从以培养学术型人才为主向以培养应用型人才为主的转变政策,实现研究生教育结构的历史性转型和战略性调整。因此,如何培养具有扎实理论基础,并适应特定行业或职业实际工作需要的应用型高层次专门人才成为了本书的根本出发点与探索方向。
◎编写理念
依据相关培养方案,本书将“专业性、实践性、自主性”作为指导性的编写理念。
专业性:本书的选题涉及政治、经济、文化、艺术、科技等方面,充分考虑了法律硕士、社会工作硕士、教育硕士、汉语国际教育硕士、艺术硕士等专业学位硕士研究生的专业需求。
实践性:本书提倡学习者进行团队合作与协商,在版块设置与练习设计环节尤其重视针对学习者的模拟训练、案例分析和实践研究。
自主性:本书希望学习者能从学习兴趣、生活经验和认知水平出发,自主选择阅读篇章与练习版块,并能就篇章主旨与练习活动进行体验性思考。
Unit 0ne Excuse Notes
Part I Text Reading
Text:Excuses.Excuses
Part Ⅱ Reading forAmusement
Part Ⅲ Grammar时态(一)
Part IV Translation翻译概论
Unit Two Men V:S.Women
Part I Text Reading
Text:Men Go to Their Caves and Women Talk
Part II Reading for Amusement
Part Ⅲ Grammar时态(二)
Part IV Translation词语的转换(一)
Unit Three Language Learning
Part I Text Reading
Text:East Meets West in U.S.Schools
Part Ⅱ Reading for Amusement
Part III Grammar被动语态
Part IV Translation词语的转换(二)
Unit Four Art of Life
Part I Text Reading
Text:The Twelfth Tuesday We Talk about Forgiveness
Part II Reading for Amusement
Part HI Grammar情态动词
Part Ⅳ Translation增词法(一)
Unit Five Naming
Part I Text Reading
Text:Would aRoshandabyAnyOtherName Smell as Sweet?
Part II Reading for Amusement
Part Ⅲ Grammar非谓语动词(一)——动词不定式
Part IV Translation增词法(二)
Unit Six Employment
Part I Text Reading
Text:I Was Fired!
Part II Reading for Amusement
Part lU Grammar非谓语动词(二)——动名词
Part IV Translation减词法(一)
Unit Seven Behavior
Part I Text Reading
Text:That’S Outrageous! PartⅡ Reading for Amusement
Part In Grammar非谓语动词(三)——分词
Part IV Translation减词法(二)
Unit Eight Literary Works——
Part I Text Reading
Text:A Clean.Well-Lighted Place
Part II Reading for Amusement
Part IU Grammar复合句(一)——名词性从句
Part Ⅳ Translation正反译与反正译(一)
Unit Nine Parenting
Part I Text Reading
Text:Why Children Need Father-Love and Mother-Love
Part II Reading for Amusement
Part Ⅲ Grammar复合句(二)——限定性定语从句
Part IV Translation正反译与反正译(二)
Unit Ten Gk,balizatiOn
Part I Text Reading
Text:11/9 versus 9/11
Part II Reading for Amusement
Part IU Grammar复合句(三)——非限定性定语从句
Part IV Translation换序
Unit Eleven Values
Part I Text Reading
Text:The Traditional Chinese Values
Part Ⅱ Reading for Amusement
Part III Grammar复合句(四)——状语从句
Part IV Translation断句与转句
Unit Twelve Education
Part I Text Reading
Text:Don’t Blame Teachers When It’S Parents Who Are Failing
Part lI Reading forAmusement.
Part Ⅲ Grammar虚拟语气
Part IV Translation转态译法
Unit Thirteen Friendship
Part I Text Reading
Text:Relationships:Friends and Acquaintances
Part Ⅱ Reading for Amusement
Part Ⅲ Grammar主谓一致
Part IV Translation合句与缩句
Unit Fourteen Science
Part I Text Reading
Text:Space and Time.
Part Ⅱ Reading for Amusement
Part II Grammar强调
Part IV Translation习语翻译
Unit Fifteen Aesthetics
Part I Text Reading
Text:Beauty
Part Ⅱ Reading for Amusement
Part Ⅲ Grammar倒装
Part IV Translation汉语无主句的翻译
Unit Sixteen War
Part I Text Reading
Text:A Picture Made Him a Hero.Then His Life Fell Apart
Part Ⅱ Reading forAmusement
Part Ⅲ Grammar省略
Part IV Translation汉语省略句的翻译
[1] I was in my third year of teaching creative writing at Ralph Mckee VocationalSchool in Staten Island, New York, when one of my students, 16-year-old Mikey, gave mea note from his mother. It explained his absence from class the day before.
[2] "Dear Mr. McCourt, Mikeys grandmother who is eighty years of age fell downthe stairs from too much coffee3 and I kept Mikey at home to take care of her and hisbaby sister so I could go to my job at the ferry terminal. Please excuse Mikey and hell dohis best in the future. P.S. His grandmother is OK." I had seen Mikey writing the note athis desk, using his left hand to disguise his handwriting. I said nothing.
[3] Most parental-excuse notes I received back in those days were penned by mystudents. Theyd been forging excuse notes since they learned to write, and if I were toconfront each forger Id be busy 24 hours a day.
[4] I threw Mikeys note into a desk drawer along with dozens of other notes. Whilemy classes took a test, I decided to read all the notes Id only glanced at before. I madetwo piles, one for the genuine ones written by mothers, the other for forgeries. Thesecond was the larger pile, with writing that ranged from imaginative to lunatic.
[5] I was having an epiphany.
[6] Isnt it remarkable, I thought, how the students whined and said it was hardputting 200 words together on any subject? But when they forged excuse notes, theywere brilliant. The notes I had could be turned into an anthology of Great AmericanExcuses. They were samples of talent never mentioned in song, story or study.
[7] Here was American high school writing at its best——raw, real, urgent, lucid, brief,and lying. I read:
[8] The stove caught fire and the wallpaper went up and the fire department keptus out of the house all night.