术语“补偿教育”的详细信息

英译术语:

compensatory education

汉语语境:

补偿教育是以政府为主体，对特定群体施以文化知识、生产技能、观念更新等素质提升为目的的教育活动。补偿教育的基本模式是村本教育。村本教育应坚持趣味性、适用性、及时性、灵活性等原则。村本教育的主要形式有：请进门、走出去、村本活动等。

英语语境:

Compensatory education is an educational activity for improving young adults'quality in ethnic areas. Government is the main body of implement compensaory education. The basic model of compensatory education is village-based. It should uphold the principles of interest, suitability, timeliness, flexibility. The main form of the education of village-based is to invite to come, to go out and the activities of village-based.

英译术语:

remedial education

汉语语境:

纽约城市大学系统在美国公立高等教育系统中具有很强代表性,围绕补偿教育,纽约城市大学经历了从实施开放入学政策到取消补偿教育的转变。议程的形成、备选方案提出到最终政策出台,是市长、州长、律师、教授、学生和各种团体组织参与并施加影响下的政策制定过程。该政策对纽约城市大学乃至对整个美国高等教育系统的影响深远。

英语语境:

As a representative of public university in the USA , City University of New York (CUNY)has been transformed from open access policy to the removal of remedial education policy. Theprocess of policy agenda setting is a complicated one , in which Mayor, Governor , judge , professor , student and various political groups have their own effect on. The policy of phasing out remedial education will have lasting effect on CUNY and forms special implication for American higher education system.

英译术语:

developmental education

汉语语境:

基于T大学2013年学生基础调研数据，对影响大学生获取各类发展性教育资源的因素进行实证分析，检验了学生背景、意愿、行为及能力等因素对于获取海外交换、因材施教、创新实践等发展性资源的影响。研究表明，学生的年级、家庭经济状况、获取资源的意愿、前期时间精力投入、在各类竞赛中的表现、与教师的交流互动情况等显著地影响着其实际获取发展性教育资源的能力。基于实证分析结果，提出建立贫困生发展性补贴机制、建立学生发展性资源评价体系及推进师生深度交流等政策建议。

英语语境:

Based on research data about undergraduates in T University in 2013， this paper did an empiricalstudy of factors influencing developmental education resources acquisition for undergraduates，and examined influence of background，willingness，behavior and ability on acquisition of developmental resources such as overseas exchange，individualized education，innovation practice，etc． Analysis shows that grade，financial situation，willingness to obtain resources，time put in early stage，performance in contests and communication with teachers significantly influence students’ ability to obtain developmental education resources． Based on empirical analysis results，this paper provided policy suggestions including establishing developmental subsidy mechanismfor poor undergraduates，developmental resources evaluation system，and promoting in－depth communication between teachers and undergraduates．