「酵素與」譯名之科學尋根及其對中學科學教學之啟示

The Chinese Translation of Enzyme and Ferment and Its Implication to the Teaching of Science in High Schools

陳淑娟
Shu-Chuan Chen


所屬期刊: 第6卷第1期 「師資培育」
主編:國立東華大學花師教育學院院長
吳家瑩
系統編號: vol020_06
主題: 測驗與評量
出版年份: 2010
作者: 陳淑娟
作者(英文): Shu-Chuan Chen
論文名稱: 「酵素與」譯名之科學尋根及其對中學科學教學之啟示
論文名稱(英文): The Chinese Translation of Enzyme and Ferment and Its Implication to the Teaching of Science in High Schools
共同作者:
最高學歷:
校院名稱:
系所名稱:
語文別:
論文頁數: 22
中文關鍵字: 中學科學教師;科學名詞翻譯;酵素;?
英文關鍵字: high school science teacher; scientific term’s translation; enzyme; ferment
服務單位: 國立編譯館編審
稿件字數: 14521
作者專長: 昆蟲生理、昆蟲毒理、農藥代謝
投稿日期: 2009/05/13
論文下載: pdf檔案icon
摘要(中文): 酵素、?與Enzyme、Ferment間的中、英文翻譯,很難理出恰當的對應關係。1960年代起,我國中學教科書裡酵素與?的使用,依存於教學語言情境。近來,由於學術和業界的發展,使酵素、?的相關詞彙,遠超過教科書所列舉,讓人有認知上的不確定感。
科學語言是文化與社會共同建立的科學,在教學上,大致可分為解釋系統和符號系統,教師以不同的語言構築解釋系統,解釋科學家表徵特定概念所用的符號系統。本文透過教科書剖析酵素與?的翻譯更迭,再循科學史跡,幫助教師了解該符號系統的發展,以便教師能將該符號系統的概念性文字,清楚地傳達給學生。
教師若能以正向的思考從名詞的翻譯差異著手,釐清混淆名詞的糾結,便可見證科學家的點滴努力,掌握符號系統的精確意思並認識其中的起承轉合,教學時,對科學概念的說明、舉例,或回應學生對翻譯名詞的疑惑,必更有效而靈活。
摘要(英文): To make a set of clear rules to translate Enzyme and Ferment from English into Chinese appropriately is not an easy task. In the 1960s in Taiwan, the use of "酵素"and "?" was varied depending on the specific teaching context in high school classrooms. Later, as the science of Enzymology advanced, a number of related terms employed in practices went beyond the coverage of textbooks. As a result, it caused quite a nuisance to students and teachers both in the realms of academic institutions and industries, though many of them were intended to choose a simple way to ease off these confusions.
Generally speaking, teachers in the classroom do their best to build up a labeling system and interpreting system, according to the translation cultures and science communities, to convey scientific concepts to their students. This article, by means of exploring the evolution of the translation of the Chinese "酵素and?" in textbooks, and digs deep into the development of these science concepts in the history course to help teachers teaching more efficiently.
Some suggestions for teachers to lead students identifying translated scientific terms, including these two Chinese words appropriately, are recommended.
參考文獻: 戈定邦(1970)。高中生物—生命的探討上冊。台北:臺灣商務印書局。尤佳章(譯)(1928)。西洋科學史,李貝1917原著。台北:商務印書館。
朱定初(2004)。談法律專門術語翻譯之雙重功能對等原則。國立編譯館館刊。32(1)。頁60-66。
呂鋒洲、林仁混(1991)。基礎酵素學。台北:聯經。
吳聲鈺、劉正齊(1976)。高級中學生物學上冊。台北:正光書局。
林英智、李清勝、黃能堂、張永達和蔡尚芳主編(2007)。國民中學自然與生活科技第1冊。台北市:康軒。
林慶隆(2006)。淺談專有名詞之譯名資源。國立編譯館館刊,34(1),59-64。
洪萬生(2000)。科學文本的讀法及其在科學教育上的意義(頁1)。第五屆科學史研討會論文集。台北:中央研究院科學史委員會。
姚鋒、楊霑(1980)。高中生物學上冊。台北:大中書局。
徐美玲(2003)。科學之道—評張文亮《回到起初—科學大師發現的起點》。科學月刊,34(9),814-815。
陳石根、周潤琪(2002)。?學。台北:九州。
陳淑娟(2008)。「酵素與?」概念翻譯用詞之轉化與國高中科學教學之因應。發表於第二十四屆科學教育年會。彰化市。
梁玲玲(1997)。專科∕高職學生學習英文專有名詞∕專業術語之研究。東南學報,12,273-277。
郭鍾祥、黃生(1972)。高級中學生物學上冊。台北:臺灣中華書局。
張光熙、宋加麗(譯)(2002)。科學的故事,威爾杜蘭特著。台中:好讀。頁478-479。
張文亮(2000)。科學大師的戀愛求學與理念。台北:校園。
張美智(譯)(2008)。酵素全書。E. Howell,1985原著。台北:世潮。
張筱莉、林陳涌(2001)。學童眼中的科學專有名詞。科學教育學刊,9(3),219-234。
傅麗玉(2000)。國小自然科學教科書中科學史材料之呈現:以七個地區的國小自然科學教科書為例。第五屆科學史研討會論文集(頁181-233)。台北:中央研究院科學史委員會。
廖伯森(2004)。新聞事業常用英文術語中譯之分析。國立編譯館館刊,32(2),64-68。
鍾聖校(2004)。論情意教育中幽默態度之位置—兼述『好玩』之外促成幽默的關鍵成分。研習資訊,21(5),6-17。
繆端生(1967)新標準初中博物(下)。台北:復興書局。
譚天錫(1975)。生物(上冊)。台北:東華書局。
Bell, B. F., & Freyberg, P. (1985). Language in the science classroom. In R. Osborne and P. Freygerg (eds.), Learning in science: The implication of children’s science. 29-40, NZ: Heinemann.
Driver, R., Asoko, H., Leach, J.,Mortimer, E., & Scott, P. (1994). Constructingscientific knowledge in the classroom. Education Research, 23(7), 5-12.
Duran, B. J. (1998). Language minority students in high school: the role of language in learning biology concepts. Science Education, 82(3), 311-331.
Halliday, M. A. K. (1988). On the language of physical science. In M. Ghadessy (ed.),Registers of written English: Situational factors and linguistic features. 162-178. London and New York: Pinter.
Isen, A.M. (2000). Positive affect and decision-making. In M. Lewis & J. M. Haviland Jones (eds.), Handbook of emotions. 417-435. NY: Guildford.Luderma, J. D., Cooperrider, D. L. & Barrett, F. J. (2000). Appreciative inquiry: The power of the unconditional positive question. In P. Reason & H. Bradbury (eds.), Handbook of Action Research.189-199. Thousand Oaks, CA: Sage.Lynch, P. P., Benjamin, P., Chapman, T., Holmes, R., Mccammon, R., Smith, A., & Symmons, R. (1979). Scientific language and the high school pupil. Journal of Research in Science Teaching, 16(4), 351-357.
Osborn, R. J., & Bell, B. F. (1983). Science teaching and children’s views of the world. European Journal of Science Education, 5(1), 1-14.
O’toole, M. (1996). Science, schools,children and books: exploring the classroom interface between science and language. Studies in Science Education, 28, 113-143.Popper, K. (1972). Objective knowledge: An evolutionary approach. Oxford: Oxford U.Press.
Warner, J. & Wallace, J. (1994). Creative writing and students’ science learning in a science and technology context. The Australian Science Teachers Journal, 40(4), 71-75.
Watson, D. (2002). Positive affectivity. In C.R. Snyder & S.J. Lopez (eds.), Handbook of Positive Psychology. 106-118. NY: Oxford University Press.