科技英語閱讀與翻譯

內(nèi)容概要

本教材的編寫宗旨是滿足研究生學(xué)習(xí)科技英語閱讀和翻譯的需要，通過各種練習(xí)的設(shè)計(jì)和安排，將科技英語閱讀和翻譯兩項(xiàng)技能的學(xué)習(xí)融為一體，互相補(bǔ)充，互相促進(jìn)。對(duì)于研究生來說，科技英語的學(xué)習(xí)已不僅僅是了解語言特點(diǎn)、熟悉科技詞匯的使用和一般科技文章的翻譯，而是要針對(duì)科研工作的需要，以語言的實(shí)際應(yīng)用為目標(biāo)，掌握更高層次的技能，包括靈活運(yùn)用各種閱讀技巧、準(zhǔn)確深入理解文章內(nèi)容、熟悉各種學(xué)術(shù)出版物的內(nèi)容和體系、掌握科技英語翻譯方法、了解英漢科技語言表達(dá)方面的差異、準(zhǔn)確地進(jìn)行翻譯等。    本教材共12章，每章由“科技文章閱讀與翻譯”和“學(xué)術(shù)閱讀”兩大部分組成?？萍嘉恼鹿?jié)選自著名科技期刊《科學(xué)美國人》(ScientificAmerican)近期發(fā)表的論文，以及普林斯頓大學(xué)出版社近年出版的專著節(jié)選，內(nèi)容涉及自然、物理、計(jì)算機(jī)、數(shù)學(xué)、氣象、環(huán)境、醫(yī)學(xué)、太空探索、農(nóng)業(yè)技術(shù)、機(jī)器人等多個(gè)領(lǐng)域。

書籍目錄

Chapter1 自然史調(diào)查與生物多樣性  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter2 機(jī)器人  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter3 暗能量  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter4 空間與時(shí)間  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter5 計(jì)算機(jī)技術(shù)  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter6 數(shù)學(xué)與獨(dú)創(chuàng)性  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter7 氣候變化  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter8 節(jié)能  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter9 醫(yī)學(xué)  Section1 Reading and Translation  Section2 Reading for Acadernic PurposesChapter10 粒子物理學(xué)Chapter11 太空探索Chapter12 農(nóng)業(yè)技術(shù)Key

章節(jié)摘錄

　　It is also clear that the early-nineteenth-century floweringof collecting and naming resulted from the greater affordability oftransoceanic steam travel and from European imperial expansion andsettlement, especially in the rich tropical environments of the southernhemisphere. In North America, naturalists like John James Audubon~2followed the military frontier into the species-rich environmentsof the southeastern United States. And the western boundary andtransport surveys of the 1850s took naturalists like Spencer Baird13into the faunally diverse and virtually unworked areas of the AmericanWest. No one has tried to map the historical geography of taxonomicknowledge onto that of imperial expansion and settlement, but I wouldexpect a close correlation. If trade has followed flags, so also havenaturalists and collectors. Access was crucial: wherever improvedtransportation technology and colonial infrastructure afforded readyaccess to places previously expensive or dangerous to reach, there thepace of discovery of new species will soon pick up.　　The third of these cycles of collecting——I have withoutfanfare been calling it "survey" collecting——is the least well knownand the most surprising. We do not think of the late nineteenth andearly twentieth centuries as being a great age of discovery in naturalhistory; but they were. One need only peruse the annual reports ofnational and civic museums to appreciate the enormous enthusiasmfor expeditions and collecting. In the United States alone dozens orscores of collecting expeditions were dispatched each year to thefar corners of the world between 1880 and 1930: hundreds in all, orthousands——perhaps as many as in the previous two hundred years ofscientific expeditioning. They certainly produced as much knowledgeof the worlds biodiversity as any of the earlier episodes of organizedcollecting.

編輯推薦

　　《科技英語閱讀與翻譯》為“拓展”系列分冊之一，《科技英語閱讀與翻譯》突出科技英語的特點(diǎn)，將科技閱讀和翻譯兩項(xiàng)技能的學(xué)列融為一體，針對(duì)研究生的實(shí)際需要開辟專題，提供閱讀與翻譯指導(dǎo)，使他們在學(xué)習(xí)、科研、工作中能夠有效地運(yùn)用英語講進(jìn)行科技信息交流。本教材具有如下特點(diǎn)：閱讀與翻譯結(jié)合，注重學(xué)習(xí)效果：每章遵循閱讀和翻譯兩大主線，內(nèi)容各有側(cè)重，又相互融和，從而使教材形成有機(jī)整體?！　〔牧险鎸?shí)，題材多樣：閱讀與翻譯素材保持原文特色與風(fēng)格，真實(shí)反映實(shí)際應(yīng)用中的語言。題材涉及自然、環(huán)境、醫(yī)學(xué)、生物等多個(gè)領(lǐng)域.體現(xiàn)各個(gè)領(lǐng)域的新發(fā)展?！　￠_辟專題，提供閱讀與翻譯指導(dǎo)：每章均設(shè)有“學(xué)術(shù)閱讀”和“科技翻譯技巧”板塊。前者通過對(duì)各種學(xué)術(shù)資源的介紹，使學(xué)生熟悉獲取科技信息和資料的途徑和方式；后者包括增詞法、語序倒置、從句轉(zhuǎn)移、數(shù)字譯法等24個(gè)專題，涉及科技翻譯中容易出現(xiàn)的錯(cuò)誤和問題，從而加強(qiáng)教材的實(shí)用性。

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