我只當過十年的教師。那是一九二六年我從美國留學回來，在母校燕京大學國文系當了一名教師。下面是小編分享的英譯散文賞析《當教師的快樂》，歡迎大家閱讀!
當教師的快樂
Joys of the Teaching Career
冰心
Bing Xin
我只當過十年的教師。那是一九二六年我從美國留學回來，在母校燕京大學國文系當了一名教師。那時系裏的主任和教師大半是我的老師。校內其他科、系裏也有我的老師。總之，全校的教師都是我的師輩!因此在開教授會的時候，我總是挑個極邊極角的座位，惶恐地縮在一旁。大家都笑着稱我爲Faulty Baby(教授會的嬰兒)。那一學期我還不滿二十六歲。
I was a teacher for only ten years. In 1926, on my return to China after finishing studies in the United States, I began to teach at my alma mater Yenching University, Peiping, as a lecturer in Chinese. The deans and teachers of the Department of Chinese then were mostly my former teachers. Other faculties and departments also had no lack of my former teachers. I may well say that practically all the teaching staff of the University were my seniors. Therefore, at a faculty meeting, I always chose a seat at an unobservable corner of the room. Everybody jokingly called me “faculty baby”. I was then on the right side of 26.
要點：
1， 題目“當教師的快樂”譯爲Joys of the Teaching Career，也可譯爲I Enjoy My Teaching career, My joyous Days as a Teacher,或How I Enjoyed Teaching
只要突出“我當教師很快樂”即可
2，“燕京大學”譯爲Yenching University屬固定譯法，國際通用
3，had no lack of即“無一例外，全都是”此處譯者用雙重否定表肯定，起到了加強語氣的作用~體現了原文的感嘆語氣“!”
4，“不滿26歲”譯爲on the right side of 26,意思等於younger than 26
在學生羣中就大不一樣了。他們是我的好朋友。我教一年級必修科的國文，用的是古文課本。大學一年級的男女學生很多，年紀又都不大，大概在十七到二十歲之間。國文課分成五個班，每班有三四十名，因爲他們來自全國各地，閩粵的學生，聽不大懂馬鑑主任、周作人、沈尹默、顧隨、郭紹虞等幾位老先生的江南口音，於是教務處就把這一部分學生分到我的班上。從講臺上望去，一個個紅撲撲的稚氣未退的臉，嬉笑地好奇地望着我這個“小先生”——那時一般稱教師爲“先生”。這些笑容對我並不陌生，和我的弟弟們和表妹們的笑容一模一樣。打開點名簿請他們自己報名，我又逐一糾正了他們的口音，笑語紛紜之中，我們一下子就很熟悉很親熱了!我給他們出的第一道作文題目，就是自傳，一來因爲在這題目下人人都有話可寫，二來通過這篇自傳，我可以瞭解到每個學生的家庭背景、習慣、性情等等。我看完文卷，從來只打下分數，不寫批語，而注重在和每個人做半小時以內的課外談話上。這樣，他們可以告訴我：他們是怎麼寫的，我也可告訴他們我對這篇文字的意見，思想溝通了，我們彼此也比較滿意。
It was, however, a different story when I was with my students. They and I were good friends. When I taught freshman Chinese as a required course, I used a textbook of classical prose. The freshmen were mostly young boys and girls aged between 17 and 20. Freshman Chinese was taught in five classes, each consisting of 30 to 40 students hailing from various places of China. Those from Fujian and Guangdong had difficulty in understanding the heavily accented speech of teachers like Ma Jian (Dean), Zhou Zuoren, Shen Yinmo, Gu Shui and Guo Shaoyu who all came from places south of the Yangtse River. Consequently, some of these students were transferred to my class through the arrangements of the Dean’s Office. Looking down from the rostrum, I was delighted by a multitude of rosy-faced naïve young students smiling and staring curiously at me — the little teacher. Their smiles were by no means unfamiliar to me, being similar to those I often saw on the faces of my younger brothers and younger female cousins. Often, when I opened the roll-call book and asked them each to give their own names, I corrected their accents one by one. Thus, between laughter and chat, we came to know each other better and were soon on friendly terms. The first composition they did was “My Autobiography”. I let them write on this subject because, firstly, everybody always had got something to say on it and, secondly, it would afford me a good opportunity to understand each student’s family background, habit, disposition, etc. I only put marks but never gave comments on the papers after reading them. Instead I laid emphasis on holding outside-class individual talks with them lasting not more than 30 minutes. They would tell me how they had done the composition, and I would express my opinion on it. And we would both feel pleased with the frank exchange of views.
要點：
1，“在學生羣中就大不一樣了。”即“我跟學生相處時又是另一番情形了”譯爲It was, however, a different story when I was with my students.
However等表示轉折，遞進，順承關係的詞，放在句中更顯文采哦~
2，“他們是我的好朋友。”這樣一句簡單的話，譯者也處理得跟我們平常譯得不一樣，譯爲They and I were good friends.強調的是師生間的朋友關係~
3，“我教一年級必修科的國文，用的是古文課本”意即“我教一年級必修課時，用的是…”譯爲When I taught freshman Chinese as a required course, I used a textbook of classical prose.這個句子隱含了”當...時“的意思，因此可用when
