㈠ 他們把多年積累下來的教學經驗和最新的教學成果通過網路傳送到全國，甚至全世界. 英語翻譯
他們把多年積累下來的教學經驗和最新的教學成果通過網路傳送到全國，甚至全世界.
They have accumulated many years of teaching experience and the latest teaching achievement through the network to everyone in the country, and around the world.
㈡ 求翻譯「隨著網路教育受到越來越多的關注，它的地位和作用還將進一步得到提升」
As the online ecation draws more and more attention of the public, it is absolutely a promising future that its position and influence will rise a lot.
㈢ 請將這段中文翻譯成英文：隨著網路的普及，越來越多的人們很容易接觸到他。毫無疑問，網路有很多好處。.
With the popularity of the Internet, more and more people can easily access to it. Without any doubt, the Internet has many advantages.
㈣ 關於網路教育的英文論文（最好有中文翻譯）
外文文獻及翻譯
一、英文文獻
Distance ecation as a new possibility for librarians in Estonia
Distance ecation in Estonia
Distance higher ecation in Europe is at the beginning of the third phase in its evolution (Bang 1995) and distance learning, flexible learning, resource-based learning, open learning and computer-mediated learning are becoming commonplace in the progressive ecator's vocabulary. Still, there is no widespread familiarity with the concept of modern distance ecation in Estonia. Distance ecation is associated by most people with the kind of correspondence ecation that was offered under the old regime and is often also associated with its most evident manifestation, i.e. technology. It is therefore important to convey an understanding of modern distance ecation to the Estonian ecational systems (Distance 1993).
At their meeting January 29, in 1993, the Nordic Council of Ministers made a ruling to support the Action Programme for the Baltic countries and neighbouring areas. In this Action Programme provisions were also made for ecational projects in distance ecation. On this basis, the Council accepted an application from the President of the European Distance Ecation Network (EDEN) on behalf of the national associations of distance ecation in Finland, Norway, and Sweden to perform a feasibility study in the Baltic countries. The aims of the feasibility study were to:
• assess the state of art of distance ecation in the three Baltic states, as well as to
• identify the needs that exist for further development of distance ecation in the region (Distance..., 1993).
In March 1993 the Central and Eastern European countries proposed, in the framework of the working group on regional initiatives in human resources, to establish a Regional Distance Ecation Network in co-operation with PHARE. As a first step a feasibility study on the development of such a Regional Distance Ecation Network in Central and Eastern Europe was commissioned and the European Association of Distance Teaching Universities (EADTU) was contracted to carry out this study with the Ministry of Culture and Ecation of Hungary as co-ordinator. Feasibility studies on the development of modern distance ecation were carried out in 1993 by groups of experts engaged by the Nordic Council of Ministers and PHARE.
In October 1993, at a seminar in Budapest for the official representatives of all eleven PHARE countries, it was agreed unanimously that a Regional Distance Ecation Network should be set up with a long-term perspective. Following the feasibility study, a financing proposal was agreed in 1994 for a three million ECU pilot project called PHARE Pilot Project for Multi-Country Co-operation in Distance Ecation.
The pilot project aimed:
• to act as a catalyst for national policy formulation in the field of distance ecation through measures for awareness raising, staff development, the presentation of existing models and mechanisms of distance ecation;
• to establish a network of National Contact Points in the participating countries and to develop the necessary infrastructure in all countries to allow them to co-operate on an equal basis;
• to develop on an experimental basis two pilot courses (European Studies and Training of Distance Trainers), thereby testing the feasibility of joint development by the participating countries of core course moles which can then be adapted to national requirements and context;
• on the basis of the above items, to define areas of common interests in which regional co-operation can proce an important added value, in terms of enhanced quality of outputs, speed of development and/or economies of scale (Benders, 1996).
The Estonian National Contact Point was established on 7th November,1994 and Regional Centres were set up at the Tallinn Pedagogical University, the Tartu University and the Tallinn Technical University in the framework of PHARE Programme for Multi-Country Co-operation in Distance Ecation. On August 22nd 1996 the international seminar "Modern Training and University Ecation" was arranged at the Tallinn Pedagogical University to discuss what has happened in the field of distance ecation in Estonia. At this Seminar the main obstacles to delivering distance ecation widely in Estonia were pointed out:
• lack of appropriate literature and printed materials;
• lack of modern knowledge;
• old-fashioned academic staff and subject-oriented teaching;
• lack of ideology and/or policy at the strategy level about distance ecation;
• few active learners (Jõgi 1996).
Still, it was mentioned that the rapid development of a national telecommunication network provides a possibility to make use of the most recent information technology in the field of distance ecation. Connecting the libraries, information centres, universities and schools to the Internet gives good opportunity to disseminate distance ecation all over Estonia.
Distance learning pilot project for school librarians
The distance ecation pilot project for school librarians is the first project in the Centre adopting flexible learning methods. Steps in the design and development of courses, identification of areas of need, selection of appropriate learning media, etc. began in 1995. The distance ecation pilot project for school librarians started in May 1996 and will end in June 1997.
The Aim of the Project
The aim of the project is to bring quality in service and continuing ecation to school librarians in Estonia. This project also aims to enable participants to become aware of the potential of network possibilities, to gain some basic skills about network information seeking and retrieval, publishing on the Internet via the World Wide Web, public relations and marketing, user ecation, etc. Today, from the computer at home or at workplace, the ecator or learner can access to the vast amount of library catalogues, journal indexes, reference books, full text of journal articles and books, art exhibits, employment notices, discussion groups, business data, etc. The learners in schools need help to convert information into knowledge, to avoid information overload and to identify the best sources for the specific needs and abilities of each learner. We do hope that the school library will play an active part in the ecational process of every school in Estonia and will support the work of teachers and students in showing how to make use of the modern information sources available to them.
The content
The Pilot project consists of four moles. Each mole consists of 40 hours and includes face to face session, self studying, tutorial and group works. An introctory session of 16 hours was given ring the first mole using the traditional face-to-face method and 12 additional hours were offered in order to prepare students for the telematics-based components of the course. Key aspects of distance ecation were covered and terms as distance ecation, flexible learning, resource-based learning and open learning were introced to school librarians. An overview about challenges and school possibilities was also given. Topics covered include basic network concepts, Internet basic tools, network information seeking and retrieval, publishing on the Internet via the World Wide Web, public relation and marketing, user ecation and consulting.
Some of the advantages and difficulties experienced up to the present in using the Internet for ecational delivery have been described below. The complete evaluation of the Pilot Project will follow in June 1997.
sirje virkus Information Research, Vol. 2 No. 4, April 1997
二、中文翻譯
遠程教育為愛沙尼亞的圖書館員提供了一種新的可能
遠程教育在愛沙尼亞
在歐洲，遠程高等教育是在其演化的第三階段開始的。在進步的教育家說來，遠距離學習，靈活的學習，基於資源的學習，開放學習和以計算機為媒介的學習變得越來越普遍。但是，在愛沙尼亞，遠程教育還不是一個被廣泛熟知的概念。遠程教育與的大部分在舊體制下被提供的函授教育的人相關聯，也往往和它最明顯的體現方式——技術相關聯。因此，向愛沙尼亞教育系統傳達對現代遠程教育的理解是十分重要的。
1993年1月29日，在他們的會議上，北歐部長理事會作出裁決，支持對波羅的海國家和鄰近地區的行動方案。在這項行動方案中，也為遠程教育中教育項目制定了相關條款。在這個基礎上，理事會接受了來自歐洲遠程教育網路主席代表在芬蘭，挪威和瑞典的國家遠程教育協會在波羅的海國家進行可行性研究的申請報告。這個可行性研究的目的是：
•估定遠程教育在三個波羅的海國家的技術狀況
•鑒定在這些地區進一步發展遠程教育所需要的條件
1993年3月，中歐和東歐國家建議在該工作組的框架內進行人力資源的區域倡議，以與法爾共同建立一個區域遠程教育網路。作為起步，這樣一個在中歐和東歐的區域遠程教育可行性研究是委任的，遠程教育大學歐洲協會與其簽訂合同，將作為統籌員和匈牙利文化教育部
進行這項研究。關於現代遠程教育發展的可行性研究是在1993年由北歐部長理事會和法爾分派的專家小組開始執行的。
1993年10月，在一次布達佩斯的所有11個法爾國家的官方代表研討會上，與會者一致認為，一個區域的遠程教育網路，應該設立一個長遠的眼光。緊跟著可行性研究，一項關於300萬ECU的叫做法爾多國遠程教育合作試點項目的融資方案，於1994年通過。
該試點項目的目的是：
•通過採取措施來提高認識，發展工作人員，介紹現有模型和遠程教育的機制，以作為國家在遠程教育領域政策制定的催化劑
•在參與國家建立一個網路國家聯絡點，在所有國家建立、發展必要的基礎設施，使他們能在平等的基礎上進行合作
•發展在試驗基礎上的兩個試點課程（歐洲遠程練習器的研究和培訓），以測定參與國家核心課程模塊是否可以適應國家的需求和背景，從而共同發展的可行性
•在上述項目的基礎上，以界定在哪些合作區域能產生一個局部共同利益的重要附加值，無論從提高產出質量，發展的速度或經濟的規模
在法爾遠程教育多國合作的項目框架中，愛沙尼亞的國家聯絡點成立於1994年11月7日，區域中心分別設在塔林的教學大學，塔爾圖大學和塔林技術大學。1996年8月22日，國際研討會「現代化的訓練和大學教育」被安排在塔林大學，討論了愛沙尼亞在遠程教育領域發生的情況。在這次研討會上，指出了愛沙尼亞遠程教育廣泛傳播方面的最大障礙：
•缺乏適當的文學和印刷材料;
•缺乏現代知識;
•老式的學術人員和面向主題的教學;
•缺乏思想和/或缺乏在策略層面上的遠程教育政策;
還有人提到，一個國家電信網路的高速發展提供了一種在遠程教育領域運用最新近技術的可能性。把圖書館、信息中心、大學和學校連接到互聯網上提供了在愛沙尼亞遍及遠程教育的一個很好的機會。
遠程學習試點項目，為學校圖書館員
遠程教育的試點項目在學校圖書館的應用，以採取靈活的學習方法是它的第一個項目。課程設計與開發的步驟，地區需求的鑒定，適當的學習媒體的選擇等，在1995年開始。遠程教育在學校圖書館的試點項目於1996年5月開始，將於1997年6月結束。
該項目的目的
該項目的目的是為愛沙尼亞的學校圖書館帶來優質的服務和持續的教育。其目的還在於使與會者能夠意識到網路存在的潛力，獲得一些網路信息尋求和檢索的基本技巧，通過萬維網在互聯網上發布信息，公共關系和營銷，用戶教育等。今天，通過在家裡或工作場所的電腦，教育工作者或學習者可以接觸到大量的圖書館目錄，期刊索引，參考書籍，全文期刊文章和書籍，藝術展覽，就業通知書，小組討論，業務數據等。學員在學校需要幫助，來將信息轉化為知識，以避免信息超載，並找出每一個學習者具體需要和能力的最佳來源。我們希望學校圖書館在愛沙尼亞每個學校的教育過程中起到積極的作用，並支持教師和學生在展示如何利用對他們有效的現代信息資源的工作。
內容
試點項目由四個單元組成。每個單元由四十個小時組成，包括面對面的會議，自我學習，補習和小組工作。介紹會議的16個小時是鑒於在第一模塊採用傳統的面對面的方法，12個附加的小時是為了學生為遠程信息處理技術為基礎的課程組成部分做准備而提供的。遠程教育的關鍵是向學校圖書館引進靈活的學習，基於資源的學習和開放的學習。有關挑戰和學校可能性的觀點也被給予。內容包括基本網路概念，互聯網的基本工具，網路信息尋求和檢索，通過萬維網在互聯網上發布信息，公共關系和營銷，用戶教育和咨詢。至目前為止，在為教育使用網際網路的過程中的一些優勢和遇到的困難，提供已詳述如下。完整的評價試驗項目，將在1997年6月給出。
sirje virkus 信息研究，第二冊第四章， 1997年4月
㈤ "得到了越來越多客戶的認可與贊同" 翻譯成英語
"Obtained the more and more many customers approval with to approve sucks"
㈥ 求翻譯「1.隨著網路的進步，越來越多的信息被錄入網路2.越來越多的老師開始上傳他們自己的教學視頻」。
With the progress made in the network, more and more information is recorded in net.
More and more teachers begin to upload their teaching videoes on net.
㈦ 什麼原因導致網路教育在短時間內形成熱潮把這句話翻譯成英文
What has caused the upsurge of online ecation in a short period of time?
㈧ 隨著網路的興起，上網人數越來越多。翻譯成英語
With the development of Network,more and more people begin to surf the Internet.Some people think that everything exists on line and they doesn't need books any more.But some other people think that there are too many temptations on line,so to read books is the better choice.
㈨ 「網路教學」怎麼翻譯好
distance ecation
遠程的是long-distance ecation
㈩ 請將這段中文翻譯成英文：隨著網路的普及，越來越多的人們很容易接觸到他。毫無疑問，網路有很多好處。...
①人類將步入信息時代，網路越來越強烈地介入我們的生活，越來越貼近我們小學生。小學生上網到底是利大還是弊大呢？我方堅信：小學生上網利大於弊。我將從4個方面來闡述我方觀點：1.必要性。這是一個知識經濟的時代，信息正在以前所未有的速度膨脹和爆炸，未來的世界是網路的世界，要讓我國在這個信息世界中跟上時代的步伐，作為21世紀主力軍的我們，必然要能更快地適應這個高科技的社會，要具有從外界迅速、及時獲取有效科學信息的能力，具有傳播科學信息的能力，這就是科學素質。而網路恰恰適應了這個要求。鄧小平同志不是說："計算機要從娃娃抓起"。2.實用性。網路世界資源共享，它就像一個聚寶盆，一座取之不盡用之不竭的"富金山"，誰勤於在這座金山上耕耘勞動，誰就會有所得。你可以從中最快地查找學習資料，可以學會更多課堂外的知識，並靈活地運用課內知識，促進思維的發展，培養小學生的創造力。上網還可以超越時空和經濟的制約，在網上接受名校的教育，有什麼問題，你也盡可以隨時通過E-mail請求老師的指導。而且互聯網上的互動式學習、豐富的三維圖形展示、語言解說等多媒體內容，使得學習變得輕松、有趣，這是任何教科書都不可能具備的。3.現實性。我省的曙光工程就是為了快速推進教育信息化，在我省每所中小學建立網際網路教室，普及計算機網際網路知識，推動小學生家庭上網，實現遠程教育與知識共享為全省中小學生提供免費的網上課內外輔導培養小學生學習和應用信息、技術的興趣與意識，培養學生獲取、分析、處理信息的能力。再看看我們身邊，學校的網站不正搞的紅紅火火，林壽樺書記、陳欣老師不也建議大家去學校的網站看一看嗎？年段、班級的網頁不也都在緊鑼密鼓的製作嗎？
③有利之處 ：第一、可以開闊視野。上網可以及時了解時事新聞，獲取各種最新的知識和信息，對以後的學習和生活都有很好的指導作用。上網可以充實頭腦，只要留心就可以學到許多學校里學不到的知識。 第二、可以對外交流。學生的一個被人經常提及的缺點就是缺乏信心，不敢與外界對話、交流。現在有了互聯網，他們可以徹底克服這個心理障礙，並且在對外交流的過程當中，又開闊了自己的視野。網路為教育資源的交流提供了便捷的通道，不僅老師，而且學生也可以通過互聯網登錄各類教育網站獲取學習資訊。第三、可以促進青少年個性化發展。消除心理障礙，可以沒有顧忌地向網友傾訴心事，減輕課業負擔所造成的心理壓力。
With the rapid development of the Internet，more and more people have access to it easily. There is no doubt that the Internet has many advantages.
However, many teenagers fail to take good advantages of it. Instead, they become addicted to playing computer games and let their studies slide.
There are lots of reasons for this problem, one of which is that these students are under great pressure.
Therefore, we should take effective measures to lighten their burden. Only in this way can students promote their healthy development both physically and mentally.