1. 历史学的用英文怎么说
历史学[lì
shǐ
xué]
词典
history
history
英[ˈhɪstri]
美[ˈhɪstəri]
n.
历史，历史学;
发展史;
履历，经内历;
（某地的）
沿革容;
[例句]The
Catholic
Church
has
played
a
prominent
role
throughout
Polish
history.
天主教会在整个波兰历史上曾发挥过举足轻重的作用。
[其他]
复数：histories
2. 用英语描述历史学英语的内容摘要
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. 学到历史知识英文
learn about
4. 历史系学士的英文怎么讲 bachelor of
历史学学士
Bachelor of Historiography
5. 历史学英语原文翻译
他坐在老编辑自己写的前四十五卷是足以放松对一般读者的任何严重的把握图像，除非他或她让Ranke痴迷的很明显，一个他用文艺复兴和法国大革命之间的欧洲历史。
6. 历史 英文
回顾世纪历史学作为一门学科建立初始，就曾经出现对该学科定位上的论争。一方主张仿照自然科学的范式来构建历史学，他们宣称：“历史学，一门不折不扣的科学”；而另一方则主张按文学艺术等人文学科的范式来构建历史学，他们声称：“克莱奥，一位缪斯”，意指历史之神是艺术之神，同科学无缘。此后，就历史学能否作为科学加以建构这个根本性问题，就一直萦绕在历史学研究者的心中，不管是否明确地表达，每个历史研究者都有对历史学定位的认识，并按照这种认识来进行具体的历史研究。历史哲学研究者还专门就历史学的科学性问题展开讨论。最初的历史哲学集中于对历史发展过程本身、亦即历史本体进行思考，力求揭示历史的发展规律。这一派历史哲学研究后来被称为思辩的历史哲学，黑格尔、施本格勒、汤因比等是其代表。但他们所说的历史发展规律，不外乎归因于上帝或绝对精神之类的超验意志，或者类比生物或人体的生长、成熟、死亡的必然性，这种宿命式的规律观，自然缺少可信性。于是历史哲学研究转向了历史认识是如何可能的认识论问题上，即通过考察历史研究者是如何研究历史、历史知识又是如何形成的来确定历史学的性质，给历史学以定位。这一派历史哲学被称为分析或批判的历史哲学，克罗齐、柯林武德等是其代表。他们认为，历史研究充满了研究者的主体性干预，从课题的选择到研究资料的取舍、再到历史叙事的编排、历史解释的构建、直到历史现象的价值评判，都脱离不开历史研究者的主体性干预。在他们的认识里，研究者主体保持价值中立是不可能做到的。因此，历史学的科学性受到更进一步的质疑。但是，一些致力于维护历史学科学地位的学者也在做着不懈的努力。像二战后以法国年鉴学派和美国新经济史学派为代表的新史学就是在努力将历史学作为科学来加以建构的。前者尝试通过整合各门社会科学研究方法来建构“总体史”，以求揭示长时段的深层历史结构，并依此而赋予历史学的科学地位以合法性；后者则尝试吸纳经济学的计量方法研究历史上的一些可计量现象，并依据向社会科学中最具科学外观的学科的看齐来赋予历史学的科学地位以合法性。但由于年鉴学派在整合跨学科方法上的失败而重新走向各学科方法的分立的“碎化”和新经济史学派滥用数学计量工具，最终未能取得令人满意的进展。这些在历史学科学性问题上的反复争论，反映出历史学不同于其他社会科学的特殊性，其根本性的症结就在于历史学研究对象的特殊性，它研究的是往昔旧事，既不能重现、又无法贴近观察，更无法反复实验与检验。这种研究对象的特殊性，显然无法沿用自然科学流行的实证主义的评价标准来确认它的科学性。实证主义的科学评价标准就是通过反复证实来确认研究发现和解释的科学真理性，在这一点上，以现实为研究对象的经济学和社会学都相比历史学有一定的优势，它们也被称为社会科学中最“硬”的、也就是最类似于自然科学的学科。
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. 他是历史专业的学生，翻译成英语怎么说
He is a history major students
8. 从历史中学到一些用英语
答：The cultivation of students' creative Consciousness in middle schoolhistoryteaching.
9. 历史让我们去学习英语
如果不考虑应试来因素，英语还源有没有必要学习呢?
答案仍然是肯定的。
首先，英语是世界上使用范围最广泛的语言。很多国际前沿的信息，都是通过英语传播出来的。很多专业领域的著作，也是使用的英语写成的。因此，如果能够学好英语，一定会有助于你取得更大的成就。突破语言的限制，你所看到的世界也将更加广阔精彩。
未来中国真的成了世界第一经济体，我相信那一天绝对不是中国人再不需要学习英语，而是将会有更多的中国人能够熟练地使用英语。
所以，无论是从高考应试方面考虑，还是从实用价值考虑，都有必要好好学习英语。
10. 历史学专业的英语很重要
历史专业抄在研究中可能英语用到袭不多，但不管现在哪个专业，英语都是有用的工具。
1、从考研角度看
学历史如果将来要考研，也要考英语。英语学得不好，考研很难通过。
2、从就业及全面发展角度看
就业时，很多单位要看学生英语成绩，虽然这个单位不一定要用英语，这是用人单位考核学生勤奋程度的一个指标，因为只有英语是所有大学生都通考的。最有比较意义。
3、从未来科研角度看
如果将来从事历史研究，英语也很重要。因为可以了解其他国家的历史研究，丰富研究方法。而且有些中国历史部分外国人也在研究，比如敦煌的研究，有些西方人有敦煌的文物资料。如果研究世界史，英语就更重要了。