文學閱讀導論 的英文怎麼說

中文拼音 [wénxuéyuèdòudǎolún]
文學閱讀導論 英文
introduction à la lecture littéraire
  • 文 : Ⅰ名詞1 （字） character; script; writing 2 （文字） language 3 （文章） literary composition; wri...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 閱 : 動詞1. （看） read; go over 2. （檢閱） review; inspect 3. （經歷; 經過） experience; pass through
  • 讀 : 讀名詞（語句中的停頓） a slight pause in reading
  • 導 : 動詞1. （引導） lead; guide 2. （傳導） transmit; conduct 3. （開導） instruct; teach; give guidance to
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 文學 : literature
  • 閱讀 : read
  1. It aims at specifying the potentials of the theory in english reading learning by analysis and exemplification

    本文通過分析、舉例論證等方式，說明了詞匯銜接理論對英語閱讀學習的指導意義。
  2. During the study the author use the literature technique, inquiry technique and graphology to sum up the reading instruction rules from reading practice. and these rules can instruct the reading instruction in a real sense

    本課題在研究、論證過程中綜合運用了文獻法、調查法、圖表法等多種方法，力求從閱讀實踐中總結閱讀教學的原則，而這些原則又可以給閱讀教學以真正意義上的指導。
  3. Based on the belief, the present author sets out to make a study to prove the importance and necessity of applying discourse analysis theories to reading teaching, seek to find ways to combine the two in practice, and further attempts to explore effective ways to improve the students " reading comprehension ability

    為此，本文以「語篇分析理論在高中閱讀教學中的實踐研究」為題，對相關理論在高中閱讀教學中的指導作用進行了研究和論證，探求在教學實踐中將二者相結合的方法，尋求提高中學生閱讀理解能力的有效途徑。
  4. In guided study in biochemistry or supervised research in biochemistry taken in the final year of the curriculum, students are required to submit reports based on literature reviews of current topics or research work conducted under the supervision of a faculty adviser

    高年班學生必須修讀專題文獻討論或專題實驗研究課程，在系內教師指導下，查閱生物化學文獻或進行一短期研究工作，並宣讀和提交有關課題之書面報告。
  5. Based on reading teaching, this paper focuses on paralleling and analyzing the two theories, and finding out their common feature - cognition, in an attempt to construct a reading teaching theory which links psychology with pragmatics, and to apply the two theories to the guide of reading teaching practice and improvement of reading efficiency

    本文立足於閱讀教學這一具體使用環境，將這兩種理論進行時比分析，找到其共通點認知，並以此為聯結點，構建一個心理學與語用學相結合的立體的閱讀教學理論，使這二者相結合更好地指導具體閱讀教學實踐，有效提高閱讀效率。
  6. In this article, based on the achievements of the experiment about present circumstances teaching, together with the characteristics of prose and marx ' s philosophy principle about the relationship between circumstances and human beings, i advise dealing with the modem prose reading by circumstances teaching., this article mainly enumerates six tactics - - using music to apply colours to circumstances ; using words to describe ; pictures to show circumstances and so on

    本篇論文根據當前情境教學的實驗和研究取得的可喜成果，結合散文本身具有情感豐富、美感性強等特點，依據馬克思的關于環境與活動統一促進人全面發展的哲學原理、建構主義情境認知理論、現代情緒理論、暗示誘導理論和場論心理學等原理提出運用情境教學進行現代散文閱讀教學的研究。
  7. Under the direct of the new theory, this article want to think much of the mental operation and speech operation and the apperceive, comprehension, experience till the activity rule of creativity and the character of the students in their reading activity. this article want to expand the students " verbal skill training domain, and conceive reading mental skill training mode to let the students master the systemic knowledge about reading

    本文試圖在最新理論的指導下，重視學生閱讀活動中的心智運作和言語操作，重視學生在閱讀過程中的感知、理解、體驗以至於創造的活動規律和個性特點，努力拓展語文言語技能訓練的領域，構建閱讀心智技能訓練模式，以期讓學生掌握有關閱讀的程序性知識。
  8. Teaching cases prove that the narratives teaching are successful under the guide of the theories of view angle, time order and rhythm

    「視角」 、 「時序」 、 「節奏」三種理論指導下的敘事文閱讀教學選點設計範例就是很好的證明。
  9. To start with, the thesis mainly discusses the reading comprehension, from the definition of reading and reading comprehension to three different reading models, which shows that the most efficient reading model is interactive reading model, in which schemata knowledge is not only necessary but also important ; after the documentation, the thesis lays its foundation on schemata theory, which involves the different definitions of " schema ", the classification of schemata knowledge and its function in reading comprehension, from which the conclusion is drawn that during the reading, students can use different types of schemata knowledge according to the their language proficiency and different reading materials ; in the following part, the thesis briefly states the relationship between the reading comprehension teaching and the schemata theory, from which i gain inspiration and find out the applications of schemata theory in english reading comprehension teaching in senior high schools ; and at the same time, i offer a reading teaching model of a text, which shows how to use schemata theory in reading comprehension teaching ; in the last part of the thesis, an experiment is done between two classes using two different teaching methods, one is traditional, the other is new, that is, the teaching method that uses schemata theory, which is proved to be far better

    論文首先探討了閱讀理解，從閱讀及閱讀理解的定義到三種不同閱讀模式等方面的探討，得出有效的閱讀模式是「相互作用模式」 ，該模式的運行離不開圖式知識的運用；然後，本文介紹了圖式理論，從圖式的不同界定到圖式的分類以及不同圖式知識在閱讀理解中的不同作用，得出：在閱讀中，讀者根據自己的語言水平和文章的難易程度的不同，調用不同的圖式。在介紹完了圖式理論之後，本文還簡述了圖式理論與閱讀教學的關系，探討了圖式理論對高中英語閱讀教學的幾點啟示及其啟示下的具體運用方法，並提供了一篇課文的閱讀教學模式，具體展示了在圖式理論的指導下，如何上一堂閱讀課；在文章的最後部分，筆者在自己所帶的班級中利用將近一年的時間作了一個實驗：在兩個班分別使用不同的教學模式，一個是傳統的教學模式，另一個是圖式理論指導下的新的教學模式。實驗結果證明，新教法的教學效果要好的多。
  10. The present paper, based on the analysis and research of the theory of inquiry learning, together with the general surrey of the reading ability made among senior i students of lanzhou 20th high middle school, sample class 3 senior i to experiment on exploratory reading ability, which can help students to improve their 5 ability ( to stimulate ability to great, to reinforce ability to study independently, improve ability to think critically, learn ability to cooperate to with team as well as nurturing ability to express their feelings clearly ), in order to meet the study notion of " independence, cooperation and exploration " which are sponsored by the new course

    本文在對研究性學習的理論基礎進行分析、研究的基礎上，結合對蘭州二十中2002屆高一學生閱讀情況調查統計，抽取該校高一（ 3 ）班進行探究性閱讀能力實驗，通過這個實驗可以提高學生的五種能力（激發創造能力、增強自主學習的能力、提高批判思維能力、學會與人交往和團隊合作能力、培養生動清晰表達自己觀點的能力） ，從而達到新課程所倡導的「自主、合作、探究」的學習理念。
  11. The specific operation of formal schemata method in experimental class is that, from the writing perspective, a teacher activates or introduces some background knowledge of text structure in pre - reading activity process ; and in while - reading process a teacher helps students to look for the topic sentences in each paragraph and demonstrate the main ideas and the connection between them in the form of a diagram ; in post - reading activities, instructs students to retell the text with the help of the diagram or write something following the example of the text they ' ve just learned

    基於以上的研究情況，結合我校英語教學是以課文閱讀作為主要的英語學習途徑的實際情況，設計出本論文的實驗。本論文採用對比班的實驗方法，對實驗班採用形式圖式教學法，控制班採用和以往一樣的教學方法。形式圖式法具體是在課堂教學中採用三階段教學模式，激活、運用學生的形式圖式，按照課文的表現形式給予學生必要的思路指導，幫助學生從寫作的角度來掌握重要線索，從而準確地理解課文，學習語言。
  12. First staff development day 26 - 9 - 2003 a briefing session concerning the implementation of s. 1 english and mathematics tutorial classes, promotion of reading culture, peer lesson observation and project learning was conducted. teachers were also engaged in group discussions about the school s 3 - year development plan and the three major concerns for the year : to provide a motivating learning environment for students, to strengthen the school s self evaluation and to enhance students self - esteem

    一二零零三年九月二十六日舉行第一次教師專業發展研討日，當日除簡介本年度幾個主要項目如中一課餘輔導班推廣校內閱讀文化同儕觀課專題研習等，還分組討論未來三年的學校發展計劃，主要關注事項有以下三項：
  13. Base on the process of building physical model, theoretical derivation, mathematical simulation and experiments, a general optical measuring technique based on interference theory and spectrum measurement is presented

    在閱讀國內外相關文獻的基礎上，通過建立物理模型、理論推導、數學模擬、實驗驗證等一系列步驟，首次提出了一種通用的的光學介質測量方法。
  14. Bearing these in mind, this thesis proposes that quality reading coursewares should not only take in consideration of computer and network technologies but should integrate some efl theories, esp. reading theories. in fact, a good reading courseware applicable in a web - based environment should be built on the perfect marriage of network technologies and teaching theories

    有鑒於此，本文提出，高質量的閱讀課件不僅要考慮多媒體網路技術的因素，也要真正的結合較新的閱讀理論，將傳統課堂中的教師的作用融入到課件中去，一步一步地指導學生的閱讀活動，最大限度保證學生的參與。
  15. Secondly, composition teaching sinks into technique theory mistaken area, then, the writer analysis and investigated further and deeply the cause that leade to the current condition of composition problem in senior school, it include the reasons of teachers ( lack of composition accomplishment, narrow research area, etc ), students ( not deep going thought, not worth sense of life, lack of reading and accumulation, etc ), teaching material ( lack of worth and value composition teaching textbook, books of composition theory and practice conduction are not directed against enough on composition teaching, etc ) the second part : putting forward the adaptability strategy

    其次，作文教學陷入「技術論」誤區。再深入剖析造成作文教學如此狀況的原因，包括：教師原因（寫作素養偏低、作文教學科研面窄等） 、學生原因（思想不深刻，缺乏對生活的感悟、積累少，閱讀量不足等） 、教材原因（缺乏有實用價值的作文教學文本、寫作理論及實踐指導書對作文教學針對性不夠等） 。第二部分：提出適應性策略。
  16. The author thinks that, under the instruction of the individualized reading ideas, we may innovate current reading instruction and improve the efficiency of it by implementing dialogic reading instruction, calling for multiplex learning manners, creating various reading instruction mode, establishing multiplex appraise system for reading instruction

    論文認為，在個性化閱讀觀指導下，我們可以從樹立閱讀教學的對話理念，提倡多元閱讀學習方式，實施多種閱讀教學模式，建構多元閱讀教學評價體系等方面來改革我國當前的閱讀教學，提高閱讀教學效率。
  17. One is to further improve subjective status of student, assigning the right of study to students ; the other is to use to the full characteristics of information technology ' s helping study, ameliorating efficiency of the teaching of reading the thesis guides the concept of self - directed learning and implemental principles into the teaching of high school language - literature reading, in regard to the characteristic of information technology to be used in teaching and the teaching of reading, conducting teaching experiments in jiading second high school in shanghai, and on a basis of concluding experiences of the experiment, devising an implemental frame of the teaching of high school reading in a circumstance of study characteristic of information technology

    本論文認為，改革語文閱讀教學的關鍵在於：一，進一步提高學生的主體地位，把學習的權利交給學生；二，充分利用信息技術在支持學習方面的特性，提高閱讀教學效率。論文將自我導向式學習理念及實施原則引入高中語文閱讀教學，結合信息技術在教學中的特性及閱讀教學的特點，在上海市嘉定二中開展教學實驗，並在總結實驗經驗的基礎上設計信息技術學習環境中高中語文閱讀教學的實施框架。
  18. In the first part, according to the current teaching situation of reading, from four aspects, teachers, students, teaching materials and evaluation, it analysizes the reasons briefly ; in the second part, in order to guide teaching and change the current teaching situation, it puts forward an opinion on reading with diverse and limited answers. mainly from three angles, it analysizes the reasons for teaching of reading with diverse answers. meanwhile, it raises a " vague " theory to help improve the reading with diverse and limited answers ; in the third part, it focuses on the reseach into the practice of teaching of reading with diverse and limited answers - complicated dialogue - style reading of teaching on different levels ; in the fourth part, it lays emphasis on adjustment of the teacher ' s performance in the dialogue - style teaching of reading, mainly illustrating three aspects : the improvement of teaching quality, the adjustment of teaching, and the improvement of teaching evaluation

    本文主體共分四大部分，第一部分從閱讀教學現狀入手，並從教師、學生、教材、評價四個方面簡要分析原因；第二部分提出要以多元有界閱讀觀來指導教學，改變現狀，主要從作者、文本、讀者這三個角度分析形成作品多元解讀的原因，同時用混沌理論來觀照有界閱讀；第三部分主要探索多元有界閱讀教學的具體實踐? ?即多重復雜的「對話式」閱讀教學；第四部分強調教師在「對話式」閱讀教學中的轉變，主要從教師教學素質提高、教學行為調整、教學評價完善這三個方面進行探討。
  19. And from the practice side the paper tries to draw the concl usion through comparing the contents of senior middle school entrance examination with that of college entrance examination, so as to find the differences between them and look for the reason why they bring in the cohesion problem, we assumpt that too easy of the senior middle school entrance examination, text - centred, little focus on language - using ability, are the main factors that lead to the incoherence. then the paper shows the different parts that ca n ' t connect with each other in the incoherence problem, and furthermore it tries to inquire into some practical ways of solving it from the angel of testing. and besides, the paper also appeals to the society for the necessity of reforming the senior school entrance examination, and meantime appeals to our middle school language teacher, never just cast their eyes only upon tests, but also the cohesion of students " permanent development

    為了保證本文的科學務實，文中多處通過對比分析，定性分析等研究方法，具體剖析二者不銜接方面之所在，最終得出結論：由於中考試題的簡單，以教材為中心，不注重分析問題，解決問題等能力的考察，只圍繞課本中原封未動的知識來變換題型，進而導致初中英語教學過于強調知識的準確性，而忽略了只有通過廣泛閱讀大量語言材料，不斷輸入新的語言信息才能生成的閱讀能力以及其他語言運用能力的培養，造成初中為高中在能力方面鋪墊過少，高一學生沒有具備進入高中學習所必備的相關能力等不銜接問題；而高考測試注重閱讀能力等綜合語言能力考察的導向確保了高中英語教學從起始階段就以培養閱讀能力、搜集、整理、分析、綜合各種語言信息的能力為中心等綜合語言能力為中心，由此推出初高中英語教學的不銜接問題從初中既已形成，而在高中教學中表現得尤為突出。
  20. With the foundations and combining teaching theories, practice and research, the author draws a conclusion about the methods of inspiring students " interests : arouse students " interests from organizing lessons, from leading - ins of lessons, from beautiful handwritings on the board, from teaching attitude, from language used in lessons ; from title choosing, article commenting, correcting, requirements and success through composition teaching ; from questioning, aiming and discussing through reading teaching ; and from activities

    在這些原則的基礎上，筆者結合教學理論和實踐研究總結出如下這些可以激發學生學習的興趣的方法：組織教學激發興趣，精心導入激發興趣，優美板書激發興趣，教師教態激發興趣，教學語言激發興趣味，作文教學中通過選題、評改、要求、成就進行激發興趣，閱讀教學中通過質疑、目標、討論進行激發興趣，在活動中激發興趣等等。
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