翻译教学实践案例
课程名称 | 英汉名译赏析 | ||
学 院 | 英语 | 专 业 | 翻译 |
学 分 | 2 | 学 时 | 2 |
课程性质 | 限制选修 | ||
课程内容 简 介 | 课程主要内容为英汉两种语言著名文本多译本的分析、对比与评价，文本包括Pride and Prejudice, Jane Eyre, 《骆驼祥子》，Of Studies, Altogether Autumn,《干校六记》，Shall I Compare Thee to s Summer’s Day, When We Are Old, Gettysburg Address, What Is Cultural History?等。 | ||
课程目标 | 思政目标：通过英汉名篇翻译的对比分析，体会、感悟汉语的优美简洁和汉文化的博大与融通。继承中国翻译传统，了解中国翻译文化，了解中古文化的多样性与丰富性，夯实文化自信。 知识目标：通过大量课堂和课外实践，掌握英汉不同文体翻译的理论知识、实践知识、评价标准与尺度。 能力目标：对原作背景、作者意图、原作内容、观点、风格的理解与把握能力；对译作所采用的翻译方法与策略的分析能力；根据翻译基本原则、标准和策略对单一译作翻译优、缺点的分析、举证与论证能力；根据翻译基本原则、标准和策略对不同译文优、缺点的比较、举证与评价能力；与上述能力相适应的书写表达能力。 素养目标：培养学生热爱祖国、热爱中华文化、热爱汉语言的人文素养，赏析翻译文本、评价译文质量的文字素养。 | ||
教学案例 设 计 | 教学案例设计（1）
Pride and Prejudice (Chapter I)
原文： It is a truth universally acknowledged,1 that a single man in possession of a good fortune, must be in want of a wife. “My dear Mr. Bennet,” said his lady to him one day, “have you heard that Netherfield Park2 is let at last?” “Is he married or single?” he chuses of the girls; though I must throw in a good word for my little Lizzy.” （Cited from Pride and Prejudice, Jane Austen） 译文： 有钱的单身汉总要娶位太太, 这是一条举世公认的真理。 这条真理还真够深入人心的， 每逢这样的单身汉新搬到一个地方，四邻八舍的人家尽管对他的性 情见识一无所知，却把他视为自己某一个女儿的合法财产。 “亲爱的贝纳特先生，” 一天, 贝纳特太太对丈夫说：“你有没有听说内瑟菲尔德庄园终于租出去了？” 贝纳特先生回答道，没有听说。 "的确租出去了，”太太说道, “朗太太刚刚来过，她把这事一五 一十地全告诉我了。” 贝纳特先生没有答话。 “难道你不想知道是谁租去的 吗？”太太不耐烦地嚷道。 “既是徐想告诉我，我听听也无妨。” 这句话足以逗引太太讲下去了。 “哦，亲爱的，你应该知道，朗太太说，内瑟菲尔德让英格兰北部一个阔少爷租出去了；他星期一那天乘坐一辆驷马马车来看房子，看得非常中意，当下就和莫里斯先生讲妥了；他打算在米迦勒节以前搬进新居，下周末以前打发几个佣人先住进来。” “他姓什么？" “宾利。“ “成亲了还是单身？” “哦！单身，亲爱的，千真万 确！ 一个有钱的单身汉；每年有四 五千镑的收入。真是女儿们的好福 气!” “这是怎么说？跟女儿们有什 么关系？" “亲爱的贝纳特先生，”太太 答道，“你怎么这么令人讨厌！告 诉你吧，我正在思谋他娶她们中的 一个做太太呢！” “他搬到这里就是为了这个打 算？" “打算！胡扯，你怎么能这么 说话！不过，他兴坪会看中她们中的哪一个呢，因此，他一来你就得去拜访他。” “我看没有那个必要。你带着女儿们去就行啦，要不你索性打发 她们自己去，这样或许更好些，因为你的姿色并不亚于她们中的任何一个，你一去，宾利先生倒作兴看 中你呢。” "亲爱的，你太抬举我啦。我 以前确实有过美貌的时候，不过现在却不敢硬充有什么出众的地方 了。一个女人家有了五个成年的女儿，就不该对自己的美貌再转什么 念头了。” "这么说来，女人家对自己的 美貌也转不了多久的念头啦。” "不过，亲爱的，宾利先生一 搬到这里，你可真得去见见他。” “告诉你吧，这事我可不能答 应。” “可你要为女儿们着想呀。请 你想一想，她们谁要是嫁给他，那 会是多好的一门亲事。威廉爵士夫 妇打定主意要去，还不就是这个缘 故，因为你知道，他们通常是不去 拜访新搬来的邻居的。你真应该去 一次，要不然，我们母女就没法去 见他了。” “你实在多虑了。宾利先生一 定会很高兴见到你的。我可以写封信让你带去，就说他随便想娶我哪 位女儿，我都会欣然同意。不过, 我要为小莉齐美言两句。” “我希望你别做这种事。莉齐 丝毫不比别的女儿强。我敢说，论 漂亮，她远远及不上简；论性子, 她远远及不上莉迪亚。可你总是偏爱她。” “她们哪一个也没有多少好称 道的，”贝内特先生答道。“她们 像别人家的姑娘一样，一个个又傻 又蠢，倒是莉齐比几个姐妹伶俐 些。” “贝内特先生，你怎么能这样 糟蹋自己的孩子？你就喜欢气我， 压根儿不体谅我那脆弱的神经。” “你错怪我了，亲爱的。我非 常尊重你的神经。它们是我的老朋 友啦。至少在这二十年里，我总是 听见你郑重其事地说起它们。” “唉！你不知道我受多大的 罪。” “我希望你会好起来，亲眼看 见好多每年有四千镑收入的阔少爷 搬到这一带。” “既然你不肯去拜访，即使搬 来二十个，那对我们又有什么 用。” “放心吧，亲爱的，等到搬来 二十个，我一定去挨个拜访。” 贝内特先生是个古怪人，一方 面乖觉诙谐，好挖苦人，另一方面 又不苟言笑，变幻莫测，他太太积 二十三年之经验，还摸不透他的性 格。这位太太的脑子就不那么难以 捉摸了。她是个智力贫乏、孤陋寡 闻、喜怒无常的女人。一碰到不称 心的时候，就自以为神经架不住。 贝内特先生说，“全都傻乎乎，什 么都不懂，跟别人家女孩儿没两 样。姐姐妹妹几个就数利齐比起来 有几分聪明。” "你怎么能把自己亲生女儿贬得这样低？你就爱说惹我生气的话。明明知道我的神经受不起刺激，你偏不体贴我。” “亲爱的，你别误会。我老惦挂她人生的大事，是把女儿们嫁出去；她人生的快慰是访亲拜友和打听消息。 (孙致礼译，1990年)
教学案例设计（2） 一、教学内容：Jane Eyre (excerpt) 二、育人元素：培养自立、自强意识 三、翻译案例（原文及译文）： 原文： There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning ； but since dinner ( Mrs. Reed, when there was no company, dined early) the cold winter wind had brought with it clouds so sombre, and a rain so penetrating, that further outdoor exercise was now out of the question. I was glad of it： I never liked long walks, especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart saddened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza,John, and Georgiana Reed. (Excerpted from Chapter I, Jane Eyre,Charlette Bronte) 译文： 那一天是没有散步的可能了。不错，早晨我们已经在无叶的丛林中漫游过一点钟了； 但是午饭后——在没有客人的 时候，里德太太是早早吃午饭 的——寒冷的冬风刮来的云这 样阴阴沉沉，吹来的雨这样寒透内心，再做户外运动是不可能的了。 我觉得高兴：我从来不喜欢路远时长的散步，尤其在寒冷的下午；手指和足趾都冻坏，怀着被保姆贝西骂得忧伤的心，觉得身体不及伊莱扎、 约翰和乔治亚娜•里德而感到自卑，在湿冷的黄昏回家，在我看来是可怕的。 (祝庆英 译) 四、教学过程： 1.Introduction to the social context of the novel 2.Introduction to the author and the novel 3.Appreciation of the source excerpt 4.Analysis and appreciation of the target translation 5.Assignment 五、教学总结： 1.Appreciation of the souce text be put under the context of its social context; 2.Translation of the excerpt of a novel be connected with its general plot chain and its context. 教学案例设计（3） 一、教学内容：《骆驼祥子》（片段） 二、育人元素：1.对中国现代文学丰富性的欣赏 2.培养文化自信 三、翻译案例（原文及译文）： 原文： 祥子在海甸的一家小店里 躺了三天，身上忽冷忽热，心 中迷迷糊糊，牙床上起了一溜 紫泡，只想喝水，不想吃什 么。饿了三天，火气降下去, 身上软得像皮糖似的。恐怕就 是在这三天里，他与三匹骆驼 的关系由梦话或胡话中被人家听了去。一清醒过来，他已经 是“骆驼祥子” 了。 自从一到城里来，他就是 “祥子”，仿佛根本没有个姓; 如今，“骆驼”摆在“祥子” 之上，就更没有人关心他到底 姓什么了。有姓无姓，他自己 也并不在乎。不过，三条牲口才换了那么几块钱，而自己倒落了个外号，他觉得有点不大上算。 刚能挣扎着立起来，他想 出去蒼春。没想到自己的腿能 会这样的不吃力，走到小店门 口他一软就坐在了地上，昏昏 沉沉地坐了好大半天，头上见 上凉汗。又忍了一会儿，他睁 开了眼，肚中响了一阵，觉岀 点饿来。极慢地立起来，找到 了个馄饨挑儿。要了碗馄饨, 他仍然坐在地上。呷了口汤， 觉得恶心，在口中含了半天, 勉强地咽下去；不想再喝。可 是，待了一会儿，热汤像股线 似的一直通到腹部，打了两个 响嗝。他知道自己又有了命。 肚中有了点食，他顾得看看自己了。身上瘦了许多，那 条破裤已经脏得不能再脏。他 懒得动，可是要马上恢复他的 干净利落，他不肯就这么神头 鬼脸的进城去。不过，要干净 利落就得花钱，剃剃头，换换 衣服，买鞋袜，都要钱。手中 的三十五元钱应当一个不动, 连一个不动还离买车的数儿很 远呢！可是，他可怜了自己。 虽然被兵们拉去不多的日子, 到现在一想，一切都像个噩梦。这个噩梦使他老了许多，好像 忽然的一气增多了好几岁。看 着自己的大手大脚，明明是自 己的，可是又像忽然由什么地 方找到的；'他非常的难过。他 不敢想过去的那些委屈与危 险，虽然不去想，可依然的存 在，就好像连阴天的时候，不 去看天也知道天是黑的。他觉 得自己的身体是特别的可爱， 不应该再太自苦了。他立起 来，明知道身上还很软，可是 刻不容缓的想打扮打扮，仿佛 只要剃剃头，换件衣服，他就 能立刻强壮起来似的。 （老舍：《骆驼祥子》第四章节选） 译文： For three days, Xiangzi rested in a small inn at Haidian, now burning with fever, now shivering with cold, his mind a blank. Purple blisters had appeared along his gums. He was racked by thirst but had no appetite. After fasting for three days, the fever abated and he felt as limp as taffy. It was probably during this time that people got to know about the three camels from his delirious raving, for when he finally came to his senses he was already Camel Xiangzi . Since coming to town he had been known only as “Xiangzi" as if he had no surname. Now with "Camel" tacked on, people cared even less about his family name. He had never worried about his name before, but now he felt he had got the worst of the bargain, getting so little for those animals yet landing himself with this nickname. As soon as he could stand, he decided to go out and look around, but his legs were unbelievably weak and when he reached the door of the inn they suddenly gave way and he collapsed on the ground. He sat there in a daze for a long time, beads of cold sweat on his brow. He *borc it stoically, then opened his eyes and heard his stomach rumbling. He felt a little hungry. Slowly he stood up and made his way to a peddler selling dumpling soup from a portable stove. He bought a bowl and sat down on the ground again. The first sip made him want to retch and he kept the liquid in his mouth for some time before finally forcing himself to swallow it. He didn't feel like having any more. However, a second later, the soup seemed to have threaded its way down to his stomach and he belched loudly twice. At that he knew he was going to survive. With a little food in his stomach, he took stock of himself once more. He was much thinner and his tattered trousers were as filthy as could be.He didn't feel like moving yet was in a hurry to regain his old spruceness, not wanting to arrive in town looking so down and out. But that meant spending money. A shave, change of clothes, new shoes and socks all would cost money, yet he shouldn't touch a cent of the thirty-five dollars, already nowhere near enough to buy a rickshaw. However, he felt sorry for himself. Though he had not spent many days with the troops, it already seemed like a nightmare, a nightmare which had aged him considerably, as if overnight he had added years to his age. His big hands and feet were obviously his own yet it was as if he had suddenly found them somewhere. He felt very bad and dared not recall his past wrongs and dangers, though conscious of them all the time, just as one knows during a rainy period that it's a grey day without Looking at the sky. His body seemed to him particularly precious, he really shouldn,t be so hard on it. He stood up. Though he knew he was still very weak, he must lose no time in sprucing up, for once his head was shaved and he'd changed his clothes he was sure he would recover his strength right away. （Camel Xiangzi,施晓菁 译） 四、教学过程： 1.Comments on the assignment 2.Brief introduction to the author and the novel 3.Brief introduction to the background of the novel 4.Analysis and appreciation of the translation 5.Summary of the skills used in the translation 五、教学总结： 1.How to tell Chinese stories through Chinese-English translation 2.The importance to transfer the implied culture-loaded words and expressions in Chinese-English transltion 教学案例设计（4） 一、教学内容：Of Studies 二、育人元素：培养读书习惯；培养思考型读书习惯 三、翻译案例（原文及译文）： 原文： Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring ； for ornament, is in discourse ； and for ability, is in the judgment and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one； but the general counsels, and the plots and marshalling of affairs come best from those that are learned. To spend too much time in studies is sloth； to use them too much for ornament is affectation ； to make judgment wholly by their rules is the humor of a scholar. They perfect nature and are perfected by experience ： for natural abilities are like natural plants, that need pruning by study, and studies themselves do give forth directions too much at large, except they be bounded in by experience. Crafty men contemn studies, simple men admire them, and wise men use them, for they teach not their own use ； but that is a wisdom without them and above them, won by observation. Read not to contradict and confute ； nor to believe and take for granted ； nor to find talk and discourse ； but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested； that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy and extracts made of them by others ； but that would be only in the less important arguments, and the meaner sort of books； else distilled books are, like common distilled waters, flashy things. Reading maketh a full man ； conference a ready man； and writing an exact man. And therefore, if a man write litde, he had need have a great memory； if he confer little, he had need have a present wit ； and if he read litde, he had need have much cunning to seem to know that he doth not. Histories make men wise ； poems witty ； the mathematics subtle ； natural philosophy.deep； moral grave； logic and rhetoric able.to contend. Abeunt studia in mores. Nay, there is no stone or impediment in the wit, but may be wrought out by fit studies: like as diseases of the body may have appropriate exercises. Bowling is good for the stone and reins ； shooting for the lungs and breast ； gende walking for the stomach； riding for the head； and the like. So if a man's wit be wandering, let him study the mathematics ； for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the schoolmen ； for they are symini sectores. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers, cases. So every defect of the mind may have a special receipt. (Francis Bacon: Of Studies) 译文： 读书为学的用途是娱乐、 装饰和增长才识。在娱乐上学 问的主要的用处是幽居养静; 在装饰上学问的用处是辞令; 在长才上学问的用处是对于事 务的判断和处理。因为富于经 验的人善于实行，也许能够对 个别的事情一件一件地加以判 断；但是最好的有关大体的议 论和对事务的计划与布置，乃 是从有学问的人来的。在学问 上费时过多是偷懒；把学问过 于用作装饰是虚假；完全依学 问上的规则而断事是书生的怪 癖。学问锻炼天性，而其本身 又受经验的锻炼；盖人的天赋 有如野生的花草，他们需要学 问的修剪；而学问的本身，若 不受经验的限制，则其所指示的未免过于笼统。多诈的人渺 视学问，愚鲁的人羡慕学问， 聪明的人运用学问；因为学问 的本身并不教人如何用它们； 这种运用之道乃是学问以外, 学问以上的一种智能，是由观 察体会才能得到的。不要为了 辩驳而读书，也不要为了信仰 与盲从；也不要为了言谈与议 论；要以能权衡轻重、审察事 理为目的。 有些书可供一尝，有些书可以吞下，有不多的几部书则应当咀嚼消化；这就是说，有 些书只要读读他们的一部分就够了，有些书可以全读，但是不必过于细心地读；还有不多的几部书则应当全读，勤读， 而且用心地读。有些书也可以请代表去读，并且由别人替我做出摘要来；但是这种办法只适于次要的议论和次要的书籍；否则录要的书就和蒸馏的水一样，都是无味的东西。阅读使人充实，会谈使人敏捷, 写作与笔记使人精确。因此，如果一个人写得很少，那末他就必须有很好的记性；如果他很少与人会谈，那么他就必须有很敏捷的机智；并且假如他读书读得很少的话，那么他就 必须要有很大的狡黠之才，才可以强不知以为知。史鉴使人明智；诗歌使人巧慧；数学使人精细；博物使人深沉；伦理 之学使人庄重；逻辑与修辞使人善辩。"学问变化气质”。 不特如此，精神上的缺陷没有一种是不能由相当的学问来补 救的：就如同肉体上各种的病患都有适当的运动来治疗似 的。踢球有益于结石和肾脏； 射箭有益于胸肺；缓步有益于胃；骑马有益于头脑；诸如此类。同此，如果一个人心志不专，他顶好研究数学；因为在数学的证理之中，如果他的精 神稍有不专，他就非从头再做 不可。如果他的精神不善于辨 别异同，那么他最好研究经院学派的著作，因为这一派的学 者是条分缕析的人；如果他不善于推此知彼，旁征博引，他顶好研究律师们的案卷。如此看来，精神上各种的缺陷都可以有一种专门的补救之方了。 （《论学问》，水天同，选自 《培根论说文集》，商务印书馆 1958年版。） 四、教学过程： 1.Brief introduction to Francis Bacon and the source text 2.Appreciation of the souce text 3.Analysis and discution of the chosen ten difficult sentences and their translation 4.Discussion ans summary of the importance of reading and its efficiency. 5.Assignment 五、教学总结： 1.Some tips for understanding the early modern English writings and its traits 2.The necessaty and importance of reading Chinese classics 教学案例设计（5） 一、教学内容：Altogether Autumn (excerpt) 二、育人元素：对祖国的爱；对故乡的爱 三、翻译案例（原文及译文）： 原文： It's time to plant the bulbs. But I put it off as long as possible because planting bulbs means making space in borders which are still flowering. Pulling out all the annuals which nature has allowed to erupt in overpowering purple, orange and pink, a final cry of joy. That would almost be murder, and so Fll wait until the first night frost anaesthetizes all the flowers with a cold, creaky crust that causes them to wither； a very gentle death. Now I wander through my garden indecisively, trying to hold on to the last days of late summer. The trees are plump with leafy splendor. The birch is softly rustling gold, which is now fluttering down like an unending stream of confetti. Soon November will be approaching with its autumn stonns and leaden clouds, hanging above your head like soaking wet rags. Just let it stay like this, I think, gazing at the huge mysterious shadows the trees conjure up on the shinning green meadows, the cows languidly flicking their tails. Everything breathes an air of stillness, the silence rent by the exuberant colors of asters, dahlias, sunflowers and roses. The mornings begin chilly. The evenings give you shivers and cold feet in bed. But in the middle of the day the sun breaks through, evaporating the mist on the grass, butterflies and wasps appear and cobwebs glisten against windows like silver lace. The harvest of a whole year's hard work is on the trees and bushes: berries, beech mast, chestnuts, acorns. Suddenly I think of my youngest daughter, living now in Amsterdam. One day soon she will call and ask, " Have you planted the bulbs yet?" Then I will answer teasingly that actually Fm waiting until she comes to help me. And then we will both be overcome by nostalgia, because once we always did that together. One entire sunny autumn afternoon, when she was just over three and a half years old, she helped me with all the enthusiasm and joyfulness of her age. It was one of the last afternoons I had her around because her place in school had already been reserved. She wandered around so happily carefree with her little bucket and spade, covering the bulbs with earth and calling out “ Night nigh" or "Sleep tight" , her little voice chattering constantly on. She discovered " baby bulbs” and "kiddie bulbs” and "mummy and daddy bulbs” 一 the latter snuggling. （Altogether Autumn） 译文： 到了栽种球茎植物的时候 了。我却是能拖则拖，因为栽 种球茎得在园篱处腾出空间， 而此时篱上仍开着朵朵鲜花。 把一年生植物强行拔起，掐死 造化恩赐的紫绛、橘黄和浅红 这一片烂漫，阻断自然界的最 后欢声，简直无异于谋杀。所 以我要等待第一个霜降之夜， 等待花瓣全部沾上一层冷峭的 霜晶，蒙无知觉中自行凋零， 和婉地寿终正寝。我在园中徜 徉，拿不定主意，只求留住残 夏的最后几天。 树叶犹盛，光鲜可人。白 桦婆娑轻摇，一片片金色的叶 子飘飘落地，有如一溜不绝如 缕的庆典彩纸。十一月行将降 临，带来秋的凄风苦雨和铅灰 色阴云，像浸水的抹布一样压 在你的头顶。但愿眼下的好天 气会持续下去，我这样想，- 边注视着树木在绿油油的草地 上投下的幢幢诡議黑影，还有 倦慵地甩动尾巴的牛群。一片 静谧，唯有紫苑、大丽菊、向 日葵和玫瑰的浓艳色彩似在撕裂四下的沉寂。 清晨时分，天气凛冽，到 了夜晚，你打起了哆嗦，躺在 床上双脚冰凉。但在正午时 分，阳光拨开云层，将暮霭化 作蒸汽，在草地上升腾。蝴蝶 和黄蜂开始出没。蛛网犹如丝 带，挂在窗前闪出银光。树梢 上和灌木丛里凝结了整整一年 的辛劳，浆果、毛栗、板栗和 橡实等着收获归仓。 突然，我想到如今客居阿 姆斯特丹的幼女。这两天，她 定会打电话来问：“球茎植物 种下了吗？”随即我会用打趣 的口吻回答说，老妈正等着她 来帮忙下种呢。接着母女双双 陷入怀旧的情思，因为从前有 段时间我们总是合作下种的。 她才三岁半的那年，一个秋阳 万里的午后，女儿曾怀着她那年龄特有的全部踊跃和欢乐， 做过我的帮手。 生活中女儿绕膝的下午不多了，因为学校已给她留出一个名额。她带着自己的小桶和铲子，兴高采烈又无忧无虑地满园子跑，给球茎培掩泥土的同时，用尖细的嗓子一遍又一遍聒噪着“晚安，晚安”或 是“睡个好觉”。她还分别发现了“贝贝种”和“娃娃种”，还有“爸爸妈妈种”，后者指的是那些亲密依偎的球茎种。两人辛苦劳作的同时，我曾留意审视孩子：真是个小不点儿，出了襁褓，挺着个圆滚滚的小肚子刚开始蹒跚学步。 （《人间尽秋》，陆谷孙 译） 四、教学过程： 1.Comments of the assignment 2.Briec introduction to the author and the text 3.Brief introduction to the translator 4.Appreciation of the original 5.Analysis and appreciation of the translation of the first paragraph 五、教学总结： 1.Summary of major characteristics of descriptive prose 2.Summary of the skills used in the translation 教学案例设计（6） 一、教学内容：《干校六记》（节选） 二、育人元素：培养包括对动物的爱心；培养对文化大革命的正确认知 三、翻译案例（原文及译文）： 原文： 我在菜园里拔草间苗，村 里的小姑娘跑来闲看。我学着 她们的乡音，可以和他们攀 话。我把细小的绿苗送给她们，她们就帮我拔草。她们称男人 为“大男人”；十二三岁的小 姑娘，已由父母之命定下终 身。这小姑娘告诉我那小姑娘 已有婆家；那小姑娘一面害羞 抵赖，一面说这小姑娘也有婆 家了。她们都不识字。我寄居 的老乡家是比较富裕的，两个 十岁上下的儿子不用看牛赚 钱，都上学；可是他们十七八 岁的姐姐却不识字。她已由父 母之命、媒妁之言，和邻村一 位年貌相当的解放军战士订 婚。两人从未见过面。那位解 放军给未婚妻写了一封信，并 寄了照片。他小学程度，相貌 是浑朴的庄稼人。姑娘的父母 因为和我同姓，称我为“俺 大姑”；他们请我代笔回信。 我举笔半天，想不出一句合适 的话；后来还是同屋你一句， 我一句拼凑了一封信。那位解 放军连姑娘的照片都没见过。 村里十五六岁的大小子， 不知怎么回事，好像成天都闲 来无事的，背着个大筐，见什 么，拾什么。有时七八成群， 把旁边不及胳膊粗的树拔下， 大伙儿用树干在地上拍打， “哈！哈！哈!”粗声笥喝着 围猎野兔。有一次，三四个小伙子闯到菜地里来大吵大叫， 我连忙赶去。他们说菜畦 （qi）里有“猫”。“猫”就是 兔子。我说：这里没有猫。躲 在菜叶底下的那只兔子自知藏 身不住，一道光似地直窜出 去。兔子跑得快，狗追不上。 可是几条狗在猎人指使下分头 追赶，兔子几回转折，给三四 条狗团团围住。只见它纵身一 跃有六七尺高，掉下地就给狗 咬住。在它纵身一跃的时候， 我代它心胆俱碎。从此我听到 “哈！哈！哈!”粗哑的笥喝 声，再也没有好奇心去观看。 （杨绛：《干校六记》之“学 圃记闲”） 译文： When I was pulling out weeds some of the young girls from the village came to watch. I imitated their local accent and struck up a conversation with them. I gave them some green seedlings and they helped me with the weeding. They called all males “ big men" , and though none of them were old enough to be married一they were all about twelve or thirteen—their parents had already chosen their future mates. One girl pointed to a friend who, she said, already had "in-laws". The girl in question blushed shyly and denied it, claiming that it was actually the girl who had been speaking who had the in-laws. Neither of them could read. The family I had been staying with was relatively well off—neither of their two ten-year-old boys had to earn their pocket money by herding cows, and both of them were still going to school, though their eighteen-year-old sister was illiterate. Her parents had used a matchmaker to find a husband for her and she was engaged. The young man was a People's Liberation Army soldier from a neighboring village who was about the same age as she was. They had never met, and he wrote her a letter with a picture of himself inside ； he only had a primary-school education and had the solid honest look of a peasant. Her parents called me u elder sistern because we had the same surname, and they asked me to write a reply to the boy from their daughter. I asked for some suggestions from my room-mates as to what to write, and then sat, pen in hand, staring at the paper in front of me for a long time. Her future husband had never seen her picture. I was constantly amazed that the young boys in the village, all of them in their mid-teens, never seemed to have anything better to do than wander around with large wicker baskets tied to their backs, throwing into them whatever they laid their eyes on. Sometimes seven or eight of them would band together to hunt rabbits by beating the ground with sticks made from small stripped saplings, screaming and shouting all the while. Once, when a few of them came stomping into the vegetable garden making a great commotion, I rushed over to see what was going on. They told me they were after "cats" — "cat" being the word they used for rabbit. I had barely finished telling them that our vegetable garden didn't have any "cats" in it when a rabbit that had been hiding under a leafy vegetable nearby suddenly sprinted for safety. It was so fast that they had to send their dogs to hunt it down. For a few moments, there was some furious running and dodging before the rabbit was cornered by the four yelping animals. After a final, desperate leap into the air it fell to the ground and was savaged.When it pounced into the air my heart seemed to jump into my throat. From that time on, when I heard the boys screaming and beating their sticks, I never had the slightest interest in watching the hunt. (“ The Vegetable Garden: On Idleness “ from A Cadre School Life: Six Chapters by Yang Jiang, Geremie Barm 译，1989 年) 四、教学过程： 1.Brief introduction to the author and the source text 2.Brief introduction to the social background of the text 3.Appreciation of the original 4.Analysis and appreciation and criticism of the translation, focused on the eiht chosen sentences of both the source and target text 五、教学总结： 1.Summary of relevance between the usages and the general tone of both the source and target text 2.Summary of skills used in the translation 教学案例设计（7） 一、教学内容：Shall I Compare Thee to a Summer’s Day 二、育人元素：诗歌修养与人格修养 三、翻译案例（原文及译文）： 原文： Shall I compare thee to a summer's day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May, And summer's lease hath all too short a date. Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature's changing course untrimmed. But thy eternal summer shall not fade， Nor lose possession of that fair thou ow'st; Nor shall death brag thou wand'rest in his shade, When in eternal lines to time thou grow'st, So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. （William Shakespeare） 译文： 能不能让我来把你比作夏日？ 你可是更加可爱，更加温婉； 狂风会吹落五月里开的好花儿， 夏季租出的日子又未免太短暂： 有时候苍天的巨眼照得太灼热， 他那金彩的脸色也会被遮暗， 每一样美呀，总会离开美而凋落， 被时机或者自然的代谢所摧残； 你永远不会失去你美的形相； 死神夸不着你在他影子里踯躅， 你将在不朽的诗中与时间同长； 我这诗就活着，使你的生命绵延。 （屠岸 译） 四、教学过程： 1.Brief introduction to Shaekespeare and the criticism of the poem 2.Brief introduction to the translator 3.Brief introduction to the major elements of poetry 4.Detailed analysis and appreciation of the original 5.Appreciation and criticism of the translation line by line 五、教学总结： 1.Summary of the major skills used in the translation 2.Summary of the main differences in image representation between English and Chinese poetry 教学案例设计（8） 一、教学内容：When You Are Old 二、育人元素：对老年人的关爱 三、翻译案例（原文及译文）： 原文： When You Are Old When you are old and gray and full of sleep, And nodding by the fire, take down this book, And slowly read, and dream of the soft look Your eyes had once, and of their shadows deep； How many loved your moments of glad grace, And loved your beauty with love false or true, But one man loved the pilgrim Soul in you, And loved the sorrows of your changing face ； And bending down beside the glowing bars, Murmur, a litde sadly, how Love fled, And paced upon the mountains overhead, And hid his face amid a crowd of stars. (William Butler Yeats) 译文： 当你老了 当你老了，白发苍苍，睡意嚎晩， 在炉前打盹，请取下这本诗篇， 慢慢吟诵，梦见你当年的双眼 那柔美的光芒与青幽的晕影； 多少人真情假意，爱过你的美丽， 爱过你欢乐而迷人的青春， 唯独一人爱你朝圣者的心， 爱你日益凋谢的脸上的衰戚； 当你佝偻着，在灼热的炉栅边， 你将轻轻诉说，带着一丝伤感： 逝去的爱，如今已步上高山， 在密密星群里埋藏它的赧颜。 四、教学过程： 1.Brief introduction to the author and the text 2.Brief introduction to the social background of the text 3.Brief introduction to the translator 4.Appreciation of the source text, its content and its rhythm 5.Analysis and appreciation of the translation 五、教学总结： 1.Summary of the major skills used in the translation 2.Summary of the main skills used in poetry translation 教学案例设计（9） 一、教学内容：Gettysburg Address 二、育人元素：加深对国家统一重要性的认识 三、翻译案例（原文及译文）： 原文： Four score and seven years ago our fathers brought forth upon this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met here on a great battle- field of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that this nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can notdedicate―wecan not consecrate——we can not hallow —— this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion ； that we here highly resolve that these dead shall not have died in vain； that this nation, under God, shall have a new birth of freedom； and that government of the people, by the people, for the people, shall not perish from the earth. (Abraham Lincoln: Gettysburg Address ) 译文： 八十七年以前，我们的先辈们 在这个大陆上创立了一个新国家, 它孕育于自由之中，奉行一切人生 而平等的原则。现在我们正从事一 场伟大的内战，以考验这个国家, 或者说以考验任何一个孕育于自由 之中、奉行上述原则的国家是否能 够长久存在下去。 我们在这场战争中的一个重大战场上集会。烈士们为了使这个国家能够继续存在下去而献出了自己的生命，我们在此集会是为了把这个战场的一部分奉献给他们作为最后安息之所。我们这样做是完全应该而且非常恰当的。 但是，从更广泛的意义上来说，我们既不能够将这片土地奉献，也 不能够将它圣化，不能将它神化。曾经在这里战斗过的勇士们，活着 的和去世的，已经把这块土地神圣化了，远远不是我们微薄的力量所能增减的。全世界将很少注意到，也不会长久地记起我们今天在这里所谈的话，但全世界永远不会忘记 勇士们在这里所完成的业绩。毋宁说，倒是我们这些还活着的人，应该在这里把自己投身于勇士们已经如此崇高地向前推进但尚未完成的 事业。倒是我们应该在这里把自己奉献于仍然留在我们面前的伟大事业，以便使我们从这些光荣的死者身上汲取更多的献身精神，去完成那种他们已经完全彻底为之献身的 事业；以便使我们在这里下定更大 的决心，不让这些死者白白牺牲， 以便使国家在上帝护佑之下得到自 由的新生，并且使民有、民治、民享的政府永世长存。 （吴福临、廖爱玲 译） 四、教学过程： 1.Brief introduction to the author 2.Brief introduction to the historical and social background of the address 3.Brief introduction to the major elements of speech writing and delivery 4.Detailed appreciation of the address by questions and answers, based on the background of the address 5.Analysis and appreciation of the translation sentence by sentence 6.Discussion on the skills used in translation 7.Assignment 五、教学总结： 1.Summary of the significance of the speech in the history of the US 2.Summary of some tips of speech translation 教学案例设计（10） 一、教学内容：What Is Cultural History(excerpt) 二、育人元素：培养文化自信；加深对祖国文化的理解 三、翻译案例（原文及译文）： 原文； Since the year 2000, cultural history has been expanding into relatively new domains, notably the territories of diplomacy and war, bastions of more traditional approaches that were beginning to be invaded at the end of the 20th century, as we saw in Chapter 6. For example, a specialist in “international history” (a newer, broader form of diplomatic history) noted in 2006 that this discipline had “seen a distinct cultural turn in recent years”. In the history of war, the cultural turn began earlier and is much more visible, especially in studies of the First World War (to see in Chapter 6). A survey of military history concluded in 2007 that the cultural history of war ‘is here to stay’. Even battles are examined from a cultural point of view. The approach is becoming institutionalized: a Centre for the Cultural History of War has been established at the University of Manchester. War and art, or more generally, visual representations of warfare, have attracted a number of historians. Again, in the expanding field of the history of knowledge, which has developed out of intellectual history and the history of science, the idea of “cultures of knowledge” has become a central one. For example, it is the name given to an interdisciplinary research project based in Oxford and founded in 2009. Almost everything seems to be having its cultural history written these days. To quote only the titles or subtitles of some books published since 2000, there are cultural histories of calendars, causality, climate, coffee-houses, corsets, examinations, facial hair, fear, ghosts, impotence, insomnia, the magic mushroom, masturbation, nationalism, pregnancy, things and tobacco. From the year 2007 onwards, Bloomsbury Publishing has been producing a number of collective volumes, six in each series, on the cultural history of animals, childhood, sexuality, food, gardens, women, the senses, the human body and so on. The concept of ‘cultural revolution’ has been extended from China in the 1960s to other places and times, including Russia and Mexico in the 1920s and even ancient Rome and Athens. （Chapter 7，What Is Cultural History,Peter Burke） 译文： 2000年以来，文化史在不断扩展到相对更新的领域，外交史和战争史的攻城略地更为显见，正如我们在第6章中看到的那样，那些被更为传统方法守卫的堡垒在20世纪末开始被攻破。例如，在2006年，有一位 “国际史”（一种更广泛的新外交史）专家指出，该学科“近年来已经经历了明显的文化转向”。 在战争史上，文化转向开始得更早，而且明显得多，特别是在第一次世界大战史的研究中（参见第6章）更是如此。2007年，有一篇军事历史综述得出结论说，战争的文化史“就在我们眼前”。甚至还出现了从文化的角度来考察战斗动因的研究。这种研究方法正变得机构化：曼彻斯特大学建立了战争文化史研究中心，战争和艺术、或者更广泛地说是战争的视觉（可视化）表现形式，已经吸引了许许多多的历史学家。 再次，知识史也在扩大自己的领域，其发展已经超出了智识（思想）史和科学史的范畴， 在其中，“知识文化”的观点已经成为了一个中心论题。例如，2009年在牛津大学设立的跨学科研究项目就是以知识文化来命名的。 近年来，几乎所有东西都有自己的文化史在被书写出来。我们仅仅是例举一下自2000年以来出版的这一类书籍的书名或副标题，就涵盖有：日历文化史，因果文化史，气候文化史，咖啡馆文化史，紧身衣文化史，考试文化史，胡须文化史，恐惧文化史，鬼魂文化史，阳痿文化史，失眠文化史，神奇蘑菇文化史，手淫文化史， 民族主义文化史，怀孕文化史，用品文化史和烟草文化史。从2007年起，布卢姆斯伯里出版社（Bloomsbury Publishing）已经在出版一系列有关动物、童年、性行为、食品、花园、妇女、感官、人体等的文化史丛书，每个系列六册。 “文化大革命”的概念也已经从1960年代的中国扩展到其他地方和其他时代，包括1920年代的俄罗斯和墨西哥，甚至可以上溯到古罗马和雅典时期。 《什么是文化史？》第7章，北京大学出版社，2020，蔡玉辉 译） 四、教学过程： 1.Comments on the assignment 2.Brief introduction to the author and the text 3.Brief introduction to the major traits of cultural history 4.Understanding of the original based on the questions as the preview 5.Appreciation of the translation 6.Discussion on the skills used in the translation 五、教学总结： 1.Summary of the significance of better understanding of Chinese cultures in interactive communication 2.Summary of variety of Chinese cultures | ||
