Abstract
Currently,thedevelopmentofall-roundtalentsgetsmoreandmoreattentioninuniversityeducation.Generally,liketraditionalteaching,theenvironmentcanalsounconsciouslyinfluencestudents'temperamentandpsychology.Theideagetsmoreandmoreapproval.Peoplealsocommunicatewitheachotherintheenvironmentateverymoment,andobtaindifferentfeelingsuchasjoyandsorrow.Thespiritualcommunicationclosesthedistanceandpromotesemotionofeachother.Besides,thismeaningfulandsentientspacewhichcanproduceimaginationsandfeelingscanachieveresultsofimprovememory.
Spaceistheproductwhichconnectssenses,experiencesandmemoriesofthepast.Beautifiilenvironmentimagecanachievespectaculareffect.Manisthecenteroftheenvironment,andinfluenceseachother.PeopleareinfluencedbyEnvironmentwithobjectsandtheirsenseorgan,andprovideddirectandrealsensorystimulation.Throughtheseelementspeoplecanexperienceandfeeltheenvironment.Campustypeofinvitetypecanattractstudentsstayandwatching,gettheminvolvedinpositiveactivitiesincampus,anddeliverthefriendlyandwelcomingsignalconstantly.Studentswillnaturallystayandplayintheareawhichtheyareinterestedin,andenjoythepleasantexperience.
Thisarticleaimstoexploretheroleofthiskindofemotionalspaceinuniversitycampusenvironmentconstruction,atthesametimetoexploreakindofdesignofincreasinglowintensitycontactformincampusspace.Finallythedailydemandofteachersandstudentscanbesatisfied,andanemotional,humanized,personalizedandcomfortablecampusenvironmentspacecanbecreated.
Abstract
Thisthesisfocusesontheselectionofattributes.Attributeisanimportantsyntacticcomponentingrammar,buttakesdifferentformsinEnglishandChinese.IntheanalysesofDavidHawkes5andYangXianyi'sEnglishversionsofHongLouMengabouttheselectionofattributesintheThirdChapter,thethesishasmadestudiesontheattributestranslation.Atfirst,thetranslatedattributeshavebeenclassifiedintogroupsinordertofindouttheirsourcesinthesourcetext.Then,thethesismakescomparisonsbetweenthetwoEnglishversionsandthesourcetexttorevealthesimilaritiesanddifferencesbetweentwotranslatedversionsinattributesselection.OnthebasisofToury'sNormtheoryandothertranslationtheories,thegivenexamplesinChapterThreeandFourhavedemonstratedthetranslators'
decision-makingprocessinattributesselection.ThroughtheanalysisofselectedattributesinthetwoEnglishversionsofHongLouMengandtheircomparisonswiththesourcetext,thisthesishasconcludedwiththreetypesaboutselectionofEnglishattributesinC-Etranslationpractice,namely,theselectionofattributesinthesourcetext,theselectionofnon-attributivesyntacticcomponentsinthesourcetext,andtheselectionofaddition.ForthenormtheoryofToury,translationisanactivitythatisconstrainedbysocioculturalnorms.Accordingtothecomparisons,thetwoEnglishversionssharesimilaritiesanddifferencesintheselectionofattributes.Amongallthefactorsthatinfluencethetranslators,thedominantcultureaffectstheinitialnormsoftranslators.Thepreliminarynorms,whichdealwiththetranslators'situatedtranslatingenvironmentandtranslatingstyles,accountfortheirdifferencesontheselectionofattributes.BasedonthesimilaritiesofthetwoEnglishversions,thethesishasconcludedthetranslationnormsofattributesinC-Etranslationpractice:attributesinChineseholdthesimilarsyntacticpositionandinformationstatussothattheyareusuallytranslatedintoattributesinEnglish;becauseofgrammardifferencesoftwolanguagesandotherfactors,attributesintheSTcanbetransformedintoothernon-attributesyntacticcomponents;thereareaddedattributesintheTTs,whoseexistenceareconstrainedbythedifferencesbetweenthesourcelanguageandtargetlanguage.TheselectedattributesintheTT,eitherbyadditionorbyconversionfromnon-attributivesyntacticpartsareallsecondaryininformationstatusinthetranslationalcontext.Thisthesiscontainsthreeparts.ThefirstpartreviewsstudiesofattributesinEnglishandChineseandtheircomparisons;thestudiesofattributetranslationandHongLouMeng'sEnglishversions.Thesecondpartisthemainbodyofthisthesis,includingChapterThreeandChapterFour.ItrevealsthesourcesofattributesintheTTswithadescriptionoftheirsimilaritiesanddissimilaritiesinattributesselectionafteracloseexaminationoftheattributesinthetwoversions.ItconcludeswithsomenormsofattributeselectioninlinewithToury'stheoryofnorm.
Thethirdpartistheconclusionofthisthesiswiththefindings,limitationsandsuggestionsofthisthesis.
Abstract
Thisstudytakesthenewcurriculurnreformasthebackground,whichfocusesonclassroomlearningbehaviorofhighschoolstudents,aswellasthepresentsituationofthisresearchathomeandabroadtoday.Throughthestudyofstudents'classroombehavior,thepaperwantstounderstamlthehighschoolstudents'sclassroombehavfor,especiallvhighschoolstudentswithlearningdifficultyinEnglish.Atthesametime,throughstudyinglearningmotivationlearningstrategy,andlearningattitudeofseniorhighschoolstudentsandhighschoolstudentswithfeamingdifficulty,theauthorwantstochangeapointofviewtoputforwardsomesuggestionsandopink>nsonhowtoimprovestudents'presentsituationFinallytheauthorexpectstogetamoreeffectivemethodtoimprovetheabilityofstudents'fcarningEnglish.Atthesametime,thestudyisaimedtomaketheteachershapp>.andparentssatisfied.Also,ithopestogetsomeeffectivemethodstomanagestudentsforschooladministratfonmanagementofseniorhighschoolinEnglishlearning.
Thispaperresearchestheseniormiddleschoolstudents,classroombehaviorwithEnglishlearningdifficultybyusingthemethodofqualitativeresearch.Theresearchersets…Middteschoolasanexample.TheresearcherchoosessixexcellentmiddleschoolstudentsandsixmiddleschoolstudentswithEnglishlearningdifficulty,totallyabout12middleschoolstudentsasthecasestudy.Throughtheclassroomobservation,interviewsandcombinedwiththerelatedresearchliterature,theoreticalresearch,theresearcheranalyzesthepresentsituationofexcellentseniormiddleschoolstudents'
actionsintheclassroomandthestudentswithlearningdifficultyinEnglish.TheresearcherputsforwardsomesuggestionsabouttheproblemsofmiddleschoolstudentswithlearningdifficultyinEnglish.
Throughtheinternalcauseofthestudentswithlearningdifficulty,learningattitudes,learningstrategies,thelearningbaseofthestudentswithlearningdifficulties,togetherwithouterreasons,theenvironmentofeducation,theteachers*education,anddifferentfamilies'influence,researchersputforwardsomepertinentopinionsandsuggestions.Theseopinionsandsuggestionsincludesomeopinionsforseniorhighschoolstudents,especiallyforthestudentswithlearningdifficulty.
NamelythestudentswithlearningdifficultyinEnglishcanbyvariousmethodsunderstandtheirownfoundationtostandardizethebehavioroftheirclassroom.Afterknowingtheactualsituationoftheirown,theycantakerealactionswiththehelpofthemselves,teachersandtheirparents.ForhighschoolEnglishteachers,theyshouldputforwardsomeviewsthattheytrytheirbesttotreateverystudentequally,andcarefullyunderstandthebasisofeverystudent:teachstudentsinaccordancewiththeiraptitude:elaboratelydesignteachingcontentaboutstudents.Andfortheparentsofhighschoolstudentswithlearningdifficulty,theyshouldliveinpeacetogetherwiththeirchildren.Theyshouldunderstand“empathy:payattentiontocooperatingwithteachers'teachingandfocusontheirchildren'sbehaviors.ThenschoolandsocietyshouldcreateagoodenvironmentforhighschoolstudentsespeciallyforhighschoolstudentswithlearningdifficultyinEnglish.
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