現代標準漢語 的英文怎麼說

中文拼音 [xiàndàibiāozhǔnhànyǔ]
現代標準漢語 英文
standard mandarin
  • 現 : Ⅰ名詞1 （現在; 此刻） present; now; current; existing 2 （現款） cash; ready money Ⅱ副詞（臨時; ...
  • 代 : Ⅰ動詞1 （代替） take the place of; be in place of 2 （代理） act on behalf of; acting Ⅱ名詞1 （歷...
  • 標 : Ⅰ名詞1 [書面語] （樹梢） treetop; the tip of a tree2 （枝節或表面） symptom; outside appearance; ...
  • 準 : Ⅰ名詞1 （標準） standard; guideline; criterion; norm 2 （目標） aim; target Ⅱ動詞1 （依據; 依照）...
  • 漢 : 1 （朝代） the han dynasty （206 b c a d 220）2 （漢族） the han nationality3 （漢語） chinese （...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 現代 : 1 （現在這個時代） modern times; the contemporary age [era]2 （現代的） modern; contemporary現代...
  • 標準 : （衡量事物的準則; 榜樣; 規范） standard; criterion; benchmark; pip; rule; ètalon （衡器）; merits
  • 漢語 : chinese （language）漢語方言 chinese dialects; 漢語拼音方案 the scheme for the chinese phonetic a...
  1. Three causes are considered : the popularity of internet language and loan words, the competing form of transliterated words and free translated words, the change of normative appraisal standards for modern chinese, and the competition of the new and the old words

    流行的原因是：網路語言和外來語盛行；音譯詞與意譯詞的較量形式；現代漢語規范評議標準的變化及詞匯演變中新詞與舊詞的比較。
  2. Mainly by using the historically comparative experience method, and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories, and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development, this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy, etc. and finally by addressing the essential frameworks of the new curriculum standards, the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "

    在對我國小學語文識字教學歷史經驗進行回顧的基礎上，分析其中的合理性與局限性，找出問題的癥結所在，探索如何將漢字構字規律與學生的認知規律有機結合起來，提高識字教學水平，是本文的主要研究目的。本研究主要運用歷史經驗比較法，借鑒漢語言文字學、布魯納的結構主義和現代認知心理學的有關理論，在論述我國小學語文識字教學的學科結構和兒童的認知特點的基礎上，反思我國小學語文漢字教學的實踐，提出識字教學必須處理好幾對矛盾：識字教學與小學語文教學體系、識字的階段性與識字方法的多樣性、拼音是識字教學的手段還是目的、識字的主要方法與次要方法等，結合新課程標準的基本精神，提出「教是為了不教」是識字教學的最終目標，也是我國小學語文教學改革的努力方向。
  3. Based on lexicons of the annals of the three kingdoms compiled by the japanese scholar mamoru and pei songzhi ' s notes to the annals of the three kingdoms, this paper makes a survey of 30 words selected from large chinese - japanese dictionary ( auxiliary volume ) from the perspective of the conditions of word formation, and finds that 11 of the 30 are temporarily discarded on the grounds of the different standards of chinese and japanese word formation or the scarcity of their uses in ancient works, and the rest 19 may be supplemented to grand chinese dictionary

    摘要結合日本學者藤井守的《三國志語匯集》和《三國志裴氏注語匯集》 ，從成詞條件等角度對《大漢和辭典》 （補卷）中的30個詞語進行考察后發現，其中11個詞語或因漢語和日語成詞標準的不同、或因古代典籍中用例較少而暫且不將其視作為詞，其餘19個詞語可以增補進《漢語大詞典》 。
  4. After clarifying the classification criterion for the semantic roles of nominal objects in monotransitive constructions, this paper attempts to make a contrastive study of the different types of semantic roles of nominal objects in english and chinese monotransitive constructions, and explores the underlying mechanisms with reference to the concepts of proto - patient, adverbial object and peripheral object

    摘要在對名詞性賓語語義角色的分類標準進行界定的基礎上，系統考察了英漢語單及物構塊中名詞性賓語語義角色類型及其異同，並從原型受事理論、狀性賓語和代體賓語三個角度來解釋出現這種異同的深層機制。
  5. In order to expand the scope of business of confucian business school and ensure the network teaching, shk teaching series are compiled on the basis of relevant standards for modern chinese issued by national chinese committee of china and national office for teaching chinese as a foreign language

    為了更好的開展孔子商學院教學業務，順利進行網路遠程教學，以國家語委和國家漢辦頒布的現代漢語的有關標準為依據，特編寫shk系列教材。
  6. The aim of this project is to develop teaching resources comparing modern chinese and cantonese for students of different levels in primary and secondary schools

    本計劃之目的在為全港中小學師生設計不同程度的現代標準漢語與粵語對照教材。
  7. To effectively master putonghua and standard modern chinese, hong kong students first nceed to know the differences between standard modern chinese and cantonese as well the general rules for translating one into another

    本地學生要學好說普通話和使用標準現代書面漢語，必先要明白現代標準漢語與粵語的異同，掌握兩者之對應規律。
  8. Chapter ii provided doubts of science and possibility of present purpose of middle school classic chinese education from the aspects of linguistics and curriculums. by using the theory of intertextuality, chapter hi discussed that the cultivation of students modern chinese competence is mainly acquired by means of reading model modern chinese essays but not classic chinese ones. conclusion presented personal purpose of classic chinese education in middle school, which provides referenes for the department drawing up syllabus standard

    上編對建國后我國歷年來語文大綱中的中學文言文教學目的的發展作了一個回顧，並對「淺易文言文閱讀能力」重新進行界定；中編著重從語言學、課程論兩個角度，對當前中學文言文教學目的的科學性與可能性提出質疑；下編運用文本互文性理論，論述了學生現代漢語文能力的培養，主要是通過學習大量典範性的現代文而非文言文來習得的；結語著重對當前中學文言文教學目的提出我個人的見解，以供製訂課程標準的有關部門參考。
  9. The major objectives of the higher diploma programme in applied chinese language are to provide intensive post - secondary level training in modern chinese, i. e. putonghua as well as communication and interpretation skills

    本課程的主要目標是為學員提供大專程度的現代漢語（普通話）及傳播技能培訓，為日後升學及投身社會作好準備。
分享友人
分享到 Line

分享到臉書