如何有效做好交替传译笔记-文学学士毕业论文

AbstractNotesinconsecutiveinterpretationareimportantinrelievingthememorypressureandactingascluesforrecallinginformationtohelpimprovethequality.However,evidenceshaveshownthatnote-taking,ifnotconstructedproperly,isoneofthebiggestproblemsthataffecttheinterpreter’sunderstandingofthesourcelanguage,thusresultingindamagingtheinterpretationquality.Thisthesisaimstopromoteapositiveunderstandingtowardsnote-takingintheprocessofconsecutiveinterpretationbyprovidingthepossibleandfeasiblemethodsofeffectivenote-taking.Torealizethisaim,itincorporatestheDanielGile’sEffortModeltheorytoanalyzewhynote-takingisthetriggeringfactorinconsecutiveinterpretation.Anditillustratesthenatureofnote-takingfromtwoaspects:(1)thebasicpremiseofnote-taking,includingcomprehension,attentionandmemory;(2)theprinciplesofnote-taking.Thispaperrelatesinterpretingtheoriestointerpretingteachingmethods,tryingtoputforwardsuggestionsforteachinginordertodealwithpracticalinterpretingproblemsandfacilitatethequalityofinterpretation.Keywords:note-taking;DanielGile’sEffortModel;teachingsuggestions

中文摘要笔记是口译员必须掌握的技巧之一。在交替传译中，有效的笔记能够减轻口译员的记忆压力,提示所记忆的内容,并最终提高口译质量。但是,大量的证据表明,如果笔记的处理方式不正确,对笔记认识不当,那么它就可能成为影响译员理解原语并实现正确传译的干扰因素之一。鉴于这一问题的重要性,本文的根本目的在于让读者能够正确地认识交传笔记的积极作用,并进而探讨有效记笔记的方法。为了实现这一目的,本文通过结合DanielGile的认知负荷模式,从两大方面着手，探讨笔记的性质:(1)记录笔记的基本前提,包括理解、注意和记忆;(2)笔记的原则。基于这一分析,本文将口译理论跟口译教学法联系起来，进而提出有一定意义的教学建议,希望能够帮助口译学生解决实际的口译问题,进一步提高笔记技能与口译质量。关键词：交替传译笔记；认知负荷模式；教学建议1.IntroductionWithChina’simplementationofreformandopeninguppolicy,themarketfortranslationandinterpretationhassignificantlyboomedup.Inthe“globalvillage”,itisobviousthattranslationandinterpretationserveasanimportantroleinfacilitatingthemutualcommunicationbetweenpeoplefromothersideoftheworld.Fortunately,wearegladtoseeconsecutiveinterpretationhasbeenwidelyusedinbusinesstalks,negotiations,pressreleases,seminarsandsoon.Onethingwecannotneglectisnote-takingwhenwespeakofconsecutiveinterpretation.Asacommunicativeact,interpretationdemandstheinterpreter,whoalsoactsasacommunicator,todelivertheaccurateinformationtothespeakerandtheaudience.Inthisparticularsituation,effectivenote-takingcanplayanimportantroleinhelpingtheinterpreterbetterperformhisorherjob.Bytakingnotes,theinterpretercanwritedownsomeimportantinformationtoremindhimorherofthesourcelanguage.Inconsecutiveinterpretation,withthehelpofnotes,interpreterscaneasilyreproducethespeech.Unfortunately,noteveryinterpreter’snotescanturnouttobehelpful.Ineffectivenote-takingisstillverycommon.Interpretersstillhavedifficultyintakingeffectivenotesbecauseofavarietyofreasons.Therefore,thisthesisistofocusonnote-takingproblemsintheprocessofinterpretation.Wehopethisthesiscanthrowlightuponasystematicnote-takingtrainingandoffersomeadviceininterpretationteaching.Thisthesisisorganizedasfollows.Itisdividedintotwosections.Thefirstsectionisfortheintroductionofconsecutiveinterpretation.Bypresentingthedifferencesbetweentheconsecutiveinterpretationandsimultaneousinterpretation,itaimstogivethereadersageneralideaabouttheconsecutiveinterpretationandfurthergiverisetothefunctionsofnote-takinginconsecutiveinterpretation.Thesecondsectionisaboutnote-takinginconsecutiveinterpretation.Itisdividedintothreechapters.Thenatureofnote-takingwillbeinChapterthree.Basedonthisverynature,atheoryisintroduced,DanielGile’sEffortModel,whichisinChapter3.Andthepossiblefactorsthataffectefficientnote-takingintheprocessofinterpretationwillbeinthenextfollowingchapter.Thelastchapterwillincludesomesuggestionsforeffectivenote-taking,alongwithConclusion.Theyaresupposedtohaveaninfluenceonpeoplewhoareengagedininterpretingcareer.2.ConsecutiveInterpretation2.1ConsecutiveinterpretationasaCommunicativeActIntranslationsituation,thesourceandthetargettextsareconductedinaseparatetranslationsituation,whichisfreefromthetext’scommunicativesituations.However,ininterpretation,thesourceandthetargetcommunicationtakeplaceunderthesamesituation.Therefore,consecutiveinterpretationisalsoacommunicativeact,asRoderick(2002:41)saidinhisbookConferenceInterpretationExplained“Interpretationisaprofessionthatisallaboutcommunication”.Asacommunicativeact,theinterpreterisrequiredtohaveabetterunderstandingofthesourcelanguageandalsothetargetlanguage,inordertoreproducetheeffectivecommunicationbetweenthespeakerandthelistener.Besides,itisalsotheinterpreter’sresponsibilitytoexpresswellinthecourseofinterpretation.Therefore,whenitcomestoexpressiveness,effectivenote-takingplaysanindispensableroleinhelpingtheinterpretersexpressthemselvesbetter.2.2ThedifferencebetweenconsecutiveinterpretationandsimultaneousinterpretationConsecutiveinterpretation,oneearliestwayofoperationusedinconferenceinterpretation,isnowmainlyusedonoccasionssuchasbusinesstalks,negotiations,pressreleases,seminarsandsoon.Sittinginconferenceroom,whiletheinterpreterislisteningtothesourcelanguagespeech,heorsheisalsotakingnotes.Whenthespeakercomestotheendofhisorherspeech,orthespeakerstopsandwaitsforinterpretation,theinterpreterexpresseswhatthespeakerhasjustsaidwithclear,naturaltargetlanguage,accuratelyandcompletely,justasitishimselforherselfwhoisgivingaspeech.Consecutiveinterpretationinconferencesrequiresaninterpretertolistentoaslongasfivetotenminutes’continuousspeech,andusehisorhergoodspeakingskillstointerpretthewholecontentsofthespeakercompletelyandaccurately.Inconsecutiveinterpretation,theinterpreterhastheadvantageofknowingthelineofargumentbeforeheinterprets.Besides,theinterpretercantakenotesduringtheprocessoftheinterpretation.However,thetimewhichtheinterpreterenjoysinconsecutiveinterpretationislackinginsimultaneousinterpretation.Simultaneousinterpreteristhemostfrequentlyusedwayofoperationinmanyconferencestoday.Ateamofinterpreters,workinginthesimultaneousinterpretationbooth,whichisequippedwithspecialnoisetransmission(oftenknownasa"box"),andthisvery"box"islocatedatthevenue,throughaglasswindowcandirectlyseethespokesmanorspokeswoman,projectionscreen,aswellastheentireconferenceon-site.Theinterpreterisrequiredtointerpretwhatthespeakerhasjustsaidinanaccuratewaywhileheorsheislisteningtothespeakerthroughtheheadset.2.3Thefunctionofnote-takinginconsecutiveinterpretationInconsecutiveinterpretation,theinterpreterhastowaitbeforeheorshecandeliver.So,therearealotoftoodetailedinformationandcontextstobegot,whichwilladdpressuretotheinterpreter’smemory.Withnote-taking,wecanrecordthearrangementofideas,thusnote-takingisimportantforthegainingofstructure.Firstly,notescanimprovetheinterpreter’sconcentration.(鲍刚,2005:50)Wheninthelongperiodofinterpretation,theinterpreterislikelytofeelbored,ortobedistractedfromotherpotentialfactors.Bytakingnotes,theinterpretercanconcentrateonthesourcelanguageandthetargetlanguageandfacilitatetheanalysisofthespeech.Secondly,noteshelptheinterpreterrelievethepressureofmemory.Althoughtheinterpreterhasreceivedplentyofprofessionaltraininginnote-taking,ascommonpeople,heorshecanhardlyrememberthewholespeechindetailsbecausetheshort-termmemorycanonlylastforalimitedamountoftime.Byrecordingthespecificdetailsanddatasuchasnumbers,places,time,etc,note-takingcansafetheinterpreterfromthetroubleofrememberingthewholethinginmind.Thirdly,notescanprovidetheinterpreterwithcuestohelprecalltheinformationinthespeech.Withthehelpofnotes,theinterpreterwillfinditeasierandclearertovisualizethemainideasandthestructureofthewholespeech.Theskillofnote-takingisveryhelpfultointerpreters,thestructureofaspeechisreflectedinnotes,andthenotesinturnwillbeusedasabeacontorecallthespeech.Asimportantasitis,note-takingisnotsupposedtoconsumealotofenergyinconsecutiveinterpretation.AccordingtoGile’sEffortModeltheory(whichwillbeillustratedinthenextsection),aninterpretershouldnotpaytoomuchattentiontonote-taking,foritwillconsumealotofattentionthatshouldbeallocatedtolistening,analyzing,understanding,memorizingandrendering,whichwillinevitablyaffectthequalityofinterpretation.Inbrief,note-takingisofgreatimportanceforinterpreterstobetterperformtheirtasks,buttheinterpretersarenotexpectedtototallydependonnote-taking.3.TheNatureofNote-takinginConsecutiveInterpretation3.1Thebasicpremiseofnote-taking3.1.1ComprehensionInconsecutiveinterpretation,comprehensionplaysacriticalpartindeterminingthefollowingdiscourse.Someinterpreterstendtofocusonsomesuperficialwords,thoughtheycansucceedintakingdownsomedetailedinformation,suchasfigures,places,ortimeandsoon.Theycannotfullyunderstandwhatthespeakerreallywantstoexpressandthepurposeofthespeaker.Interpretationaimsnotthelanguageitself,butthecontextitwantstoconveytotheaudience.Whenundersomenervoussituations,wearelikelytofailtograspthemeaningofwhatthespeakersaysbecauseofnervousnessandjustcatchsomedata.Itisunderstandablethatwemaynotknoweverytechnicaltermineveryfield.Therefore,itisinevitablethatwemaybecaughtinsituationswherewecannotcomeupwiththerightandsuitabletermstointerpret.However,ifwecanunderstandwhatthespeakerwantstoexpress,wecanexplainitinourownwords.Withouttechnicalterms,theaudiencecanstillunderstandwhatwemean,thusnotdamagingthequalityofinterpretingbyusingsomecumbersomeandwrongtechnicalterms.Inthissense,wecanseehowtheinterpreter’scomprehensionoftheoriginalsourceplaysanimportantroleininterpreting.(刘敏华,1993:145)3.1.2AttentionAttentionisthefocusofawareness,whichreferstothesensefocusonobjectivethings.WilliamJames(1842-1910),anAmericanphilosopherandpsychologist,gavethedefinitionof“attention”,“Everyoneknowswhatattentionis.Itisthetakingpossessionofthemindinclearandvividform,ofoneoutofwhatseemseveralsimultaneouslypossibleobjectsortrainsofthought”.Focalization,concentration,andconsciousnessareofitsessence.(James,2004:403-404).Fromthisperspective,wecanknowthatinterpretationdrawstheattentionoftheinterpreterinthecourseofconsecutiveinterpretation.Iftheinterpretercannotpayattentionandconcentrateonwhatthespeakerissaying,thenheorsheisnotlikelytorememberthecontexts,nottomentiontoperformhisorhertaskwell.Nevertheless,themoreattentiontheinterpreterpaystowhatthespeakersays,theeasierheorsheistorememberwhatthespeakerhassaidjustnow.3.1.3Short-termmemoryShorttimememorizingisbasedonthefirsttwobasicpremisesofnote-taking.Oncetheinterpreterpaysattentiontothespeakerandgraspwhatheorshemeans,thestageofmemorizingfollowed.Astheauthorhasillustratedinthepreviouschapters,theshorttimememorizingcanbeveryimportantininterpreting.Goodmemorywillguaranteetheinterpreteramorefluentandaccurateexpressionininterpreting.However,accordingtoEbbinghous,thelongertimelasts,thequickerthememorieswillfade.(刘宓友,2003:170-171)Therefore,itisinevitablethatsomeomissions,changeoftheoriginallanguageandotherdiscrepanciesmayariseinconsecutiveinterpretation.Besides,theperformanceoftheon-the-spotinterpretationclearlysubjecttotheinterpreter’sstateofmind.Thegreaterpsychologicalstressis,theworsememoryeffectitwillincur,thusdamagingthequalityofinterpretation.Therefore,itisrecommendedthattheinterpretershouldcultivateanoptimisticandconfidentstateofmindinhisorhercareerasaconsecutiveinterpreter.3.2Theprinciplesofnote-takinginconsecutiveinterpretationThankstotheboomingofthestudiesonnote-takinginrecentdecades,manybasicprinciplesofthenote-takinginconsecutiveinterpretationhavebeenputforward.First,note-takinginconsecutiveinterpretationshouldalwaysgiveprioritytocomprehension.(吴钟明,2005:105)Astheauthorhasillustratedinthepreviouschapter,thecomprehensionoftheoriginallanguageistheprerequisitefortheinterpreting.Itisusuallycommonthatatthebeginningofinterpretation,theinterpreterisbusywritingdownsomedetailedinformation,butlatertheinterpreterwillfindhimselforherselfatalossashowtoreorganizethestructureandwheretostarthisorherinterpretation,thusgettingtheinterpretermorenervousandhaveanegativeinfluenceonthefollowingtask.Inordertoconveywhatthespeakerexpresses,theinterpreterisrequiredtounderstandthesourcelanguage,thennextheorshewillbeabletotakenoteseffectively.Secondly,interpretersneedtotakedownthekeywordsinsteadofeveryword.Theinterpretershouldwritedownthewordsheorsheisgoingtosayratherthaneverywordtheinterpreterhearsaccordingtothestructureoftheoriginallanguage.Bywritingdownthekeywords,theinterpreterisabletoexpresswhatthespeakerhassaidinthecorrectformoftargetlanguageingeneral.Besides,figures,placesandnumbersandotherdetailedinformationarealsoneededtobewrittendownaskeywordsincetheyareimportantpartsofthespeaker’sspeeches.Lastbutnotleast,theinterpretersshouldusewords,symbolsandtheabbreviationsinthenotesproperly.Innote-taking,thesesymbols,abbreviationscansavetheinterpreter’stime,sotheinterpretercanusesomecommonsymbolstohelphimorherbettertakenotes.However,toomanysymbolsandabbreviationsinthenotesmaysometimesgiverisetoconfusion.Ontheotherhand,theinterpretercangraduallydevelophisorherownnote-takingsystemthroughyearsofpractice.4.LiteratureReviewonNote-takinginConsecutiveInterpretationAsitisputforwardinDanielGile’sEffortModel,short-termmemoryisinstrumentaltoconsecutiveinterpretation,whichisoneoftheverynaturesofnote-taking.Therefore,intermsoftheshort-termmemoryinnote-takinginconsecutiveinterpretation,here,theauthorquotestheDanielGile’sEffortModelasthetheoreticalfoundationtofurtherillustratetheverynatureofnote-takinginconsecutiveinterpretation.4.1DanielGile’sEffortModelInhisbook(BasicConceptsandModelsforInterpreterandTranslatorTraining),DanielGileputforwardhisEffortModel.Andaccordingtohismodel,consecutiveinterpretationisperformedintwophases.4.1.1PhaseonePhaseone:CL＝L﹢M﹢N﹢CL＝ListeningandanalysisM＝Short-termmemoryoperationsN＝NotetakingC＝CoordinationAccordingtoGile,theinterpreterhasnotonlytolistenandanalyzetheoriginalsourcelanguage,butalsohastocompareitwiththestoredpatternsinhisorhershort-termmemory.Theproductionofthefistphaseisincloselinkswiththeproductionofthenotes.Whiletakingnotes,theinterpreterhastodecidewhichtonotedownandwhichdonot.4.1.2PhasetwoCI＝Rem﹢Read﹢PRem＝RememberingRead＝Note-readingP＝ProductionThisphaseismoreconcernedwiththelong-termmemoryratherthanshort-termmemoryasphaseonedoes.Theclearerthenotesarewrittendown,thelessrememberingcapacitywillbecome.DanielGileplacesmoreimportanceontheattention.Justasfollows:(刘和平,2005:40)(1)TR＜TA(2)LR＜LA(3)NR＜NA(4)MR＜MA(5)CR＜CAIftheinterpreter’sattentionwhichisplacedonthespeechislargerthantotalrequirements,problemswilloccurandthereforedeterioratethequalityofinterpreting.JustasGileexplainsinhisownway,theEffortModelisamodelofoperationalconstraints,notarchitecturalmodels,insofarastheydonotpostulateaparticularmentalstructureandinformation-processingflow,asisthecaseoftheothermodelsmentionedabove.(Nord,2001:154)5.FactorsAffectingEfficientNote-takinginConsecutiveInterpretationTherehavebeendifferentviewsasfornote-taking.Agroupofscholarshavepointedoutthatifnote-takingisnotconductedwell,itwillcausesomeproblemsduringinterpretation.DanielGileoncedidanexperimentandfoundthatstudentswhohavenotbeenproperlyinstructedinitsprincipalandtechniquestendtomissmorenameswheninterpretingaftertakingnotesthanwhentheydonottakenotes.(Gile,1996:47)Thenwhatfactorscanaffectnote-takinginconsecutiveinterpretation?5.1DifficultiesinmemorizingthesourceinformationInChinesestructures,thesubjectisoftenomittedafteritismentionedonce.Besides,thereareallkindsofparallelorparallelelementsinsentences,withmorefast-paceandmoremodifiedingredients,thustheinformationisnotclearenoughfortheinterpretertograspthegistofthespeaker’sspeeches,causinginterpretershavegreatdifficultyinlisteningcomprehension,nottomentionmemorydifficulties.(张维为,1999:308)5.2IncapabilityofrecallingthesourceinformationOneofthefeaturesoftakinginvalidnotesisthattheinterpreterisunabletorecognizethelanguageofsymbolsheorshehasrecorded.Althoughtheinterpretershavewrittendownalotofnotes,theyturnouttobeinvain,sincetheinterpreterscanhardlyidentifytheirownnotes.Itfollowsthatsuchvainlynotescanbringusnothingbutpause,hesitationandsoon,endingupwithunsatisfactoryinterpretation.Anotherfeatureofinvalidnote-takingisthattheinterpretersareunabletorecognizetheacronymstheyuseinthenotes.Therefore,withtheambiguousnotes,theinterpretersoftenfindthemselvesfacedwithanembarrassingsituation.Again,thishasledtothephenomenonofinterpretationpause.Thethirdfeatureofinvalidnotesisthatthenotes,whicharewrittendownbytheinterpretersthemselves,arenotinaccordancewiththeoriginalsourcelanguage.5.3WrongformatofnotesInthecourseoftakingnotes,theinterpretersmayknowwhatthenotesmeanatthatverymoment,however,withtheadventofmoreinformationsourcesintomind,thepreviousmemoryofthenotesmaybedestroyedbynewinformation,evenfinally,theinterpreterscannotrecallwhatthenotesdoesmean.Asforthisphenomenon,thereasonisthatthesymbolstheyhavewrittendownareofarbitraryandunifiedones,lackingofconsistentandrecognizablesymbols,orsimplybecauseaworddoesnotalwaysrepresentafixedthing.Duetoalackoftrainingoftheformatofnote-taking,theinterpreterscannothaveamature,consistentsystemofnote-taking.Therefore,theyoftenspendtimelookingfornotes,withdetrimentalconsequencestoaffecttheefficiencyofinterpretation.5.4OverdependenceonnotesInsteadofunderstandingandanalyzingthesourcelanguage,someinterpretersarealwaysblindlybusywithlisteningandrecordingnotes.Theresultisthattheycannotunderstandthesourcelanguageinformation.Sincetheinterpretersaresodependentonthenotesthattheypaygreatattentiontowritingdownnotes,ratherthanstressontheircomprehensionoftheoriginallanguage.However,itmakesnosensetotakelotsofnoteswithouthavingagoodunderstandingoftheoriginalinformation.6.SuggestionsforEffectiveTeachingMethodsforNote-takingInthepreviouschapters,wehaveillustratedfeaturesofnote-taking,includingitsbasicpremisesandprinciplesinnote-taking.Besides,weknowthefactorsthatmayaffecttheefficientnote-takinginthecourseofyieldinggoodqualityofinterpretation.Ifnotesaretakenproperly,itcouldhelpalleviatethememoryloadandhaveapositiveinfluenceonthefinalreproduction.Theninthischapter,wewouldcomeupwithsomesuggestionsforeffectivemethodsfornote-taking.6.1A“short-termmemory”trainingmethodBasedonthenatureofnote-taking,weknowabettercomprehensionofthespeakeristhepremiseforeffectivenote-taking.Besides,consecutiveinterpretationdependsgreatlyontheinterpreter’sshort-termmemory.Therefore,weadvocatea“short-termmemory”trainingmethodininterpretation.Inthistrainingcourse,wecanlettheinterpretersinterpretonesentenceafteronesentenceinaregulatedperiod.Andthenaskthemtorepeatwhatthespeakersaysintheirownwordstocheckwhethertheyunderstandthemeaningornot.Thiscoursecanhelptraintheinterpreters’short-termmemoryandmakesurethattheinterpreterscanunderstandtheoriginalinformation.6.2A“balanceddistribution”trainingmethodAccordingtoGile’sEffortModel,weknowthatalthoughnote-takingcanhelptheinterpretersalotinreproducinggoodinterpretation,itmaystillgiverisetoproblemsifattentionisnotproperlydistributedintheprocessoftakingnotes.Basedonthis,wepromotea“balanced-distribution”course.Duetothelimitedprocessingcapacity,theinterpretersshouldnotspendtoomuchtimeonnote-taking,whichwillotherwiseleadtotheincreaseofthememoryload,sotheinterpretersshouldstriveabalancebetweenlistening,takingnotesandanalyzing.Inthiscourse,interpretersareaskedtointerpretinaregulatedperiod,withdecreasingsecondstostimulatetheinterpreterstothinkmoreactivelyanddeliberately.6.3A“keywords”trainingmethodWeknowkeywordscanbeveryhelpfulinremindinginterpretersoftheoriginallanguage.Notesshouldbesimpleandconcisetofacilitatetherecording.Thena“keywordstraining”courseisinfavor.Theinterpretersshouldwritedownsomekeywordswhichcanstimulatetheirmemoryoftheoriginalinformationinsimplewordsorsymbols,suchasChineseletters,abbreviationofEnglishwordsthatcanberegardedasagoodmethodtomakethenotessimpleinappearancebutinformativeincontent.Buttheinterpretersshouldbearinmindthattheyshouldsetupasystemofnote-takingsymbolsoftheirownthroughyearsofpractice.7.ConclusionConsecutiveinterpretingfacilitatescross-culturalcommunicationbetweenpeoplefromallovertheworld,andmakestheworldbecomingsmallerandsmaller,justaswecallit“theglobalvillage”.Withcloserelationshipwiththerestoftheworld,consecutiveinterpretationisbecomingmoreandmoremature,andlotsofstudieshavebeenheldinthisrelevantfield,especiallyintheaspectofnote-taking.Inthebeginningofthisdissertation,weintroducewhatareconsecutiveinterpretation,andtherolenote-takingplaysinconsecutiveinterpretation.Thenthefeaturesofnote-takingarediscussedinthefollowing.Intermsoftheshorttermmemorizing,DanielGile’sEffortModelisquotedasthetheoreticalfoundation.Besides,ittellsusthatthoughnote-takingplaysanimportantroleindeterminingthequalityoftheinterpretation,interpretersshouldproperlydistributeattentiontolistening,understandingandwritinginthecourseoftakingnotes,otherwiseitmaygiverisetoproblems.Basedonthesestudies,theauthorfurtherillustratessomefactorsthatmayaffectefficientnote-takinginconsecutiveinterpretation.Ononehand,thedissertationillustratestheimportanceofnote-taking,whileontheotherhand,italsopresentswhatweshouldnotneglectinnote-taking,thatis,weshouldnotpaytoomuchattentiontonote-takingandbesides,weshouldnotdependtoomuchonnote-taking.Otherwise,impropernote-takingwouldalsodeterioratethequalityofinterpretingoutput.Basedonanobjectiveanalysisofnote-takinginconsecutiveinterpretation,theauthorrelatesinterpretingtheoriestointerpretingteachingmethods,tryingtoputforwardsuggestionsforpedagogicalteachinginordertodealwithpracticalinterpretingproblemsandfacilitatingthequalityofinterpretation.Duetotheinadequatematerialsandalackofpersonalexperience,theauthorhopesmoreresearchandinnovationscanbeconductedinthefield.Thestudentsmustbearinmindthatthereisnoshortcutfortheimprovementofinterpretingperformanceandonlythroughyearsofhardtrainingcantheygraspthemasteryofthenote-takingskills.基于C8051F单片机直流电动机反馈控制系统的设计与研究基于单片机的嵌入式Web服务器的研究MOTOROLA单片机MC68HC（8）05PV8/A内嵌EEPROM的工艺和制程方法及对良率的影响研究基于模糊控制的电阻钎焊单片机温度控制系统的研制基于MCS-51系列单片机的通用控制模块的研究基于单片机实现的供暖系统最佳启停自校正（STR）调节器单片机控制的二级倒立摆系统的研究基于增强型51系列单片机的TCP/IP协议栈的实现基于单片机的蓄电池自动监测系统基于32位嵌入式单片机系统的图像采集与处理技术的研究基于单片机的作物营养诊断专家系统的研究基于单片机的交流伺服电机运动控制系统研究与开发基于单片机的泵管内壁硬度测试仪的研制基于单片机的自动找平控制系统研究基于C8051F040单片机的嵌入式系统开发基于单片机的液压动力系统状态监测仪开发模糊Smith智能控制方法的研究及其单片机实现一种基于单片机的轴快流CO〈,2〉激光器的手持控制面板的研制基于双单片机冲床数控系统的研究基于CYGNAL单片机的在线间歇式浊度仪的研制基于单片机的喷油泵试验台控制器的研制基于单片机的软起动器的研究和设计基于单片机控制的高速快走丝电火花线切割机床短循环走丝方式研究基于单片机的机电产品控制系统开发基于PIC单片机的智能手机充电器基于单片机的实时内核设计及其应用研究基于单片机的远程抄表系统的设计与研究基于单片机的烟气二氧化硫浓度检测仪的研制基于微型光谱仪的单片机系统单片机系统软件构件开发的技术研究HYPERLINK"/