涉海英語視聽說教程

內(nèi)容概要

本教程共10個(gè)單元，10個(gè)主題，涵蓋海洋生物、海洋食品與安全、海水養(yǎng)殖、海洋法、海洋經(jīng)濟(jì)及海洋污染等社會(huì)熱點(diǎn)問題。每單元由主題視聽說、學(xué)術(shù)英語報(bào)告和新聞?dòng)⒄Z聽力技巧三大部分組成。其主要特點(diǎn)：選材真實(shí)，內(nèi)容豐富；任務(wù)導(dǎo)向，交際為本；編排新穎，實(shí)用性強(qiáng)。其編寫基于研究生英語教學(xué)的改革新趨勢(shì)，選取與海洋專業(yè)相關(guān)的視聽材料，借助形式多樣的練習(xí)，在全面提高學(xué)生英語聽說能力的基礎(chǔ)上，使學(xué)生掌握相關(guān)的海洋知識(shí)，提高學(xué)術(shù)英語交流的能力。

書籍目錄

Module 1 0ceansJ
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 2　Endangerde Marine Animals
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 3 Marine Medicine
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 4 Marine Law
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 5 Aquaculture
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 6 Seafood Security
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 7　Maring Tourism
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 8 Marine Econimy
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 9 Marine Pollurion
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Module 10 New Technology Used In The Marine Field
　Learning objectives
　Part I Theme．related Listening，Viewing and Speaking
　Part lI Academic Presentation
　Part IU Listening Skills for News English
Appendix Keys Scripts

章節(jié)摘錄

　　6. Common property regimes can be effective at controlling access to the resource. Most common property regimes are based upon someform of access control and some form of institutional design to regulate use and to minimize the subtractability problem. The literature on common property regimes recognizes that solutions exist through three basic kinds of property rights regimes：l） state property or state governance indicates that rights to the resource are controlled exclusively by government agencies on behalf of all the citizens，2） communal property or common property means that the resource is held by an identifiable community of users who can exclude others and regulate their own use， and 3） .private property refers to a situation in which an individual or a corporate body has the right to exclude others and regulate the use of the resources.　　7.Common property regimes as collective resource management systems have been shown to develop when a group of individuals are highly dependent on a resource （s） and when the availability of the resource （s） is uncertain or limited. If the resource problem is repeatedly experienced， such as low yields or no catch， and if it exists within a single community of users， the fishermen are likely to develop a collective institutional arrangement （rights and rules） to deal with the problem. In the face of uncertainty in resource availability， group members are willing to trade off some benefit from individual use of the resource， for the collective assurance that the resource will be used in a more equitable and sustainable manner. Institutions， through rules， provide incentives for the group members to take certain actions to achieve the desired outcome. The development of institutional arrangements requires an investment of time by the members of the community. Coordination and informational meetings are initial aspects of building institutions. The transaction process of developing institutions will have costs. For common property regimes， these costs are part of the collective decision-making process.　　8.As Jentoft put it， "how then is co-management to be distinguished from other common property management systems， such as government regulation or community-initiated regulation?" The answer is that comanagement is a middle course between pure state property and pure communal property regimes. The three property rights regimes mentioned above （plus the open access regime or the absence of property rights） are ideal， analytical types-they do not exist in the real world.　Rather， resources tend to be held in overlapping combinations of these four regimes. Strictly speaking， pure communal property systems and community-based coastal resource management （CBCRM） are always embedded in state property systems and derive their strength from them. Co-management may involve the recognition and legitimization of traditional or customary local-level manage- ment systems. A certain degree of community-based resource management may be a part of co-management.　　9.Fishermen's ability to organize for collective action has a number of prerequisites， essentially involving the question of local institutional arrangements.　Not all groups of fishermen have appropriate local institutional arrangements. In such cases， any co-management initiative will start with institution-building.　The establishment and suc cessful operation of fisheries co-management can be a complex， longterm， and costly process. The costs for individuals to participate in co-management （time and money） may outweigh the expected benefits. Community organizing， for example， can take from three to five years before a self-sufficient organization is in place， on the basis of cases in the Philippines， and five to ten years on the basis of a case in St. Lucia， West Indies.　　……

媒體關(guān)注與評(píng)論

　　大學(xué)英語不能再重復(fù)講授句型、語法、詞匯，而應(yīng)過渡到內(nèi)容教學(xué)，走專門用途英語（ESP）和學(xué)術(shù)英語（EAP）之路。這既符合語言是文化和知識(shí)的載體的觀點(diǎn)，又符合用語言教學(xué)帶動(dòng)學(xué)生智力和認(rèn)知發(fā)展的要求。我看過《涉海英語》各冊(cè)的內(nèi)容目錄，的確選材新穎，體裁多樣，內(nèi)容豐富，信息量大；課后練習(xí)也有新意。希望看到更多專業(yè)編出自己的教材，同時(shí)盡快開始培訓(xùn)相關(guān)專業(yè)的英語教師?！　　覈庹Z教育專家、博士生導(dǎo)師、北京外國語大學(xué) 劉潤(rùn)清教授　　　　高校非英語專業(yè)的研究生英語教學(xué)應(yīng)以提高學(xué)生在所學(xué)專業(yè)領(lǐng)域的學(xué)術(shù)英語聽說讀寫譯能力為首要目標(biāo)，也就是說研究生層次的英語必須是與具體學(xué)科對(duì)接的特色鮮明的專門用途英語（ESP），而不是打遍所有學(xué)科的一門“公共”英語（EGP）?！渡婧Ｓ⒄Z》系列教材在我國高校ESP教學(xué)領(lǐng)域進(jìn)行了卓有成效的探索，為推動(dòng)研究生英語教學(xué)改革作出了貢獻(xiàn)?！　　袊鴮ｉT用途英語專業(yè)委員會(huì)會(huì)長(zhǎng)、博士生導(dǎo)師、北京外國語大學(xué) 孫有中教授　　　　我國非英語專業(yè)的外語教學(xué)必須走培養(yǎng)學(xué)生直接使用英語從事科研和工作的能力的道路，《涉海英語》這套研究生教材以學(xué)科內(nèi)容為依托，訓(xùn)練學(xué)生學(xué)術(shù)英語能力，代表了我國高校非英語專業(yè)外語教學(xué)的方向?！　　逃看髮W(xué)外語教學(xué)指導(dǎo)委員會(huì)副主任委員、博士生導(dǎo)師、復(fù)旦大學(xué) 蔡基剛教授　　　　全國涉海高校研究生英語系列教材充分結(jié)合研究生的自身特點(diǎn)，旗幟鮮明地主張以學(xué)科內(nèi)容為主導(dǎo)的教學(xué)，教材內(nèi)容密切結(jié)合研究生的專業(yè)，以培養(yǎng)在讀研究生的學(xué)術(shù)英語水平為編寫宗旨。當(dāng)前大學(xué)英語正經(jīng)歷一場(chǎng)新的改革熱潮，這一改革的核心內(nèi)容是把大學(xué)英語教學(xué)定位到學(xué)術(shù)英語，本系列教材的問世見證了這一改革潮流的深入人心。　　——中國教育語言學(xué)研究會(huì)會(huì)長(zhǎng)、博士生導(dǎo)師、上海交通大學(xué) 俞理明教授

編輯推薦

楊紅、王智紅、楊連瑞主編的《涉海英語視聽說教程》以任務(wù)為驅(qū)動(dòng)，每個(gè)單元為一個(gè)主題，通過相關(guān)的視聽材料及多樣化的練習(xí)形式，對(duì)學(xué)生進(jìn)行知識(shí)構(gòu)建。口語練習(xí)的編排強(qiáng)化視聽說的有機(jī)融合。本教程能有效操練學(xué)生的語言輸出技能，激發(fā)學(xué)生的學(xué)習(xí)興趣和動(dòng)力，全面提高其英語聽說應(yīng)用能力。

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