㈠ 他们把多年积累下来的教学经验和最新的教学成果通过网络传送到全国，甚至全世界. 英语翻译
他们把多年积累下来的教学经验和最新的教学成果通过网络传送到全国，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 求翻译“随着网络教育受到越来越多的关注，它的地位和作用还将进一步得到提升”
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 请将这段中文翻译成英文：随着网络的普及，越来越多的人们很容易接触到他。毫无疑问，网络有很多好处。.
With the popularity of the Internet, more and more people can easily access to it. Without any doubt, the Internet has many advantages.
㈣ 关于网络教育的英文论文（最好有中文翻译）
外文文献及翻译
一、英文文献
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、中文翻译
远程教育为爱沙尼亚的图书馆员提供了一种新的可能
远程教育在爱沙尼亚
在欧洲，远程高等教育是在其演化的第三阶段开始的。在进步的教育家说来，远距离学习，灵活的学习，基于资源的学习，开放学习和以计算机为媒介的学习变得越来越普遍。但是，在爱沙尼亚，远程教育还不是一个被广泛熟知的概念。远程教育与的大部分在旧体制下被提供的函授教育的人相关联，也往往和它最明显的体现方式——技术相关联。因此，向爱沙尼亚教育系统传达对现代远程教育的理解是十分重要的。
1993年1月29日，在他们的会议上，北欧部长理事会作出裁决，支持对波罗的海国家和邻近地区的行动方案。在这项行动方案中，也为远程教育中教育项目制定了相关条款。在这个基础上，理事会接受了来自欧洲远程教育网络主席代表在芬兰，挪威和瑞典的国家远程教育协会在波罗的海国家进行可行性研究的申请报告。这个可行性研究的目的是：
•估定远程教育在三个波罗的海国家的技术状况
•鉴定在这些地区进一步发展远程教育所需要的条件
1993年3月，中欧和东欧国家建议在该工作组的框架内进行人力资源的区域倡议，以与法尔共同建立一个区域远程教育网络。作为起步，这样一个在中欧和东欧的区域远程教育可行性研究是委任的，远程教育大学欧洲协会与其签订合同，将作为统筹员和匈牙利文化教育部
进行这项研究。关于现代远程教育发展的可行性研究是在1993年由北欧部长理事会和法尔分派的专家小组开始执行的。
1993年10月，在一次布达佩斯的所有11个法尔国家的官方代表研讨会上，与会者一致认为，一个区域的远程教育网络，应该设立一个长远的眼光。紧跟着可行性研究，一项关于300万ECU的叫做法尔多国远程教育合作试点项目的融资方案，于1994年通过。
该试点项目的目的是：
•通过采取措施来提高认识，发展工作人员，介绍现有模型和远程教育的机制，以作为国家在远程教育领域政策制定的催化剂
•在参与国家建立一个网络国家联络点，在所有国家建立、发展必要的基础设施，使他们能在平等的基础上进行合作
•发展在试验基础上的两个试点课程（欧洲远程练习器的研究和培训），以测定参与国家核心课程模块是否可以适应国家的需求和背景，从而共同发展的可行性
•在上述项目的基础上，以界定在哪些合作区域能产生一个局部共同利益的重要附加值，无论从提高产出质量，发展的速度或经济的规模
在法尔远程教育多国合作的项目框架中，爱沙尼亚的国家联络点成立于1994年11月7日，区域中心分别设在塔林的教学大学，塔尔图大学和塔林技术大学。1996年8月22日，国际研讨会“现代化的训练和大学教育”被安排在塔林大学，讨论了爱沙尼亚在远程教育领域发生的情况。在这次研讨会上，指出了爱沙尼亚远程教育广泛传播方面的最大障碍：
•缺乏适当的文学和印刷材料;
•缺乏现代知识;
•老式的学术人员和面向主题的教学;
•缺乏思想和/或缺乏在策略层面上的远程教育政策;
还有人提到，一个国家电信网络的高速发展提供了一种在远程教育领域运用最新近技术的可能性。把图书馆、信息中心、大学和学校连接到互联网上提供了在爱沙尼亚遍及远程教育的一个很好的机会。
远程学习试点项目，为学校图书馆员
远程教育的试点项目在学校图书馆的应用，以采取灵活的学习方法是它的第一个项目。课程设计与开发的步骤，地区需求的鉴定，适当的学习媒体的选择等，在1995年开始。远程教育在学校图书馆的试点项目于1996年5月开始，将于1997年6月结束。
该项目的目的
该项目的目的是为爱沙尼亚的学校图书馆带来优质的服务和持续的教育。其目的还在于使与会者能够意识到网络存在的潜力，获得一些网络信息寻求和检索的基本技巧，通过万维网在互联网上发布信息，公共关系和营销，用户教育等。今天，通过在家里或工作场所的电脑，教育工作者或学习者可以接触到大量的图书馆目录，期刊索引，参考书籍，全文期刊文章和书籍，艺术展览，就业通知书，小组讨论，业务数据等。学员在学校需要帮助，来将信息转化为知识，以避免信息超载，并找出每一个学习者具体需要和能力的最佳来源。我们希望学校图书馆在爱沙尼亚每个学校的教育过程中起到积极的作用，并支持教师和学生在展示如何利用对他们有效的现代信息资源的工作。
内容
试点项目由四个单元组成。每个单元由四十个小时组成，包括面对面的会议，自我学习，补习和小组工作。介绍会议的16个小时是鉴于在第一模块采用传统的面对面的方法，12个附加的小时是为了学生为远程信息处理技术为基础的课程组成部分做准备而提供的。远程教育的关键是向学校图书馆引进灵活的学习，基于资源的学习和开放的学习。有关挑战和学校可能性的观点也被给予。内容包括基本网络概念，互联网的基本工具，网络信息寻求和检索，通过万维网在互联网上发布信息，公共关系和营销，用户教育和咨询。至目前为止，在为教育使用因特网的过程中的一些优势和遇到的困难，提供已详述如下。完整的评价试验项目，将在1997年6月给出。
sirje virkus 信息研究，第二册第四章， 1997年4月
㈤ "得到了越来越多客户的认可与赞同" 翻译成英语
"Obtained the more and more many customers approval with to approve sucks"
㈥ 求翻译“1.随着网络的进步，越来越多的信息被录入网络2.越来越多的老师开始上传他们自己的教学视频”。
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 什么原因导致网络教育在短时间内形成热潮把这句话翻译成英文
What has caused the upsurge of online ecation in a short period of time?
㈧ 随着网络的兴起，上网人数越来越多。翻译成英语
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 “网络教学”怎么翻译好
distance ecation
远程的是long-distance ecation
㈩ 请将这段中文翻译成英文：随着网络的普及，越来越多的人们很容易接触到他。毫无疑问，网络有很多好处。...
①人类将步入信息时代，网络越来越强烈地介入我们的生活，越来越贴近我们小学生。小学生上网到底是利大还是弊大呢？我方坚信：小学生上网利大于弊。我将从4个方面来阐述我方观点：1.必要性。这是一个知识经济的时代，信息正在以前所未有的速度膨胀和爆炸，未来的世界是网络的世界，要让我国在这个信息世界中跟上时代的步伐，作为21世纪主力军的我们，必然要能更快地适应这个高科技的社会，要具有从外界迅速、及时获取有效科学信息的能力，具有传播科学信息的能力，这就是科学素质。而网络恰恰适应了这个要求。邓小平同志不是说："计算机要从娃娃抓起"。2.实用性。网络世界资源共享，它就像一个聚宝盆，一座取之不尽用之不竭的"富金山"，谁勤于在这座金山上耕耘劳动，谁就会有所得。你可以从中最快地查找学习资料，可以学会更多课堂外的知识，并灵活地运用课内知识，促进思维的发展，培养小学生的创造力。上网还可以超越时空和经济的制约，在网上接受名校的教育，有什么问题，你也尽可以随时通过E-mail请求老师的指导。而且互联网上的交互式学习、丰富的三维图形展示、语言解说等多媒体内容，使得学习变得轻松、有趣，这是任何教科书都不可能具备的。3.现实性。我省的曙光工程就是为了快速推进教育信息化，在我省每所中小学建立因特网教室，普及计算机因特网知识，推动小学生家庭上网，实现远程教育与知识共享为全省中小学生提供免费的网上课内外辅导培养小学生学习和应用信息、技术的兴趣与意识，培养学生获取、分析、处理信息的能力。再看看我们身边，学校的网站不正搞的红红火火，林寿桦书记、陈欣老师不也建议大家去学校的网站看一看吗？年段、班级的网页不也都在紧锣密鼓的制作吗？
③有利之处 ：第一、可以开阔视野。上网可以及时了解时事新闻，获取各种最新的知识和信息，对以后的学习和生活都有很好的指导作用。上网可以充实头脑，只要留心就可以学到许多学校里学不到的知识。 第二、可以对外交流。学生的一个被人经常提及的缺点就是缺乏信心，不敢与外界对话、交流。现在有了互联网，他们可以彻底克服这个心理障碍，并且在对外交流的过程当中，又开阔了自己的视野。网络为教育资源的交流提供了便捷的通道，不仅老师，而且学生也可以通过互联网登录各类教育网站获取学习资讯。第三、可以促进青少年个性化发展。消除心理障碍，可以没有顾忌地向网友倾诉心事，减轻课业负担所造成的心理压力。
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.