實用翻譯每周作業(yè)第四周

TranslatetheunderlinedpartsintoThesource①TeachersinactionOneofthestatedaimsofTeachersinAction--andonewhichIconsidercrucialinpromotingteacherlearning--is'tohelpteacherstoselectrelevantgoalsfor,managetheprocessof,andevaluate,theirlearningandprofessionaldevelopment'.①Theterm'evaluate'meansdifferentthingstodifferentpeople,sothefollowingdefinitionhighlightstheprincipalpurposesthatevaluationhasinthisbook②:'tocollectinformationsystematicallyinordertoindicatetheworthormeritofaprogrammeorproject...andtoinformdecisionmaking'(WeirandRoberts,1994:4).Collectinginformationinthissenserequirestrainerstoprovidetimeandmentalspaceonatrainingprogramme,aswellasdemandingagreatdealofmentaleffortfromtheteachers.Forthis,theywillneedtostepbackfromwhatishappeningonabusyprogramme④inordertotakestockofitorpausetothinkaboutalltheaspectsbeforedecidingwhattodonext(althoughnaturallythisisnotallthatisinvolvedinmakingsense).Iftrainersdonotprovideteacherswithopportunitiestoevaluatetheirlearningonaprogrammeinthewayoutlinedabove,theyruntheriskofbombardingthemwithtoomuchmaterialforthemtoabletomakesenseofit,orseeconnectionsbetweenitscomponents.⑤Inthisrespect,fromtheofatrainer,Iwouldprefertoconcentrateon,say,seventopicsonaprogrammeratherthansqueezinginten,butconsequentlybeabletoincludeinthetimetableplentyofopportunitiesfortheteacherstoevaluateanylearningfromtheseventopics.TeachersinAction這本書的寫作目的，就是“為了估”二字對于不同人來說，意義有所不同，下面的定義突出強調(diào)了本書之中“評估”的主要E1的②：點…從而為決策提供信息?！保╓eirand 來考量各方面的情（這當然只是把項E1放緩的原因心學習七個話題，而不是慌忙地突擊十個話題，這樣句改為《教師在行動》的是“幫②這句不通順的話讓讀者費解，此處可③翻譯腔太重，可刪掉逗號，譯為“給“⑤此句式可稍作調(diào)整，改為“這樣教師ThefirstsixtasksinChapter5providedifferentwaysofhelteacherstoevaluatetheirlearningwhileaprogrammeisinprogress,bothindividuallyandcollectively,whileTasks5.7and5.8encourageteacherstosharetheirlearningwithothers.Allthetaskshavetheirownspecificaimsandhelptoindicatetoteachersandtrainersthemeritofaprogramme,buttheyalsodeliberayhelptoinformdecision-making,whichcouldtakeoneofthefollowingforms:Helteachersandtrainerstodecidewhattodonextonaprogramme.Forexample,theymaybeencouragedtoidentifyaspecifictopicforfurtherinvestigation(seeFigure5.1).Theymayalsoselectspecific,relevant,effectivelearningstrategiesfortherestoftheprogramme,orindeedforafterit.⑥Whileevaluatinglearning,trainers(andteachers)gainaccesstoparticipants'detailed,fascinatingandsometimessurprisinginsightsregardingaprogramme,aswellastotheidiosyncratic,uniqueatmospheresurroundingit⑦(see,forexample,thedataforTasks5.3and5.5,reproducedinSections6.34and6.36respectively).Suchinformationalsohelpstrainerstoconsiderandtakedecisionsconcerningspecificmodificationstothecontentandmethodologyoffuturetrainingprogrammes.Furthermore,andperhapsmostsignificantly,'ifteachersthemselvesareactivelyinvolvedinevaluatingtheirlearningasinthetasksinChapter5,thereisgreatgeneralexperientiallearningpotentialforthemasaresult,asassertedbyWeirandRoberts(1994:7-8):self-directedformativeevaluationisaformofteacherdevelopment,arguablyoneofthemosteffectiveformsifdoneconsistently,collaborativelyThebenefitsforteachersofinvolvementself-directedformativeevaluationareconsiderable,includingastheydoadeepeninganddevelopmentofteachers'perceptionsofclassroom圖表5.1TeachersinAction—書中“探究過定具體的話題（5.16.346.36。這種目所涉及的內(nèi)容和采用的教學方法，做出具體的改⑥“beencouragedto”不必直譯為“他⑦各分句破碎累贅，翻譯腔較重，可修developmentsinpractice,improvedprofessionaldialoguewithpeers,andimprovedskillsandconfidenceinexploringandpresentingissuesofprofessionalconcern.⑧Iftrainersencourageteacherstotakestockinthewaysdescribedhere,thenIbelievethattheyarealso,inasense,settingagoodexampletotheteacherspresentingeducating,teachingandlearningasanopen,flexible,constantlychangingprocess.Soonefurtheraimofthetasksinthischapteristoprovideteacherswithanopportunitytoexperiencetheevaluationoflearningfirsthandandtoconsiderpossibleapplicationstotheirownprofessionalpracticeinschools.Onefinalwordofwarning:trainersshouldusetheevaluationtasksinbook,orotherslikethem,sensitivelyandjudiciously,soparticipantsdonotsuffertoomuchfromwhatmightbecalledevaluation-itis.⑨Task5.1Hasthistaskhelpedme/ustolearn?BACKGROUNDFORTHETRAINER5,ThistaskincludesWorksheet42onp.Thistaskhelpsteacherstoreflectsystematicallyontheeffectivenessoftheirlearningonatrainingprogramme.ItisdesignedforusebyindividualsandgroupsofteachersaftertheyhavebeeninvolvedinanothertaskoractivityTeachersinAction,orindeedanotherdevisedbyaWeirRoberts（1994：7-對于課堂的感知能力，發(fā)展教課能力，與業(yè)務的能力，以及在教學中發(fā)掘并提出問題的技巧⑧該句多處搭配不當，例如“發(fā)展教課能力“與業(yè)務能力”都不符合漢“增進業(yè)務能力”,整體可修改為“培訓過程中進行自我評估能讓教師受益匪淺——它能提升教師對課堂活動的感能力及教學能力，增進間在業(yè)務層面的與交流，還能讓教師在教學過程中有⑨“最后……提出警告”不符合語表達習慣，可改為“值得注意的是”，“避toencourageteacherstoevaluateataskbyreflectingaboutwhether,how,orwhatithashelpedthemtolearntohelpteacherstoidentifyfurthertopicsforinvestigatingAllowatleast20minutesforthisExinthatyouwanttheteacherstoevaluatethetaskoractivitythatthegrouphasbeeninvolvedin.Ifappropriate,youmaybrieflyrefertoaquotation(s)fromtheIntroductiontothischapteronthepurposeofevaluation,toexinwhyyouthinkthisisimportant.Forexample,theaimofthistaskis'tocollectinformationsystematicallyinordertoindicatetheworthormeritofaprogrammeorproject...'.Theoriginalaim(s)fortheactualtaskoractivityinquestionwillprovidealogicalstartingpointfortheevaluation.Referteacherstotheaimasstatedinthebook,andwriteitontheblackboard⑩.FollowtheinstructionsonWorksheet42.Theteacherscompletetheworksheetfroma --eitherathomeorinthetrainingsession.Allowapproximay10minutesforthis.Whentheteachershavecompletedtheirworksheet,askthemtoinpairstocomparetheirresponses,allowingaboutfiveminutesforNote:insteadofusingalltheWhentheteachershavecompletedtheirworksheet,askthemtoinpairstocomparetheirresponses,allowingaboutfiveminutesfor⑾Note:optionally,anddependingonthetimeavailable,youmayask

424.1當教師完成表單之后，要求他們兩人一組對比

⑩本段落的語句太過口語化，且有大量多“目的是為了”等等。而且有語序不當現(xiàn)象，例如“它的目的……寫在黑板上”就存在不符合漢語表達習慣和語句不連貫的現(xiàn)象，它們能為項目評估提供邏輯依據(jù)。教師可參考本書相關(guān)內(nèi)容設定活動目的，并寫在5teacherstogiveyouthecompletedworksheetstotakeawayandread,⑿allowingyoutorespondtotheminwritinginthespaceprovidedontheworksheet.⑿Inasubsequentsession,returnthemtotheteachersandproceedassuggestedbelow.Itisalsoimportanttoagreeonwhattodowiththeworksheetsbeforetheteacherscompletethem.⒀4.2Withtheaimofhelteacherstoidentifyfurthertopicsforinvestigating,inwhole-groupmodediscusstheirresponsestotheworksheetquestions--eachofwhich