1. 歷史學的用英文怎麼說
歷史學[lì
shǐ
xué]
詞典
history
history
英[ˈhɪstri]
美[ˈhɪstəri]
n.
歷史，歷史學;
發展史;
履歷，經內歷;
（某地的）
沿革容;
[例句]The
Catholic
Church
has
played
a
prominent
role
throughout
Polish
history.
天主教會在整個波蘭歷史上曾發揮過舉足輕重的作用。
[其他]
復數：histories
2. 用英語描述歷史學英語的內容摘要
The book is "twenty-first Century academic English Series" history section, designed for English to college students' English Majors of grade four in the history of history and other interested students, as college English textbooks from the transition to convergence of learning professional courses in english. The purpose of this textbook is not to introce the historical knowledge, but to select some of the hot topics in the field of history to guide students to learn the history of English learning, in order to enhance the students' autonomous learning ability. This textbook can help students learn English history based professional vocabulary, understand the language features of English history, to improve the reading history of English reading ability and the ability of using history. This teaching material is divided into 6 units, each unit is involved in a hot historical issues, including 4 aspects: lectures, text A, text B and exercise part. The lecture section contains 3 exercises, which are related to the unit subject, mainly as a lecture or debate form, and the length is about 10 - 8 minutes. As a student learning the lessons of the warm-up exercises, students before starting to listen to the material, it is better to know the book provided in the vocabulary and terminology, pre learning background materials in the relevant knowledge to help listening comprehension. Text section: text A and text B are related to each unit of the theme, is concive to the students around the relevant topics for in-depth thinking and discussion. When reading the text, the students can sum up the general idea, summarize the full text, analyze the relationship between the two articles, and discuss the relationship between them. The background knowledge involved in this paper, to make full use of the Internet to find the background information and reading materials of the debate, students should possess in history thinking ability and oral and written expression ability. Exercise part: contains the semantic, syntactic and textual aspects of the exercise, involving oral, writing and translation skills. The exercises in this book, for the history of words or terms, require students to memorize the strong back, writing and the use of language in the academic debate over learning, enhance the English sense of history. The outstanding feature of this textbook is: first, the domestic focus history textbook less English, this book can select the classic historical works in the text, also relates to the current hot topics, does not need the teachers and students have strong professional knowledge, which can improve the learners' learning enthusiasm. Two, this textbook focuses on cultivating students' ability to read historical academic articles. At the same time for the historical background mentioned in the book, this book provides the corresponding link, to carry out the second class, students are encouraged to read as relevant works, understand the history of English language features, language training, improve their language ability. Three, the teaching design practice rich and diverse forms, make up the majority of the existing English teaching practice, and form a single boring, in addition to the traditional question answering and translation problems, also designed the summary, analysis, phrase collocation and sentence paragraph transfer and other forms of exercise, training students the semantic, syntactic and textual aspects of the related knowledge and skills. Four, the book also provides a sample of academic papers. This paper format specification and has certain research, including the summary, the research question and the literature review, along with the reference literature, has the vital significance to the student academic paper writing enhancement. This textbook is the first, four, six unit by the Wang Shaomei, second, three, five units by Gu township. Fudan University, Cai Zhujun responsible for the preparation of the skills part of the teacher, Wang Shaomei responsible for the work of the book's draft.
3. 學到歷史知識英文
learn about
4. 歷史系學士的英文怎麼講 bachelor of
歷史學學士
Bachelor of Historiography
5. 歷史學英語原文翻譯
他坐在老編輯自己寫的前四十五卷是足以放鬆對一般讀者的任何嚴重的把握圖像，除非他或她讓Ranke痴迷的很明顯，一個他用文藝復興和法國大革命之間的歐洲歷史。
6. 歷史 英文
回顧世紀歷史學作為一門學科建立初始，就曾經出現對該學科定位上的論爭。一方主張仿照自然科學的範式來構建歷史學，他們宣稱：「歷史學，一門不折不扣的科學」；而另一方則主張按文學藝術等人文學科的範式來構建歷史學，他們聲稱：「克萊奧，一位繆斯」，意指歷史之神是藝術之神，同科學無緣。此後，就歷史學能否作為科學加以建構這個根本性問題，就一直縈繞在歷史學研究者的心中，不管是否明確地表達，每個歷史研究者都有對歷史學定位的認識，並按照這種認識來進行具體的歷史研究。歷史哲學研究者還專門就歷史學的科學性問題展開討論。最初的歷史哲學集中於對歷史發展過程本身、亦即歷史本體進行思考，力求揭示歷史的發展規律。這一派歷史哲學研究後來被稱為思辯的歷史哲學，黑格爾、施本格勒、湯因比等是其代表。但他們所說的歷史發展規律，不外乎歸因於上帝或絕對精神之類的超驗意志，或者類比生物或人體的生長、成熟、死亡的必然性，這種宿命式的規律觀，自然缺少可信性。於是歷史哲學研究轉向了歷史認識是如何可能的認識論問題上，即通過考察歷史研究者是如何研究歷史、歷史知識又是如何形成的來確定歷史學的性質，給歷史學以定位。這一派歷史哲學被稱為分析或批判的歷史哲學，克羅齊、柯林武德等是其代表。他們認為，歷史研究充滿了研究者的主體性干預，從課題的選擇到研究資料的取捨、再到歷史敘事的編排、歷史解釋的構建、直到歷史現象的價值評判，都脫離不開歷史研究者的主體性干預。在他們的認識里，研究者主體保持價值中立是不可能做到的。因此，歷史學的科學性受到更進一步的質疑。但是，一些致力於維護歷史學科學地位的學者也在做著不懈的努力。像二戰後以法國年鑒學派和美國新經濟史學派為代表的新史學就是在努力將歷史學作為科學來加以建構的。前者嘗試通過整合各門社會科學研究方法來建構「總體史」，以求揭示長時段的深層歷史結構，並依此而賦予歷史學的科學地位以合法性；後者則嘗試吸納經濟學的計量方法研究歷史上的一些可計量現象，並依據向社會科學中最具科學外觀的學科的看齊來賦予歷史學的科學地位以合法性。但由於年鑒學派在整合跨學科方法上的失敗而重新走向各學科方法的分立的「碎化」和新經濟史學派濫用數學計量工具，最終未能取得令人滿意的進展。這些在歷史學科學性問題上的反復爭論，反映出歷史學不同於其他社會科學的特殊性，其根本性的症結就在於歷史學研究對象的特殊性，它研究的是往昔舊事，既不能重現、又無法貼近觀察，更無法反復實驗與檢驗。這種研究對象的特殊性，顯然無法沿用自然科學流行的實證主義的評價標准來確認它的科學性。實證主義的科學評價標准就是通過反復證實來確認研究發現和解釋的科學真理性，在這一點上，以現實為研究對象的經濟學和社會學都相比歷史學有一定的優勢，它們也被稱為社會科學中最「硬」的、也就是最類似於自然科學的學科。
Recalling the 19th-century history as a discipline to establish the initial on the location of the discipline have appeared on the controversy. One party is modeled on the paradigm of natural sciences to build a history, they declared: "History, an out-of science"; while the other is expounded by the literature and the humanities and arts paradigm to build a history, they claim: "Clio, a Muse," meaning of history that God is the god of the arts, with science and missed. Since then, the history of science to be able to build this as a fundamental issue has been lingering in the minds of researchers of history, whether or not clearly expressed,
Every historical researcher has a right understanding of historical location and in accordance with this understanding to carry out a specific historical research. Philosophy of history researchers also specifically on the history of science issues to discuss. The initial philosophy of history concentrated on the historical development process itself, which is to reflect on the history ontology, and strive to reveal the laws of historical development. This school of historical studies in philosophy came to be known as the speculative philosophy of history, Hegel, Spengler, Toynbee and others are their representatives. But they say the laws of historical development, nothing more than e to the spirit of God, or the like is absolutely transcendent will, or the analogy of biological or human growth, into a
Cooked, the inevitability of death, this type of fatalistic view of the law, natural lack of credibility. Historical studies in philosophy then turned to the historical understanding of how the possible epistemological issue, that is by looking at historical researcher is how to study history, historical knowledge is formed to determine how the nature of history, giving history to locate. This school of philosophy of history is known as analysis or criticism of the history of philosophy, Croce, Collingwood and others are their representatives. In their view, full of historical research, the main intervention researchers, from the choice of topics to research information on trade-offs, to the historical narrative of the schele, the historical interpretation of the building, until the
Judge the value of historical phenomena, are inseparable from the history off the main researcher intervention. In their understanding, the researchers maintain the value of the main neutral is impossible. Therefore, the history of science being further questioned. However, some committed to maintaining the scientific status of history scholars are making unremitting efforts. Like the Second World War the French Annales School and the United States were represented by the new economic historians of the New History is history in the effort to be constructed as a science. The former try to pass the entire
All the various social science research methods to construct "general history" in order to reveal the long run, the deep historical structures, and so the history of science to give legitimacy to the status; the latter is trying to absorb the history of economics measurement method Some can be measured on the phenomenon and the social sciences based on the appearance of most scientific disciplinesLine to give historical legitimacy to the scientific status. However, as the Annales school on an interdisciplinary approach in the integration of the failure of re-separation of methods of various disciplines into a "fragmentation" and the new economic historians were abused mathematical measurement tools, ultimately failed to achieve satisfactory progress. These history repeatedly on the issue of scientific debate, reflecting the history is different from other social sciences are unique, its fundamental crux of the problem lies in the particularity of the object of historical studies, it is the study of old things past, we can not re - now, and could not close observation, let alone repeated experiments and tests. The particularity of this study,
Obviously can not follow the popular positivist natural science evaluation criteria to make sure it's scientific. Positivist scientific evaluation criterion is confirmed by repeated to confirm findings and interpretation of scientific truth, at this point, to be realistic for the study of economics and sociology are compared to the historical study has some advantages, they are also known as the social sciences, the most "hard", that is most similar to the natural science subjects.
7. 他是歷史專業的學生，翻譯成英語怎麼說
He is a history major students
8. 從歷史中學到一些用英語
答：The cultivation of students' creative Consciousness in middle schoolhistoryteaching.
9. 歷史讓我們去學習英語
如果不考慮應試來因素，英語還源有沒有必要學習呢?
答案仍然是肯定的。
首先，英語是世界上使用范圍最廣泛的語言。很多國際前沿的信息，都是通過英語傳播出來的。很多專業領域的著作，也是使用的英語寫成的。因此，如果能夠學好英語，一定會有助於你取得更大的成就。突破語言的限制，你所看到的世界也將更加廣闊精彩。
未來中國真的成了世界第一經濟體，我相信那一天絕對不是中國人再不需要學習英語，而是將會有更多的中國人能夠熟練地使用英語。
所以，無論是從高考應試方面考慮，還是從實用價值考慮，都有必要好好學習英語。
10. 歷史學專業的英語很重要
歷史專業抄在研究中可能英語用到襲不多，但不管現在哪個專業，英語都是有用的工具。
1、從考研角度看
學歷史如果將來要考研，也要考英語。英語學得不好，考研很難通過。
2、從就業及全面發展角度看
就業時，很多單位要看學生英語成績，雖然這個單位不一定要用英語，這是用人單位考核學生勤奮程度的一個指標，因為只有英語是所有大學生都通考的。最有比較意義。
3、從未來科研角度看
如果將來從事歷史研究，英語也很重要。因為可以了解其他國家的歷史研究，豐富研究方法。而且有些中國歷史部分外國人也在研究，比如敦煌的研究，有些西方人有敦煌的文物資料。如果研究世界史，英語就更重要了。