查询词典 the Chinese written language

This study describes the multi-facet systematic evolution of the said rural community from 1907 to 2007: from the perspective of ethnic culture, it has changed from a single ethnic cultural community of Yoghur(Ethnic Yugur\'s self-name) ethnic group into a multi-ethnic cultural community with Yoghur ethnic group as the dominating majority and embracing the ethnic groups of Han, Tibetan, Tu, Mongolian and Kazak; from the perspective of language, it has changed from a community where Yoghur and Tibetan languages dominated with the local Chinese dialect and the written Chinese language as the subordinate into one where the local Chinese dialect and the written Chinese language dominate with the Yoghur language as the subordinate; in the perspective of marriage and heirship system, from a parallel operation of two systems (patrilineal heirship for official marriages and matrilineal heirship system for matrimonial forms through the head-wearing ceremony) to monogamy and patrilineal heirship; in the perspective of means of living, from animal husbandry complemented with hand knitting and camel caravan transporting to agricultural farming complemented with animal husbandry and many others; in the perspective of social organization, from a traditional tribe to a modern country society; in the perspective of political system and social management, from the customs-authority management which combined the dominating headman hereditary system under the tribal union of an imperial dynasty and the subordinating elite influence, to the resource-interest management of party-government departmental system under the ethnic minority autonomy of a nation state; in the perspective of religious faith, from a coexistence of the Gelug Tibetan Buddhism and Shamanism and the devout ancestor worship to the currently prevalent ancestor worship with religions declining and faith weakening; in the perspective of education, from the local-knowledge-oriented education to an official-knowledge-oriented education, in which modern schooling has become the major educational organization instead of the former traditional temple education; the school has replaced the temple as the "knowledge-culture" communication center; at least in the minds of the local people the central role of family education during the children\'s cultural development has also been replaced by schooling.

本研究描述了1907～2007年间，这个乡村社区的多面向的系统变迁：从族群文化的角度而言，从一个以尧乎尔为绝对主体的单一族群文化社区转变为一个以尧乎尔为主体的、有汉、藏、土、蒙古、哈萨克等组成的多元族群文化社区；从语言文字的角度而言，从一个以尧乎尔语和藏文为主，以汉语方言和汉文为辅的社区转变为一个以汉语方言和汉文为主，以尧乎尔语为辅的社区；从婚姻与继嗣制度的角度而言，从一个双系并行(明媒正娶婚行父系继嗣制度，帐房戴头婚行母系继嗣制度)的社区转变为行一夫一妻制和父系继嗣制度的社区；从生计方式的角度看，从一个以畜牧业生产为主，以手工编织和驼队运输为辅的社区转变为一个以农业为主，以牧业为辅的、多种生计方式并存的社区；从社会组织的形态而言，从一个传统部落社会转变为一个现代乡村社会；从政治制度和社会控制的角度而言，从帝制王朝的部落联盟制下头目世袭制为主，户族精英为辅的习俗—权威型控制方式转变为一个民族-国家中民族区域自治制度下以党政科层制的资源—利益型控制方式；从宗教信仰的角度而言，从一个格鲁派藏传佛教和萨满教并存，祖先崇拜之风甚烈的社区转变为寺庙衰落、信仰淡化、惟祖先崇拜仍广为流行的社区；从教育的角度而言，从一个以地方知识教育为主的社区转变为一个以官方知识教育为主的社区，现代学校教育取代了传统寺庙教育成为社区的主要教育组织形式，学校取代寺庙成为"知识—文化"传播的中心，在青少年儿童的文化成长过程中，家庭教养扮演的中心角色，至少在乡民的观念上被学校教育替代。

Among the four ancient written languages in the world, only this written language has been handed down after evolutions and becomes the present Chinese ideograph.

殷商时期的甲骨文已相当成熟，世界四大古文字中只有它经过演变保留下来，成为现在的汉字。

The Chinese written language has been a major factor for integrating our nation.

中国的书面文字一直是国家完整统一的一个重要因素。

This book is written as a grammar text for foreign students who have studied Chinese for two or more years and are at intermediate level in the Chinese language.

本书是为具有中等汉语水平的外国学生编写的汉语语法教材，适合于学过两年以上汉语的外国学生使用。

However, in recent years, some stations in this country have employed English-language abbreviations rather than the national spoken and written language standard or the Pinyin Romanization, and a mix of Chinese and English can be found in certain programs.

但近年来我国一些电视台台标中的名称缩写却采用英文名称的缩写，而不是国家通用语言文字及其法定拼写形式汉语拼音，在电视节目中也出现中英文混杂使用的情况。

Chapter Six argues that the western preachers\' Euoropeanized vernacular versions of English Bible or Christian hymns played an unestimable part in late Qing dynasty\'s vernacular Chinese movement, the May 4~ vernacular Chinese movement and the May 4~ free verse movement by carding the diachronic change of Chinese literary language at the turn of 20~ century and looking into the relationship between the western preachers\' Chinese versions of English Bible or Christian hymns and the May 4~ vernacular Chinese, especially the free new verses written in the vernacular. The chapter concludes that the activities of remolding classical Chinese by the western preachers at the end of 19~ century are one of the sources of the May 4* new literature, one of the sources of the May 4~ new poetry in particular.

第六章通过梳理中国近代文学语言的历时流变，探究了十九世纪末西方传教士由于基督教圣诗和赞美诗的翻译而对汉语进行的改造活动与五四白话文运动，尤其是与白话新诗的关系，提出了西方传教士19世纪末开始的欧化白话翻译对晚清白话文运动、五四白话文运动以及五四新诗的历时嬗变均有着不可低估的影响和价值的观点，认为他们的翻译活动也是五四新文学，尤其是五四白话新诗的重要源头之一。

The Chinese language is rich in ancient written works. Their long history outshines any other written language.

___ 汉语有丰富的古代文字作品，源远流长，远非任何其他一种语言的文字可与之媲美。

This study describes the multi-facet systematic evolution of the said rural community from 1907 to 2007: from the perspective of ethnic culture, it has changed from a single ethnic cultural community of Yoghur(Ethnic Yugur\'s self-name) ethnic group into a multi-ethnic cultural community with Yoghur ethnic group as the dominating majority and embracing the ethnic groups of Han, Tibetan, Tu, Mongolian and Kazak; from the perspective of language, it has changed from a community where Yoghur and Tibetan languages dominated with the local Chinese dialect and the written Chinese language as the subordinate into one where the local Chinese dialect and the written Chinese language dominate with the Yoghur language as the subordinate; in the perspective of marriage and heirship system, from a parallel operation of two systems (patrilineal heirship for official marriages and matrilineal heirship system for matrimonial forms through the head-wearing ceremony) to monogamy and patrilineal heirship; in the perspective of means of living, from animal husbandry complemented with hand knitting and camel caravan transporting to agricultural farming complemented with animal husbandry and many others; in the perspective of social organization, from a traditional tribe to a modern country society; in the perspective of political system and social management, from the customs-authority management which combined the dominating headman hereditary system under the tribal union of an imperial dynasty and the subordinating elite influence, to the resource-interest management of party-government departmental system under the ethnic minority autonomy of a nation state; in the perspective of religious faith, from a coexistence of the Gelug Tibetan Buddhism and Shamanism and the devout ancestor worship to the currently prevalent ancestor worship with religions declining and faith weakening; in the perspective of education, from the local-knowledge-oriented education to an official-knowledge-oriented education, in which modern schooling has become the major educational organization instead of the former traditional temple education; the school has replaced the temple as the "knowledge-culture" communication center; at least in the minds of the local people the central role of family education during the children\'s cultural development has also been replaced by schooling.

本研究描述了1907～2007年间，这个乡村社区的多面向的系统变迁：从族群文化的角度而言，从一个以尧乎尔为绝对主体的单一族群文化社区转变为一个以尧乎尔为主体的、有汉、藏、土、蒙古、哈萨克等组成的多元族群文化社区；从语言文字的角度而言，从一个以尧乎尔语和藏文为主，以汉语方言和汉文为辅的社区转变为一个以汉语方言和汉文为主，以尧乎尔语为辅的社区；从婚姻与继嗣制度的角度而言，从一个双系并行(明媒正娶婚行父系继嗣制度，帐房戴头婚行母系继嗣制度)的社区转变为行一夫一妻制和父系继嗣制度的社区；从生计方式的角度看，从一个以畜牧业生产为主，以手工编织和驼队运输为辅的社区转变为一个以农业为主，以牧业为辅的、多种生计方式并存的社区；从社会组织的形态而言，从一个传统部落社会转变为一个现代乡村社会；从政治制度和社会控制的角度而言，从帝制王朝的部落联盟制下头目世袭制为主，户族精英为辅的习俗—权威型控制方式转变为一个民族-国家中民族区域自治制度下以党政科层制的资源—利益型控制方式；从宗教信仰的角度而言，从一个格鲁派藏传佛教和萨满教并存，祖先崇拜之风甚烈的社区转变为寺庙衰落、信仰淡化、惟祖先崇拜仍广为流行的社区；从教育的角度而言，从一个以地方知识教育为主的社区转变为一个以官方知识教育为主的社区，现代学校教育取代了传统寺庙教育成为社区的主要教育组织形式，学校取代寺庙成为&知识—文化&传播的中心，在青少年儿童的文化成长过程中，家庭教养扮演的中心角色，至少在乡民的观念上被学校教育替代。

The text pointed out three ways to improve the Chinese teachers' human accomplishment : First, Chinese teachers should have a child-loving heart; Second, teaching language is the oral show of Chinese teachers' human accomplishment; Third, writing skills are the Chinese teachers' written display. Reading and appreciating are the interior of Chinese teachers' human accomplishment. That the students can be made to reflect history and melt reality in class is the Chinese teachers' exterior display.

着重指出提高语文教师人文素养的主要途径有：语文教师应拥有一颗爱孩子的心；教学语言是语文教师人文素养的口头表现；写作能力是语文教师人文素养的书面表现；阅读与鉴赏是语文教师人文素养的内在表现；在课堂上能够使学生感悟历史融入现实是语文教师人文素养的外在表现。

They include the development of a symbol based written language which became the foundation of the present day Chinese language.

其中包括发明了以书面语言的基础的象形文字，为如今的汉字奠定了基础。

But we don't care about Battlegrounds.

但我们并不在乎沙场中的显露。

Ah! don't mention it, the butcher's shop is a horror.

啊！不用提了。提到肉，真是糟透了。