有意識不語 的英文怎麼說

中文拼音 [yǒuzhì]
有意識不語 英文
kussmanls aphasiaa
  • : 有副詞[書面語] (表示整數之外再加零數): 30 有 5 thirty-five; 10 有 5年 fifteen years
  • : Ⅰ名詞1 (意思) meaning; idea 2 (心愿; 願望) wish; desire; intention 3 (人或事物流露的情態)su...
  • : 識Ⅰ動詞[書面語] (記) remember; commit to memory Ⅱ名詞1. [書面語] (記號) mark; sign 2. (姓氏) a surname
  • : 名詞[書面語] (剁物所用的木墩) a block of wood
  • : 語動詞[書面語] (告訴) tell; inform
  • 有意識 : consciously; knowingly; wittingly; deliberately; purposely
  • 有意 : 1 (有心思) have a mind to; be disposed to; be inclined to 2 (故意) intentionally; purposely; ...
  1. Polyphonic novel was characterized by the following featrures as equality in consciousness between the author and protagonist ; and thinking depicted in dialogue rather than development ; diversified rather than simplified materials ; alliterated narration, soliloquy and dialogue

    復調小說的特點在於主人公的與作者的平起平坐;思想是從發展的方面而是從對話的方面被描述;材料是多樣化的而是單一的;小說中的敘述、獨白及對都具雙聲性。
  2. This paper aims at applying lexicology, semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word, in english teaching, can be restricted, determined and comprehended according to textual context, paralinguistic context or non - linguistic context, in the meantime, to relate the important role a culture, especially, the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition, which promotes the cultivation of their cross - culture awareness

    摘要文章運用詞匯學、義學和用學知分析了詞的內涵義的靈活性、確定性、情感性和開放性,闡明了在英教學中詞的內涵義通過境、副境和非境來限定和理解的觀點,同時說明了文化特別是非正式文化在幫助學生理解詞的內涵義中所起的重要作用以及助於培養學生跨文化交際的基本途徑。
  3. Abstract : this paper aims at applying lexicology, semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word, in english teaching, can be restricted, determined and comprehended according to textual context, paralinguistic context or non - linguistic context, in the meantime, to relate the important role a culture, especially, the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition, which promotes the cultivation of their cross - culture awareness

    文摘:文章運用詞匯學、義學和用學知分析了詞的內涵義的靈活性、確定性、情感性和開放性,闡明了在英教學中詞的內涵義通過境、副境和非境來限定和理解的觀點,同時說明了文化特別是非正式文化在幫助學生理解詞的內涵義中所起的重要作用以及助於培養學生跨文化交際的基本途徑
  4. The concept of language formulated in marx ' s critique of subject philosophy, not only effectively reveals the ontological character of consciousness which always was concealed by the subjectivity as " cogito ", but also actively opens an ontological domain and system which has an epoch - marking significance

    而馬克思在主體哲學批判中獲得表述的言概念,力地揭示了始終被「我思」這樣一種主體性遮蔽起來的的存在特性,而且積極地開啟了一種具劃時代義的存在秩序和存在領域。
  5. The ideology ' s ubiquity in this field of practice may have been overstated, yet it does manifest itself through translation ' s inseparability from the politico - cultural concerns in the target language system, and as a tendency bound up with language and art

    盡管說形態無處些言過其實,但它顯示出一種主要跟言和藝術息息相關的傾向,並且對翻譯的需要同目的言系統的政治或文化關注密可分。
  6. The feeling of being tongue self - consciousness is speedily overcome when we realize that being actively conscious of the language we use not merely helps us to adjust what we are saying to the particular addressees we have in mind, but also enables us to release the full range of linguistic expression we might have thought was beyond us

    如果我們能積極主動地提高自己的言辭,而且能夠明白:只要我們具備這種,則但可使自己在面對特定受眾講話時做到心中數,而且助於我們把言的表達范圍發揮至極致,發揮至以前我們想都敢想的那種水平,那麼,過去我們那種「心知肚明舌頭笨」的感覺很快就可以得到克服。
  7. If language, as jacques lacan contends, is structured like the unconscious, and there is no thinking beyond language, than the difference - creating potential of language is not concealed as a symptom of alienation but belongs to the conditio bumana

    摘要當言依拉康所言如同潛一般建構,且思維在言之外無由存時,則言製造歧異的潛質,並能以其為異化之病徵而予以掩蔽,它其實隸屬人類傑作。
  8. In these discourses, master explains in everyday language the meaning of idealism how our eyes, ears, nose, tongue, body, and consciousness affect our feelings and thoughts, and how to avoid maya s traps of matter, sensation and perception. she also narrates stories about many spiritual practitioners and discusses, in simple terms, the less easily understood parts of the buddhist scriptures. these lectures offer unique, practical teachings that can help us to overcome latent obstacles in our spiritual cultivation of body, speech, and mind

    精選三是一套從未曾出版過的早期開示錄音帶,師父以最適合現在眾生的口,為我們講解楞嚴經中什麼是唯我們的眼耳鼻舌身和如何牽引著我們起心動念以及如何才會墜入色受想等各種陰魔的陷阱,並列舉許多修行者的故事,以最深入淺出的方式將艱深的經文分次講解,讓我們能舉一反三觸類旁通,幫助我們突破修行路上身口各方面所可能的障礙。
  9. They have showed us the fact that there is great possibility to practice the new teaching method, and with a bright future. but it is emphasized in the thesis that teachers should try to avoid taking the literature in films and on tv class as a place to enjoy foreign films

    還要充分解決好言能力的培養及提高與對文學作品的欣賞及文化的理解的矛盾,即要提高言技能,適應社會的要求,又要通過文學作品的欣賞,提高文化,使二者機地結合,要顧此失彼。
  10. Not all body language is conscious

    是所的身體言都是的。
  11. " ( michel foucault, 1970 : 216 ) to answer this question, the archeology ( genealogy ) of knowledge was developed out, by which foucault took granted the tragic experience conflicts in western societal space since 18th century as the aftermath of ( institutionalized ) knowledge discursive practice : driven by " the will to truth ", a speaker or social action endeavors to analysis, define and cultivate human being " s life, however the result in what he has done is but rather to impose human beings of " a system of exclusion ", which was most famously illustrated in the work of madness and civilization, that all kinds of crazy ideal and performance, which had been existing and being cherished as the very authentic nature and feelings of human beings in societal space or art composing before 18th century, were categorized into irrational items ( insanity ), then, pu t into an alienated space gate - headed with so called " civilization ", which was founded on psychology, psychoanalysis and other modern knowledge ( michel foucault, 1973 )

    他首先將西方十八世紀以來的經驗及其沖突理解為「知」實踐的後果,言外之,可以透過「知化的話」 ,來觀察西方教化/社會空間中的經驗沖突:在「求知志」 ( thewilltoknowledge )或「求真志」 ( thewilltotruth )的驅動下,話者試圖認、界定和改造人類的經驗,但實際上,這樣做的後果卻是將「排斥機制」 ( asystemofexclusion )施與人類,即否定所符合「求真志」及其話構成規則的各種異類想象、感受、慾望與活動,使之統統以知所描繪的狀態存在。在這一點上,最明顯的例證莫過于將各種「瘋狂」言行與體驗一併界定為「非理性」 ,然後對其實施「理性的控制與改造」 ( michelfoucault , 1973 ) 。
  12. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢法專著《馬氏文通》問世到現在的一百多年裡,法教學在中學文學科中的地位始終沒確定下來, 「淡化」甚至「取消」法教學的觀點時而浮現于文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析,現實調查與理論探討相結合,認為中學法教學的主要癥結在於:中學法教學確立的目標脫離廣大師生的教情與學情實際;中學法內容體系來源於法研究成果,而法研究中存在著諸多弊端,從而直接或間接地影響著中學法教學;人們對中學法教學目的的認一個斷趨向科學的過程:法教材也存在著內容及編排的局限性? ?中學法教材的依據法體系本身具局限性,文教材中的法的內容與編排也具一定的局限性,諸如沒遵循學生的認規律,高中沒法教學的內容和要求,法初中沒過關,高中則更趨回生等;再者,教師素質及教學方法適應,沒把靜態的法教學與動態的法教學結合起來,忽視了教學法的實用性的特點;長期以來,中學法教學的義定位準,是偏高就是偏低等等,由此,筆者得出結論:由於上述問題的存在,導致了「法無用」進而要求「淡化法」甚至「取消法」論調的產生,而並非法知本身無用,因此,今後法教學改革的方向是解決這些問題,而是淡化和取消。
  13. They have not only astonishing similarities but also outstanding differences in their academic character, research interest, language tool, material foundation, cultural trend, collaboration consciousness, relation of history and poetry, interpretation tendency etc

    他們在學術品格、治學興趣、言工具、材料基礎、文化取向、打通、史詩關系和詮釋向度等眾多方面都既驚人的類同之處,又顯著的同之處。
  14. As the continuous development of educational reform, the cultivation of comprehension in chinese teaching not only can solve the problem how to teach students to learn thus settling the key point of this problem " teaching should reach the level - no need to teach ", but also when this conscious process of cultivation of chinese comprehension changes into non - self - conscious, personal self - reference and self - perfect process, students " personality will gradually be sound and perfect

    在教育改革斷深入的情況下,文教學中悟性的培養僅可以解決如何教會學生會學的問題,以解決「教要達到需要教」的問題的關鍵,而且當這種文悟性培養過程轉化為非自覺的人格上的自我參照、自我完善的過程時,學生的人格將斷得到的健全和完善。
  15. It takes on daily quality, instance quality and action quality, as the backup point of instructional style of teachers ; teacher self specialty development consciousness is representation of teachers " subject quality, expressed teachers " self project of specialty development and reflection of course of specialty development

    它產生於教師處理確定情境的過程中,具日常性、情境性與行動性的特點。小學文教師的實踐知是其教學風格的支撐點;教師自我發展是教師主體性的表現,其主要表現為教師對自我專業發展的規劃和對自己專業成長過程的斷反思。
  16. Teachers have to judge the results of the teaching games correctly. while organizing the teaching games, teachers should develop students " cooperative skills. meanwhile, it is necessary for the language teachers to create new games with appropriate methods

    教師在游戲教學的過程中,教師應準確判定游戲結果,要地培養學生相互合作的精神;同時,作為言教師也要拘泥於原的游戲,要因地制宜地組織教學游戲。
  17. Common pd in signal language learning mainly showed in the following : ca n ' t understand the objects the mathematics signals represent ; scare of extensive cognition to the mathematics objects which mathematics signals represent. do n ' t understand the meaning expressed by signal language. the same signal forms can express different meanings, and different signal forms can express the same meaning, if student separate signal language from its maths meaning contained in it, the ml they mastered is a kind of signal game without any meaning ; not mastering various forms of signal language ( signal language has many equal forms ) or only mastering one kind or several kinds forms, the cognition to signals are not enough

    符號言學習的常見心理偏差主要表現存能理解數學符號代表的對象,缺乏對數學符號所表示的數學對象的廣泛性的認明白符號言表達的含義,如果將符號言與所表達的數學含義相脫離,學生所掌握的數學言就是毫無義的符號游戲;掌握了符號言的各種變化形式,符號許多的等價形式,如果只是掌握其中的一種或幾種形式,對它的認夠充分。
  18. Therefore, this unit provides learners with many reading materials, discussing gestures, facial expressions, eye contact and the use of space in different materials, thus helping the learners gain awareness of differences existing in the unsaid rules of non - verbal communication so as to prepare the for successful cross - cultural communication

    目的使學員到成功的跨文化交際僅需要知道如何用言表達,而且要知道伴隨恰當的體態,在交流中地注臉部表情、目光接觸、手勢和身體位置、身體距離等。
  19. Since we tend to20 be unaware of many of the ways that we ourselves use language ritually, it should not surprise us when we interpret21 the rituals of others in a literal fashion

    因為我們往往沒到我們自己禮節性地使用言的諸多方式,我們從字面上去理解他人的客套話便足為奇了。
  20. The role of syntactic awareness is more important than phonological awareness in english reading. 4. phonological awareness and syntactic awareness ca n ' t predict decoding

    3 、句法對英閱讀理解水平的影響大於4 、和句法對英音解碼均預測作用。
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