農(nóng)業(yè)推廣碩士英語教程

前言

　　呈現(xiàn)在讀者面前的是由郁仲莉副教授主編的《農(nóng)業(yè)推廣碩士英語教程》。作為從事數(shù)十年農(nóng)業(yè)院校英語教學(xué)并主編、主審過多本農(nóng)業(yè)英語教材的老教育工作者，我欣慰地看到郁仲莉這一代教師在教育理念和教育實(shí)踐上繼承傳統(tǒng)、勇于創(chuàng)新的不懈努力。本教材既全面反映了編寫者豐富的研究生英語教學(xué)和科研經(jīng)驗(yàn)，又準(zhǔn)確體現(xiàn)了農(nóng)業(yè)推廣碩士這一特殊學(xué)位類型的英語學(xué)習(xí)的要求?！　【唧w來看，這本教材有以下幾個顯著的特點(diǎn)：第一，學(xué)用有機(jī)結(jié)合。通過大量實(shí)用、新穎和前沿的農(nóng)業(yè)推廣領(lǐng)域的英文文獻(xiàn)，為學(xué)生提供了一個其他方式難以取得或替代的英語學(xué)習(xí)環(huán)境，這里不再有“學(xué)用分離”，有助于培養(yǎng)學(xué)生學(xué)習(xí)英語，特別是用英語為專業(yè)服務(wù)的興趣和信心。第二，結(jié)構(gòu)編排包括主輔課文設(shè)計和課文練習(xí)設(shè)計合理而充分。每篇課文的輔助材料在專業(yè)點(diǎn)和語言點(diǎn)上都構(gòu)成了對主課文的補(bǔ)充和擴(kuò)展。每一課的練習(xí)不僅有課堂后的書面作業(yè)，更有適合于課堂上的分組集體討論等題目，因此把教材創(chuàng)新和教學(xué)創(chuàng)新很好地結(jié)合了起來，對教學(xué)雙方有效使用教材也有一定的引導(dǎo)作用。第三，每篇課文的注解不再拘泥于語言本身，關(guān)注的主要是從專業(yè)知識角度出發(fā)的難點(diǎn)和重點(diǎn)。這里重要的不是孤立的英語字詞或語法的意義，而是英語作為交際手段所傳達(dá)出的專業(yè)信息。學(xué)生不必將英語作為一門學(xué)問來學(xué)習(xí)（這是我國高校英語教學(xué)長期以來“費(fèi)時低效”的一個重要原因），而是作為一個工具、一個媒介來使用，在使用中鍛煉和提高英語水平。　　這本教材是我國農(nóng)科英語教材和專業(yè)學(xué)位英語教材編寫工作中的一項(xiàng)新的嘗試。毫無疑問，這項(xiàng)嘗試的價值及其有效性的切實(shí)發(fā)揮還有賴于廣大師生認(rèn)真并創(chuàng)造性地使用該教材。是為序。

內(nèi)容概要

《農(nóng)業(yè)推廣碩士英語教程》系全國農(nóng)業(yè)推廣碩士專業(yè)學(xué)位教育指導(dǎo)委員會組織編寫并推薦的農(nóng)業(yè)推廣碩士研究生教材，由全國農(nóng)業(yè)推廣碩士專業(yè)學(xué)位教育指導(dǎo)委員會資助出版。本教材結(jié)構(gòu)上包括12個單元，每個單元由A、B、C三篇內(nèi)容相關(guān)的課文組成。課文A為主課文，課文B和C為輔助性課文，課文后是注解和練習(xí)，書后配有練習(xí)答案。內(nèi)容上涉及四大主題：以農(nóng)民為中心的農(nóng)業(yè)推廣（farmer-led extension），推廣中的性別問題（gender and extension），果蔬、家禽和營銷（growing vegetables and fruits.poultryand marketing），以及可持續(xù)農(nóng)業(yè)（sustainable agriculture）。適用于農(nóng)業(yè)推廣碩士研究生、農(nóng)科院校的研究生和教師，以及廣大農(nóng)業(yè)科技工作者。

作者簡介

　　郁仲莉，江蘇清江人。研究方向?yàn)榉g理論與實(shí)踐，翻譯批評，應(yīng)用語言學(xué)與外語教學(xué)。主編出版研究生教材、詞典4部（其中教育部、農(nóng)業(yè)部規(guī)劃教材各1部），譯著1部，教學(xué)磁帶3盤，教學(xué)、文化等研究論文6篇。獲省部級獎勵5項(xiàng)，校級獎勵5項(xiàng)。

書籍目錄

序前言Unit 1 Agricultural Extension in Developing Countries　Text A Problems and Ideas in Agricultural Extension　Text B Training Agricultural Extension Workers　Text C Adoption and Diffusion of InnovationsUnit 2 Management Planning and Policy　Text A Managing Agricultural Extension　Text B Programme Planning　Text C Group Promoters in Rural DevelopmentUnit 3 Farmer-led Extension　Text A Concepts and Practices in Farmer-led Extension　Text B Roles and Responsibilities in Farmer-to-farmer Extension (1)　Text C Roles and Responsibilities in Farmer-to-farmer Extension (2)Unit 4 Issues and Problems in Farmer-to-farmer Extension　Text A Selection of Farmer-extensionists　Text B Payment and Time Allocation　Text C Other Issues and ProblemsUnit 5 Understanding How Gender Affects Agricultural Production　Text A Gender Factors and Women's Roles in Agriculture　Text B Constraints Women Farmers Face: Barriers to Access (1)　Text C Constraints Women Farmers Face: Barriers to Access (2)Unit 6 Improving the Delivery of Extension to Women Farmers　Text A Gender in Agricultural Extension　Text B Communicating with Farmers　Text C Monitoring and EvaluationUnit 7 Pest Control in Growing Vegetables and Fruits　Text A Natural Methods for the Prevention of Pests in Cultivated Plants　Text B Natural Methods of Pest Control　Text C PesticidesUnit 8 Poultry　Text A Poultry in Con　Text　Text B Integration of Poultry Production into Agricultural Systems in the Tropics"　Text C Marketing Poultry ProductsUnit 9 The Wheels of Trade　Text A Developing Markets for Business Services　Text B Setting the Terms of Discussion: A Model for the Delivery of BDS　Text C A Fresh Analysis of a Traditional ApproachUnit 10 Farming for the Future　Text A Sustainable Agriculture　Text B Agricultural Research and Extension　Text C Additional Options for LEIAUnit 11 LEISA in Perspective (1)　Text A In Search of Sustainability　Text B Processes That Cause Change and Affect Sustainability　Text C Is Agricultural Intensification Ecologically Sustainable?Unit 12 LEISA in Perspective (2)　Text A Different Expressions of LEISA　Text B Participatory Learning, Planning and Action toward LEISA　Text C Building Bridges to LEISAKey to ExercisesBibliography

章節(jié)摘錄

　　The need to improve the content of extension, especially in connection with food crops, has promoted the setting up of international research centres such as the International Rice Research Institute （IRRI） in the Philippines and the International Maize and Wheat Improvement Centre in Mexico. Innovations in the production of both cash and food crops are essential if a profitable programme is to be assembled for subsistence farmers.　　The advances which have been achieved by IRRI and similar institutions are the result ofc ooperation between extension and research staff. Innovations can only be adapted to the needs of local farmers by coordinated effort. Appropriate technology can be evolved only on the fields of farmers. Coordinating extension with other services　　The principal lesson to be learned from agricultural extension over the last 50 years is tha textension programmes succeed only when linked to research, the or ganised delivery of farm in put sand outputs, and credit and attractive prices for farmers. National extension services have contributed little in isolation because technical information without other facilities cannot assist the farmers. While it is true that extension workers should not get personally involved with organising credit, distributing supplies and marketing, they should be familiar with the activities of credit agencies and farm suppliers and be able to coordinate their work with them. In Latin American countries, officers of credit agencies are a major source of extension assistance.　　Recognition of the interlocking nature of agricultural-production systems lies behind such approaches to rural development as package programmes, contract farming, integrated development and community development. These approaches involve coordinated action by the development agency in a number of interrelated areas. Integrated development emphasises the importance of improved social services as well as the technical improvements of agriculture within a region. Underlying community development is the recognition that if people are to change their attitudes to agricultural progress, they must first have a good reason. Learning new agricultural practices is a means to an end and not an end in itself. Progress must begin with changes in the attitudes of people themselves.　　In all approaches to rural development, the role of the extension worker is basically the same: to demonstrate acceptable improvements and seek ways of bringing their adoption within the grasp of farmers. This work has long been central to rural development because extra production must always come first in order to:　　1. increase farmers incomes　　2. increase off-farm employment by spreading the extra income in various employmentgiving ways　　3. increase government revenue and help pay for other services such as clinics, schools andwater supplies.　　Most rural development too easily slips into these other services because it is much easier and more popular to build schools and clinics, etc. than to increase output. The result is that there is no radical cure of poverty which springs from low productivity.

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