時(shí)間：2023-03-28 15:05:02
序論：在您撰寫英文論文時(shí)，參考他人的優(yōu)秀作品可以開(kāi)闊視野，小編為您整理的7篇范文，希望這些建議能夠激發(fā)您的創(chuàng)作熱情，引導(dǎo)您走向新的創(chuàng)作高度。
英文潤(rùn)色，從上世紀(jì)末開(kāi)始，日本，臺(tái)灣等國(guó)家和地區(qū)，為了追求文章產(chǎn)出的最大效率化，大部分科研學(xué)者的文章會(huì)轉(zhuǎn)向求助于專業(yè)的英文論文潤(rùn)色公司進(jìn)行處理。這些公司大部分是來(lái)自美國(guó)，歐洲等國(guó)家（例SCIEditingOrg，LetPub，Editage等），以英語(yǔ)為母語(yǔ)的編輯團(tuán)隊(duì)，再加上各自的學(xué)術(shù)背景，使這些國(guó)家和地區(qū)英文論文寫作水平有了較大的提升。而科研學(xué)者更能集中精力處理各自在數(shù)據(jù)上的采集，實(shí)驗(yàn)創(chuàng)新性地實(shí)現(xiàn)方面。
在前些年，中國(guó)科研學(xué)者尋求國(guó)外公司進(jìn)行論文英語(yǔ)潤(rùn)色的情況不多見(jiàn)。由于經(jīng)費(fèi)的逐漸充足以及論文前期準(zhǔn)備分工觀念的變化，越來(lái)越多的學(xué)者傾向于找國(guó)外公司進(jìn)行論文的母語(yǔ)化潤(rùn)色。而中國(guó)學(xué)者的時(shí)間也會(huì)更好地分配到論文內(nèi)容的本身，使科研效率最大化。
論文潤(rùn)色本身，是一個(gè)技術(shù)性較強(qiáng)的工作。因此，在尋找服務(wù)公司的時(shí)候會(huì)出現(xiàn)一些棘手的問(wèn)題。最為關(guān)鍵的是看能否找到非常匹配的專業(yè)領(lǐng)域的英語(yǔ)為母語(yǔ)的同行學(xué)者進(jìn)行潤(rùn)色。畢竟學(xué)術(shù)論文是非常嚴(yán)謹(jǐn)，有深度及創(chuàng)造力的。
Our paper entitled Lapped Structure Development and we hope it can be published in Architecture World .
This manuscript is submitted without any conflict of interest and is published with the consent of all authors .On behalf of my co-authors, I would like to state that the work described is original research that has not previously been published and is not considered for publication elsewhere, in whole or in part .The authors listed have agreed to the attached manuscript.
In this work, we evaluate our study not only meet the requirements of the development of modern society, people's basic housing, and conform to the requirements of the sustainable development .The building structure design for can lap forms, the advantage is can increase the greening land ;Building materials to renewable reusable .I hope this paper is suitable for Architecture World.
We deeply appreciate your consideration of our manuscript , and we look forward to receiving comments form the reviewers .
Best wishes for you!
Gone with the Wind is, simply put, a tale of two halves. The movie is divided by an intermission into a pair of roughly-equal segments. The first, which is brilliant and consistently captivating, covers the time period of the Civil War, beginning shortly after the election of Abraham Lincoln, and ending during Sherman's march through Atlanta. The post-intermission half, which dishes out the suds, picks up at the end of the Civil War and concludes about eight years later. This portion of Gone with the Wind, while still retaining a degree of appeal and narrative interest, spins its wheels frequently.
Nevertheless, viewing Gone with the Wind on television pales in comparison to seeing it projected on a motion picture screen. New Line Cinema has chosen to re-release the film (which is now in its sixth major revival) for its 59th anniversary. (Why not wait a year for the 60th?) Anyone who loves movies but has only seen this one on TV or video is heartily encouraged to visit the nearest participating venue. Theatrically, Gone with the Wind is an entirely different experience from its small-screen counterpart; some of the second-half narrative tedium is effaced by the glorious visuals. With a restored three-strip Technicolor print that preserves all of the original's deep, vibrant colors and digitally-enhanced sound, this picture has never looked or sounded better.
Gone with the Wind has one of the best-known storylines of any film, due in large part to the popularity of the source material, Margaret Mitchell's best-selling 1936 book. It's essentially a sumptuous soap opera set around Civil War times in the deep South. The main character is Scarlett O'Hara (Vivien Leigh), the spoiled, manipulative daughter of an Irish immigrant plantation owner (Thomas Mitchell, who would later play Uncle Billy in Frank Capra's It's a Wonderful Life). Scarlett has two sisters, but she is by far the most spirited of the three O'Hara girls, and her father, seeing her as his successor, teaches her lessons about the importance of the land. "It's the only thing that lasts... the only thing worth fighting for," he comments in the face of war.
Scarlett is secretly in love with Ashley Wilkes (Leslie Howard), who is about to marry the gentle, demure Melanie Hamilton (Olivia De Havilland). When Scarlett confesses her love to Ashley, he admits his feelings for her, but notes that Melanie will make a much better wife. Immediately after this meeting, Scarlett has her first encounter with the irrepressible Rhett Butler (Clark Gable), the cynical, smart hero who eventually falls in love with her. They are two headstrong likes who simultaneously repel and attract one another. When Scarlett remarks, "You, Sir, are no gentleman," Rhett's smiling, easy response is, "And you're no lady."
The bulk of the film follows a romantic quadrangle as it unfolds against the backdrop of war and reconstruction in and around Atlanta and the O'Hara plantation, Tara. Scarlett is in love with Ashley, or thinks she is, but he won't leave his wife. Melanie loves both her husband and Scarlett, who improbably becomes her best friend. Rhett is smitten with Scarlett, and she is clearly interested in him, but the real question is how long it will take for her to recognize the depth of her feelings. Ultimately, when Rhett has finally had enough, he walks out of her life after answering "Frankly, my dear, I don't give a damn" to her plaintive query about what she's supposed to do without him.
The pre-intermission portion of Gone with the Wind, which runs about 115 minutes, is glorious from both a visual and an emotional standpoint. It's a grand tale of love and loss in the midst of this country's most bitter war. Most importantly, it shows Scarlett's development from a vain, spoiled brat into a hardened, determined young woman. Her relationship with Rhett is there, but kept carefully in the background. There is sadness, humor, and a number of breathtaking shots of Scarlett silhouetted against a reddish sunset or the backdrop of Atlanta in flames. The film's most lingering image -- that of thousands of Confederate wounded paving an Atlanta street -- occurs during this part of the movie.
The second half, with its repetitive concentration on Scarlett's back-and-forth, do-I-love-him-or-not relationship with Rhett, is less successful. This stuff is real soap opera material, and, even as well- acted and well-presented as the narrative is, there's no mistaking it for anything else. If it didn't run on for so long, it would be a lot more bearable, but Gone with the Wind threatens to wear out its welcome long before the end title appears. The problem is that the bulk of the story is really told in the first half, so there's a lot of filler in the post-intermission material.
Gone with the Wind stands as a romantic monument to the Old South -- an homage to an era and a lifestyle long gone. The opening title states: "There was a land of Cavaliers and Cotton Fields called the Old South. Here in this pretty world, Gallantry took its last bow. Here was the last ever to be seen of Knights and their Ladies Fair, of Master and of Slave. Look for it only in books, for it is no more than a dream remembered, a Civilization gone with the wind." This clearly illustrates where the film's sympathies lies, and it isn't with the often-grim plight of the slaves (in fact, slavery is largely treated as a neutral, or even benevolent, institution).
One of the tests of the lasting impact of any film is determining whether it's still effective decades after its initial release. Gone with the Wind looks so good that it is surprising to consider its actual age. It's hard to believe that many of the people involved with this film have long since died. Of course, period pieces should not be constrained by the era in which they're made, only by the one in which they're set. The storyline, while "progressive" and "modern" for the 1930s, is a little tame for the 1990s (hence the MPAA's "G" rating), but, in its three-dimensional depiction of Scarlett and Rhett, it's rarely naive. The dialogue is often brilliant, and some of the Rhett/Scarlett exchanges are particularly clever. Gone with the Wind avoids becoming hopelessly maudlin by peppering the lengthy storyline with a variety of lively and humorous sequences.
Probably as much has been written about Scarlett and Rhett as about Casablanca's Rick and Ilsa. Vivien Leigh and Clark Gable were perfectly cast in the leading roles -- she was a relative unknown who was "discovered" almost by accident after an exhaustive casting period; he was an established idol. They fit together perfectly, and, while their chemistry isn't as overwhelming as that of Bogart and Bergman, it's pretty close. As with all couples, their glances and body language say as much or more than their words, and, especially in Scarlett's case, are always more truthful. The characters are fascinating, both on their own and in their interaction with each other. Scarlett is a devious manipulator with a dangerous charm (beware her when she bats her eyelashes); Rhett sees through her at every turn, but, even as smart as he is, he can't help falling for her.
There are a number of noteworthy supporting players. The two with the most screen time (aside from Gable and Leigh) are Leslie Howard and Olivia De Havilland. Both portray low-key characters, but do it so well that we develop a deep sympathy for them and their plight. When it comes to the games of the heart engaged in by Scarlett and Rhett, Ashley and Melanie are out of their league. Another standout is Hattie McDaniel, whose brilliant Mammy (the housekeeper at Tara) steals scenes from the more prominent characters. McDaniel brings Mammy to life, and, while she's not three-dimensional, she's real. Mammy is also evidence that Gone with the Wind was capable of transcending (at least in part) the too-easy black stereotypes that were in evidence during the 1930s.
論文致謝一：
Thecompletionofthethesisisattributedtomanypeople'ssupportandencouragement.
Firstandforemost，Iwanttoextendmyheartfeltgratitudetomysupervisor，ProfessorCaoDaogen，whosepatientguidance，valuablesuggestionsandconstantencouragementmakemesuccessfullycompletethisthesis.Hisconscientiousacademicspiritandmodest，open-mindedpersonalityinspiremebothinacademicstudyanddailylife.Hegivesmemuchhelpandadviceduringthewholeprocessofmywriting，whichhasmademyaccomplishmentspossible.
Also，Iwouldliketoexpressmysinceregratitudetoalltheprofessorswhohavetaughtmeinthisuniversity.Theirinstructionshavehelpedbroadenmyhorizonandtheirenlighteningteachinghasprovidedmewithasolidfoundationtoaccomplishthispaperandwillalwaysbeofgreatvalueformyfuturecareerandacademicresearch.
Mythanksalsogototheauthorswhosebooksandarticleshavegivenmeinspirationinthewritingofthispaper.
Lastbutnotleast，Iwouldliketoexpressmyspecialthankstomyparents，whosecareandsupportmotivatemetomoveonandmakemewanttobeabetterperson.
論文致謝二：
Uponfinishingthisthesis，Iwouldliketoexpressmygreatgratitudetowardsallthosewhohaveofferedmesincereassistanceinthethreeyears.
Firstandforemost，myheartythanksgotomysupervisor，ProfessorZhangRuwen，whohasgivenmeinsightfulsuggestionsandconstantencouragementbothinmystudyandinmylife.Furthermore，ProfessorZhang'spainstakingteachingandvaluableadvicehaveprofoundlycontributedtothecompletionofthepresentthesis.
Also，Iownmythankstoalltheprofessorswhohavetaughtandenlighteningmeduringmystudiesinthecampus，forguidingmeinthefieldofresearchwork，whichisbothchallengingandfantastic.TheexperienceandprofitIobtainedwillbeofgrandimportancetomyfurtherstudies.
Finally，Iamalsogratefultomyfamilyandfriends，whoencourageandsupportmeandsharewithmemyworries，frustrations，andhappiness.
論文致謝三：
Iwouldlikeexpressmygratitudetoallthosewhooffergreathelpformythesis.
Firstandforemost，mydeepestgratitudegoestomysupervisorProfessorYuMuhong，forhisfather-likeencouragementandguidance.Heprovidedmewithabundantsuggestionsandpricelesscriticismsformywritingofthethesis.Butforhisconstantpatientguidanceandenlightenment，thethesiswouldhavebecomeamissionimpossible.
MysincerethanksalsogototheteachersfromtheSchoolofForeignLanguagesofZhejiangUniversityofFinanceandEconomics，whojointlyledmeintotheholytempleofacademicfield.Here，IwanttosendmygratefulnesstothoserespectedteacherslikeProf.WangBaorong，Prof.LiChangbao，Prof.ChenXianghong，Prof.ShaoYouxue，Prof.TengChao，Prof.CenQunxiaetc.Thankyouforyourbeingwithmeandbeingthewitnessesforthebirth，growthandperfectionofmythesis.
Ifeelindebtedtomyparents，withouttheirmentalandmaterialsupport，Icouldbarelyfinishthethesisontime.
Finally，mythanksshouldbesenttoallmyclassmates，fortheirendlesssupportandwarmhearts，makingmefeellikelivinginaunitedbigfamily.
論文致謝四：
Thecompletionofthethesisisattributedtomanypeople'ssupportandencouragement.
Firstandforemost，Iwanttoextendmyheartfeltgratitudetomysupervisor，ProfessorCaoDaogen，whosepatientguidance，valuablesuggestionsandconstantencouragementmakemesuccessfullycompletethisthesis.Hisconscientiousacademicspiritandmodest，open-mindedpersonalityinspiremebothinacademicstudyanddailylife.Hegivesmemuchhelpandadviceduringthewholeprocessofmywriting，whichhasmademyaccomplishmentspossible.
Also，Iwouldliketoexpressmysinceregratitudetoalltheprofessorswhohavetaughtmeinthisuniversity.Theirinstructionshavehelpedbroadenmyhorizonandtheirenlighteningteachinghasprovidedmewithasolidfoundationtoaccomplishthispaperandwillalwaysbeofgreatvalueformyfuturecareerandacademicresearch.
Mythanksalsogototheauthorswhosebooksandarticleshavegivenmeinspirationinthewritingofthispaper.
Lastbutnotleast，Iwouldliketoexpressmyspecialthankstomyparents，whosecareandsupportmotivatemetomoveonandmakemewanttobeabetterperson.
論文致謝五：
Uponfinishingthisthesis，Iwouldliketoexpressmygreatgratitudetowardsallthosewhohaveofferedmesincereassistanceinthethreeyears.
Firstandforemost，myheartythanksgotomysupervisor，ProfessorZhangRuwen，whohasgivenmeinsightfulsuggestionsandconstantencouragementbothinmystudyandinmylife.Furthermore，ProfessorZhang'spainstakingteachingandvaluableadvicehaveprofoundlycontributedtothecompletionofthepresentthesis.
Also，Iownmythankstoalltheprofessorswhohavetaughtandenlighteningmeduringmystudiesinthecampus，forguidingmeinthefieldofresearchwork，whichisbothchallengingandfantastic.TheexperienceandprofitIobtainedwillbeofgrandimportancetomyfurtherstudies.
Finally，Iamalsogratefultomyfamilyandfriends，whoencourageandsupportmeandsharewithmemyworries，frustrations，andhappiness.
論文致謝六：
Iwouldlikeexpressmygratitudetoallthosewhooffergreathelpformythesis.
Firstandforemost，mydeepestgratitudegoestomysupervisorProfessorYuMuhong，forhisfather-likeencouragementandguidance.Heprovidedmewithabundantsuggestionsandpricelesscriticismsformywritingofthethesis.Butforhisconstantpatientguidanceandenlightenment，thethesiswouldhavebecomeamissionimpossible.
MysincerethanksalsogototheteachersfromtheSchoolofForeignLanguagesofZhejiangUniversityofFinanceandEconomics，whojointlyledmeintotheholytempleofacademicfield.Here，IwanttosendmygratefulnesstothoserespectedteacherslikeProf.WangBaorong，Prof.LiChangbao，Prof.ChenXianghong，Prof.ShaoYouxue，Prof.TengChao，Prof.CenQunxiaetc.Thankyouforyourbeingwithmeandbeingthewitnessesforthebirth，growthandperfectionofmythesis.
正所謂“讀書破萬(wàn)卷，下筆如有神”，意思就是大量的讀書，這樣動(dòng)手寫作的時(shí)候就好像有神在幫助一樣，思涌如泉。寫英語(yǔ)論文也是一樣，要有效地提高英語(yǔ)水乎，必須作大量的閱讀。廣泛的閱讀可使留學(xué)生開(kāi)拓視野，豐富知識(shí)，增加語(yǔ)感，為寫作提供必要的語(yǔ)言材料。作文和閱讀是相輔相成、互相促進(jìn)的。有些詞語(yǔ)和句型，留學(xué)生只是似曾相識(shí)，通過(guò)作文能促使留學(xué)生把這些東西運(yùn)用得更熟練，表達(dá)得更準(zhǔn)確。反過(guò)來(lái)，這也會(huì)有效地提高留學(xué)生的聞讀理解能力。
在廣泛閱讀的基礎(chǔ)上，特別要注意精讀一些內(nèi)容接近現(xiàn)實(shí)生活，接近中留學(xué)生生活實(shí)際的例文。這些文章應(yīng)該篇幅短小，文字淺顯，語(yǔ)言規(guī)范。由于目前中學(xué)課本內(nèi)容安排的限制，很多留學(xué)生想在生活中表達(dá)的東西在課本中卻無(wú)法找到。
我們?cè)谡n堂上，教師講解課文。船也都著重語(yǔ)法，而極少分析篇章結(jié)構(gòu)，正是由于以上原因。閱讀一些啟發(fā)性強(qiáng)，能觸類旁通，有助于寫作的例文自然是很有必要的。至于一些離現(xiàn)實(shí)生活較遠(yuǎn)，句子復(fù)雜，含意深?yuàn)W的文章，則不必在上面多花時(shí)間。
首先，要寫好英語(yǔ)論文，需要豐富的詞匯量。詞匯是語(yǔ)言最基本的成分。如果不掌握一定數(shù)量的詞語(yǔ)，就無(wú)法寫出好文章。要寫好文章，就必須善于從眾多的詞語(yǔ)中選擇和運(yùn)用最恰當(dāng)?shù)脑~語(yǔ)。所以擴(kuò)大和豐富自己的詞匯量易鋸商寫作能力的基礎(chǔ)。
其次，需要加強(qiáng)背誦?？戳撕梦恼?，不單是理解就夠了，還應(yīng)該在理解的基礎(chǔ)上多多背誦，才能達(dá)到融會(huì)貫通、據(jù)為已有的效果。英語(yǔ)宜多誦多背，把一些句型、短語(yǔ)，一些文章的片段或全篇，背得滾瓜爛熟，讓這些材料在你的腦袋里扎根，當(dāng)你要用的時(shí)根，它們使會(huì)自然而然地冒出來(lái)。背誦可以培養(yǎng)正確使用語(yǔ)言的習(xí)倔，增強(qiáng)語(yǔ)感，這樣就可以避免生搬硬套地寫一些中國(guó)式的英文。加強(qiáng)背誦能變難為易，變費(fèi)力為省力，能有效地幫助留學(xué)生提高寫作能力?，F(xiàn)在背誦和熟記一些語(yǔ)言材料，對(duì)中留學(xué)生來(lái)說(shuō)將會(huì)受用無(wú)窮。
然后要注意收錄材料。在大量閱讀中，要注意收集寫作中經(jīng)常要用到的各種材料。發(fā)現(xiàn)有可以汲取的內(nèi)容，有可以豐富自己表達(dá)手段的詞語(yǔ)、句子和語(yǔ)段等，都應(yīng)該隨手記錄，并整理分類。手頭有了較多的材料后，可以經(jīng)常翻翻讀讀，并隨時(shí)作新的補(bǔ)充。
論文關(guān)鍵詞：雙語(yǔ)教學(xué)，價(jià)值
為了培養(yǎng)具有國(guó)際交流與競(jìng)爭(zhēng)能力的人才，雙語(yǔ)教學(xué)已經(jīng)成為高校的熱點(diǎn)話題，關(guān)于雙語(yǔ)教學(xué)的理論也在不同深度的探討中不斷科學(xué)與完善，實(shí)踐層面更是愈演愈烈。雙語(yǔ)教學(xué)實(shí)踐比較成功的一個(gè)案例是天津南開(kāi)中學(xué)“雙語(yǔ)、雙文、雙能”的教學(xué)模式。“雙語(yǔ)教學(xué)勢(shì)必有利于學(xué)生掌握兩種語(yǔ)言；有利于學(xué)生理解、吸納除本民族文化之外的其他發(fā)展國(guó)家的文化；有利于學(xué)生形成可用兩種語(yǔ)言、文字進(jìn)行思維，增加適應(yīng)不同民族、國(guó)家要求的能力。因而 雙語(yǔ)教學(xué)有利于使受教育者形成‘雙語(yǔ)、雙文、雙能’的素養(yǎng)。”(康岫巖：2002)不僅提出了明確的教育教學(xué)目的，同時(shí)也為雙語(yǔ)教學(xué)描繪了美好藍(lán)圖?？蓪?duì)于各地開(kāi)設(shè)“雙語(yǔ)實(shí)驗(yàn)小學(xué)”、“雙語(yǔ)幼兒園”的熱情不減，英語(yǔ)教育投入已高占教育經(jīng)費(fèi)的40%，各類英語(yǔ)等級(jí)考試 大行其道畢業(yè)論文開(kāi)題報(bào)告英文論文翻譯，普通話水平測(cè)試 卻低調(diào)施行于部分院?；蛱厥忸I(lǐng)域，這些現(xiàn)象能否算做正常，再?gòu)?qiáng)化下去，雙語(yǔ)教學(xué)究竟是培養(yǎng)人才，還是在扭曲人才。當(dāng)我們的腳步越走越快，行程越走越遠(yuǎn)時(shí)，是否應(yīng)該停下來(lái)想想，我們的目的地到底在哪，我們的行為是否已經(jīng)偏離了我們的初衷免費(fèi)論文中國(guó)學(xué)術(shù)期刊網(wǎng)。
一、國(guó)家法律法規(guī)體現(xiàn)了雙語(yǔ)教學(xué)的地位和使命
首先，“雙語(yǔ)教學(xué)”簡(jiǎn)單理解是指教師在教學(xué)過(guò)程中使用兩種語(yǔ)言（我國(guó)目前主要是指漢語(yǔ)和英語(yǔ))作為媒介的教學(xué)。其主要特征是，第二語(yǔ)言或外語(yǔ)是教學(xué)的語(yǔ)言和手段，一般同時(shí)用母語(yǔ)和第二語(yǔ)言兩種語(yǔ)言進(jìn)行教學(xué)，也有完全用第二語(yǔ)言教學(xué)。2001年8月教育部頒發(fā)的《關(guān)于加強(qiáng)高等學(xué)校本科教學(xué)工作，提高教學(xué)質(zhì)量的若干意見(jiàn)》提出了“本科教育要?jiǎng)?chuàng)造條件使用英語(yǔ)等外語(yǔ)進(jìn)行公共課和專業(yè)課教學(xué)。對(duì)高新技術(shù)領(lǐng)域的生物技術(shù)、信息技術(shù)等專業(yè)，以及為適應(yīng)我國(guó)加WTO后需要的金融、法律等專業(yè)，更要先行一步，力爭(zhēng)三年內(nèi)畢業(yè)論文開(kāi)題報(bào)告英文論文翻譯，外語(yǔ)教學(xué)課程達(dá)到所開(kāi)課程的5%-10%”。
《意見(jiàn)》指出了雙語(yǔ)教學(xué)的重要性，可是除了個(gè)別領(lǐng)域有硬性指標(biāo)外，基本是一種提倡鼓勵(lì)的態(tài)度。同樣的，“2000年頒布的《中華人民共和國(guó)國(guó)家通用語(yǔ)言文字法》明確規(guī)定國(guó)家的通用語(yǔ)言是普通話，‘國(guó)家推廣普通話’”，‘學(xué)校及其他教育機(jī)構(gòu)’用‘普通話’作為‘ 基本的教育教學(xué)用語(yǔ)’”。這就明確了漢語(yǔ)普通話在教育教學(xué)的基礎(chǔ)性位置，是最應(yīng)該也是最有必要得到推廣和重視的。雖然在2005年1月、2007年1月、2007年2月 和2007年8月，教育部多次發(fā)文鼓勵(lì)和推動(dòng)雙語(yǔ)教學(xué)的開(kāi)展，但漢語(yǔ)普通話的主體性地位是始終保持的，我們應(yīng)該在推動(dòng)雙語(yǔ)教學(xué)的同時(shí)應(yīng)該清醒認(rèn)識(shí)到漢語(yǔ)普通話的第一位。雙語(yǔ)教學(xué)的目的不是推廣英語(yǔ)，擠壓普通話。
二、雙語(yǔ)教學(xué)要“以人為本”
雙語(yǔ)教學(xué)確實(shí)能造就學(xué)貫中西、雙語(yǔ)雙能的復(fù)合型人才，他們的優(yōu)勢(shì)將在學(xué)習(xí)外語(yǔ)文獻(xiàn)，吸納外國(guó)文化中明顯體現(xiàn)，同時(shí)在職場(chǎng)上也頗受青睞，表現(xiàn)得游刃有余?？墒莻€(gè)人為此付出的代價(jià)也是沉重的，對(duì)于并不具備英語(yǔ)語(yǔ)言環(huán)境的中國(guó)人來(lái)學(xué)習(xí)英語(yǔ)，往往要耗費(fèi)更多的時(shí)間和精力畢業(yè)論文開(kāi)題報(bào)告英文論文翻譯，學(xué)生必須學(xué)好甚至是學(xué)精英語(yǔ)，才能踏實(shí)地走入“雙語(yǔ)”課堂。為了保證雙語(yǔ)教學(xué)的質(zhì)量，又必然會(huì)引入大量英文原著，那本土的優(yōu)秀教材及其優(yōu)秀著作的學(xué)習(xí)機(jī)會(huì)就會(huì)受到排擠。學(xué)生們每天說(shuō)的，聽(tīng)的，看的都是英文。當(dāng)一個(gè)人的語(yǔ)言生活環(huán)境發(fā)生改變時(shí)，他 的思維方式和價(jià)值體系也將隨之發(fā)生改變免費(fèi)論文中國(guó)學(xué)術(shù)期刊網(wǎng)。漢語(yǔ)的語(yǔ)音、文字、語(yǔ)法 傳遞的是漢民族認(rèn)識(shí)世界的方式和價(jià)值判斷。一個(gè)人對(duì)本民族文化一知半解，對(duì)于外國(guó)文化又是停留表層的人（大多數(shù)的中國(guó)學(xué)生學(xué)習(xí)英語(yǔ)并非出于對(duì)英語(yǔ)文化的熱愛(ài)），如何立根于世界。我們的教育強(qiáng)調(diào)“以人為本”，追求人的全面發(fā)展，那就應(yīng)該在雙語(yǔ)中充分開(kāi)發(fā)本民族的個(gè)體潛能，絕不能暗淡了本色，要知識(shí)的增長(zhǎng)，更要完整健全的人格。
三、國(guó)家、民族的興盛需要保證漢語(yǔ)在社會(huì)生活的主導(dǎo)地位
語(yǔ)言是綜合國(guó)力的要素，科學(xué)規(guī)劃國(guó)家語(yǔ)言地位具有重要意義。“國(guó)家漢語(yǔ)戰(zhàn)略”已有構(gòu)架，不只向國(guó)內(nèi)還向世界推行漢語(yǔ)。“雙語(yǔ)教學(xué)”的過(guò)熱勢(shì)頭不是跟“國(guó)家漢語(yǔ)戰(zhàn)略”背道而馳嗎？馬慶株教授提到的“漢語(yǔ)在產(chǎn)品上的使用”問(wèn)題，恰是漢語(yǔ)在為民族品牌做貢獻(xiàn)畢業(yè)論文開(kāi)題報(bào)告英文論文翻譯，同時(shí)產(chǎn)生經(jīng)濟(jì)價(jià)值，這對(duì)于民族自信心的提高 也具有重大意義。相反忽視本國(guó)語(yǔ)言的學(xué)習(xí)，減少本國(guó)語(yǔ)言的使用，不積極擴(kuò)大本國(guó)語(yǔ)言的影響力，勢(shì)必造成民族文化傳承的斷裂和綜合 國(guó)力的下降。
總之，雙語(yǔ)教學(xué)在教育教學(xué)中應(yīng)當(dāng)尊重漢語(yǔ)教學(xué)的主體地位，體現(xiàn)“以人為本”的教育理念，真正做到實(shí)現(xiàn)民族的振興，并克服自身在師資、教材等方面的不足，走向更健康的發(fā)展道路。
參考文獻(xiàn)
[1]康岫巖．雙語(yǔ)教學(xué)的價(jià)值與實(shí)踐模式[J]．天津：天津市教科院學(xué)報(bào)，2002，(5)：30－31．
[2]劉翌楠，宋柳．初探雙語(yǔ)教學(xué)效果的提高——以微觀經(jīng)濟(jì)學(xué)教學(xué)為例[J]．成都：四川教育學(xué)院學(xué)報(bào)，2009(6)：87－90．
[3]彭澤潤(rùn)．制止英漢“雙語(yǔ)教學(xué)”，從語(yǔ)言維護(hù)國(guó)家主權(quán)和國(guó)家安全[J]．濟(jì)南：現(xiàn)代語(yǔ)文，2005，(1)．
[4]張謙．中小學(xué)雙語(yǔ)與雙語(yǔ)教學(xué)：理念與模式[J]．天津：教育科學(xué)，2002，(5)：42－44．
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