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河北金融学院—学生翻译实践

以下内容为河北金融学院学生最近一个月内的翻译实践成果

学习贯彻党的二十届四中全会精神中央宣讲团在外交部宣讲（2025-11-07）

学习贯彻党的二十届四中全会精神中央宣讲团报告会11月7日在外交部举行。中央宣讲团成员、中共中央政治局委员、中央外办主任王毅作宣讲报告。中央外办、外交部、国家国际发展合作署、全国对外友协有关负责同志及党员干部代表参加。王毅围绕习近平总书记重要讲话精神和全会通过的《建议》，深入阐释全会重大意义，深刻分析当前我国面临的外部环境，系统解读“十五五”时期经济社会发展的指导方针、主要目标、战略任务和重大举措等，并就外交外事战线学习宣传贯彻全会精神提出明确要求。王毅指出，全会为不确定的世界注入了稳定性，为全球的发展提供了正能量。外交外事战线要进一步提高政治站位，深入学习领会全会精神和习近平总书记重要讲话精神，在以习近平同志为核心的党中央坚强领导下，更加积极有为开展中国特色大国外交，不断开辟中国外交理论与实践新境界，塑造我国和世界关系新格局，不断提升我国国际影响力、感召力、塑造力。报告会后，王毅与基层党员干部代表交流互动，要求外交外事战线全体同志切实践行习近平总书记对外交队伍提出的重要要求，积极投身强国建设、民族复兴伟业，为构建人类命运共同体作出新的更大贡献。

2025-11-27 刘清梅 CATTI练笔中-英

习近平向亚太经合组织工商领导人峰会发表书面演讲（2025-10-31）

当地时间2025年10月31日下午，国家主席习近平向在韩国庆州举行的亚太经合组织工商领导人峰会发表题为《发挥亚太引领作用共促世界发展繁荣》的书面演讲。习近平指出，当前，国际形势变乱交织，世界正站在新的十字路口，何去何从将深刻影响世界未来。各方要展现远见和担当，作出符合亚太人民期待、经得起历史检验的抉择。历史昭示我们，人类命运休戚与共，霸权主义只会带来战乱和灾难，公平正义才是促进世界和平与发展的重要保障；对抗对立只会带来隔阂和动荡，合作共赢才是越走越宽的人间正道；单边主义只会带来割裂和倒退，多边主义才是应对全球性挑战的必然选择。习近平强调，中国始终是现行国际秩序的维护者、真正多边主义的践行者。中方相继提出共建“一带一路”倡议和全球发展倡议、全球安全倡议、全球文明倡议、全球治理倡议，为解决当今世界突出问题贡献了中国智慧和中国方案。明年中国将第三次担任亚太经合组织东道主，期待同各方携手构建亚太共同体，为亚太乃至世界和平与发展注入新动力。习近平指出，亚太经合组织因应经济全球化浪潮而创立，以促进贸易和投资自由化便利化、支持经济增长和繁荣为目标宗旨。各方应该重温初心，以更具活力和韧性的亚太合作为世界作出突出贡献。一是带头维护和平稳定。坚持各国无论大小、强弱、贫富，都有平等参与国际事务的权利。坚持共同、综合、合作、可持续的安全观，通过对话协商解决分歧和争端。二是带头实行开放融通。坚定维护以世贸组织为核心、以规则为基础的多边贸易体制，加强团结协作，维护全球产业链供应链稳定畅通，推进区域经济一体化和亚太自由贸易区建设，为全球经济增长贡献亚太力量。三是带头坚持合作共赢。秉持和而不同理念，充分发挥亚太经济体多样性突出的特点，促进优势互补，共同做大亚太合作蛋糕，形成各国相互成就、共同发展的合作格局。四是带头促进普惠包容。坚持以人为本，全面落实联合国2030年可持续发展议程，加大对发展中经济体支持，更好弥合发展鸿沟，不断增进人民福祉，促进亚太全体人民共同富裕。习近平强调，多年来，中国一直是世界经济增长的主要贡献者。“十四五”期间，中国经济实现5.5%左右的平均增速，对全球经济增长的贡献率稳定在30%左右。中国是唯一举办国家级国际进口博览会、持续向全世界开放市场的发展中国家，市场空间大、成长预期好，能够为全球工商界提供更多发展机遇；中国促进各类所有制企业公平竞争、竞相发展，外资准入负面清单已经减至29项，制造业领域已经实现“清零”，服务业将继续扩大开放，是全球公认最安全的国家之一，能够为全球工商界提供良好营商环境；中国积极发展未来产业、壮大新兴产业、升级传统产业，绿色化、数字化、智能化加快发展，创新势能正持续转化为经济动能，能够为全球工商界提供宽广创新舞台；中国协同推进降碳、减污、扩绿、增长，建成全球最大的可再生能源体系、最大最完整的新能源产业链，能够为全球工商界提供绿色增长条件。中国是全球工商界理想、安全、有为的投资目的地，与中国同行就是与机遇同行，相信中国就是相信明天，投资中国就是投资未来。习近平指出，亚太工商界是时代的先行者、变革的开拓者、潮流的引领者。希望大家继续发扬开拓进取、开放创新、坚韧不拔的企业家精神，共促亚太增长和繁荣，为开创亚太和世界更加美好的未来汇聚强大合力。

2025-11-27 赵兰康 CATTI练笔中-英

Social-Emotional Learning Can Boost Student Achievement. New Data Says By How Much.

Social-emotional learning programs can boost students’ academic performances, but a recent analysis found that program length matters when it comes to how much. Researchers from the Yale School of Medicine analyzed 40 studies on SEL programs that included data from more than 33,700 students in first through 12th grade. They found that students who participated in SEL programs saw improved academic performance no matter their grade level or whether their performance was measured with GPA or standardized test scores. The report builds upon a 2023 Yale analysis of social-emotional learning research that dove into more than 400 pieces of research on the effectiveness of SEL. Christina Cipriano, associate professor in Yale’s Child Study Center, “When we put out the initial meta-analysis in 2023, we were getting asked lots of questions around the academic achievement benefits of social-emotional learning,” Cipriano says, “and we really wanted to go deep and to understand, what does the data say specifically about academic achievement outcomes to be expected from social-emotional learning programs?” Cipriano says that across the research she and her colleagues reviewed, students’ academic performance increased by an average of 4 percentage points if they were part of an SEL program. Academic performance improved by 8 percentage points with SEL programs that were a full academic year. When broken out by subject, literacy achievement increased by about 6.3 percentage points and math achievement increased by 3.8 percentage points. “The nerd in me is like, that makes sense from a developmental standpoint, because cognition and emotions are inextricably tied in your brain,” Cipriano explains. “If you can have a student sitting in a third grade classroom, they could be learning the best possible math curriculum from the best possible teacher. But if that student is feeling anxious or embarrassed or frustrated or nervous, they are not available to learn. They are not able to access the awesomeness of that curriculum.” Social-emotional learning teaches the skills and strategies that students need to identify and manage their emotions, she says, which makes them better decision-makers and puts them in a good mental state to learn. “How to take a deep breath or calm your nerves, all the different positive self-talk — that's what they learn in explicit SEL instruction,” Cipriano says. “That makes them better learners, and that's why we were really excited about this paper and these analyses. It’s demonstrated on a number of different dimensions across the whole body of what we have available in experimental evaluations of social and emotional learning.” The results come at a time when SEL is under fire from conservative groups, much like critical race theory and books that include LGBTQ+ characters or topics. The report notes that SEL programs in schools “are experiencing several mounting challenges to implementation.” The data is part of a larger report by the researchers on the “state of the evidence” about the effectiveness of social-emotional learning, which included research from 2008 to 2020. Only about 17 percent of that research included academic achievement data at the time, and Cipriano says she and her colleagues are pleased that the research community responded to their call for the inclusion of more academic outcomes data in the years since. Cipriano says researchers are excited to release an additional SEL analysis in a few weeks that includes data through 2023, which will give readers a look at how SEL programs affected academic achievement during the peak years of the COVID-19 pandemic. They plan to update the data and their analysis every six months. The current analysis covers 2008 to 2020. That new batch of data will be important, she says, because students lost the opportunity to organically grow SEL skills during quarantine. Day-to-day events like talking to friends in the school hallway or having disagreements with friends help students develop those skills. “Basic relationships and interactions were no longer accidental and could not be left to chance,” Cipriano says, “so there was a need for explicit structures and then instruction to meet students where they are, and make sure that all students have the opportunity to have those healthy forms of development and engagement.”

2025-11-27 唐语榕教育资讯英-中