解構語意學 的英文怎麼說

中文拼音 [jiěgòuyǔyìxué]
解構語意學 英文
semantics of destruction
  • 解 : 解動詞（解送） send under guard
  • 構 : Ⅰ動詞1 （構造; 組合） construct; form; compose 2 （結成） fabricate; make up 3 （建造; 架屋） bui...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 意 : 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...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 解構 : deconstruction
  • 語意 : [訊] semanteme語意雙關 words with a double meaning
  1. The booming of information technology provides material foundation for the scientific landscape architecture ; new stuff and new technology enrich the design approach greatly. linguistic turning philosophy investigate into how to express the essence of the world that we understand, this makes landscape architecture focus more on the real meaning behind the apparent art form and technologies. a series of new landscape architecture methodology come into being in the process of the investigation : phenomenology, semeiology, mysticism, structuralism, deconstruction etc. many western designers contribute a lot to the research from 1970s till now

    「語言學」轉向的哲學，研究的是如何表達我們所知曉的世界的本質，以語言學為中心的「表達」 ，使景觀設計更加關注藝術形態和科學技術後面的「意義」 ，華中農業大學2003屆碩士學位論文由此引導出一系列新的景觀設計方法論:現象學、符號學、神秘主義、敘事性、結構主義、解構主義等， 70年代后至今的很多西方景觀設計師，對此做出了積極的探索
  2. Some pedagogical methods are therefore proposed, such as emphasizing phonetic rules in memorizing new words ; accumulating more words in accordance to word formation rules ; enhancing the input of authentic english to reduce the negative effect of interlingual transfer ; teaching learners to lead them to collocate words consciously ; comparing the differences between mother tongue and target language

    同時提出了解決詞匯誤用問題的教學策略：加強語音教學，重視發音規則的傳授；加強構詞法教學，注意符合規則詞匯的歸納積累；增加地道英文輸入，降低語際負遷移的影響；傳授搭配知識，引導學生自主學習詞匯搭配；通過語言對比進行詞匯教學。
  3. This paper takes two similar works by the italian writer eco as its framework of reference and tries to investigate into the " self - construction of the discourse producer. " based on the biblical narrative and relevant interpretations in western arts, it attempts to return to the symbolic system that made the novel the pa vinci code possible, analyses the changes, misreading and extension of meanings, and finally reseals the tension between the " spiritual expression " and the symbolic codes

    本文以義大利學者艾柯的兩部類似作品為參照，對這種「話語生產者的自我建構」予以考察；並試圖以《聖經》 ?述與西方藝術的相關論釋為據，回到《達?芬奇密碼》所藉助的象徵符號系統，解析其中的演變、誤讀以及意義延伸，從而揭示「精神表達」與象徵符號之間的張力。
  4. According to the modern education theory, we should adopt the following tactics in teaching the concept of chemistry : 1. use the vivid visual image to let the students gain the knowledge of the concept ; 2. create the atmosphere and let the students take part in the formation of the concept of chemistry ; 3. revise the old knowledge while learning the new one to realize the assimilation of concept ; 4. proceed step by step, lead the students deepen and develop the concept ; 5. give prominence to the understanding of the key words of the concept, get deeper understanding ; 6. pay attention to the relation between the concepts ; 7. optimize the study strategy and enhance the cognition standard, i. e. in the teaching of the concept of chemistry, we must pay great attention to the usage of various kinds of teaching method, including visual experiment, visual language and cai courseware, in order to help the students to understand the concept ; use the question to stimulate students " thoughts, give free rein to students " corpus, and let the students take part in the teaching process actively ; guide the students to remember new concepts and the help of their old knowledge ; pay attention to the levels of the concept, deepen and develop the concept continuously, use various ways to strengthen the meaning of the key words, help the students to master the concepts connotation, and give a clear extension, guide the students to found the concept system

    也就是說，在化學概念的教學中，要注意充分運用各種直觀教學手段，包括實驗直觀、語言直觀和cai課件直觀，幫助學生理解概念；注意運用問題啟動學生思維，發揮學生的主體性，使學生積極參與教學過程；要指導學生利用原有認知結構中適當的概念圖式來學習新概念；注意概念教學的層次性，不斷深化和發展概念；注意通過各種方式強化概念中關鍵字、詞的意義，幫助學生準確把握概念的內涵，清晰界定概念的外延；注意引導學生在應用中建立概念系統，形成合理的概念結構。同時在概念教學中還要注重學習方法的傳授和學習策略的形成，進行適當的元認知訓練，優化學生的學習策略，提高其元認知水平。根據化學概念的教學策略，化學概念的基本教學程序為:創設問題情境，引入概念;組織問題解決，建立概念;引導知識整理，概念系統化;指導練習應用，概念具體化。
  5. Because anatomy is a descriptive science, clearly defined and unambiguous terms must be used to indicate the positions of structures to each other and to the body as a whole in the anatomical position

    解剖學是一門描述性科學，因此，必須使用含意清晰、毫不含糊的術語來描述結構之間、結構與整體之間的解剖位置關系。
  6. Also positively, the law cans not get away from the language, so law study and its activities provide new research realm for linguist and enrich the language resources of high value

    本研究從司法改革的現實問題出發，用語言學的理論來解釋法庭辯論階段的語言現象，增強了話語意義建構理論的解釋力。
  7. But with the way of understanding the main ideas of the article and the paragraph in which the long sentences are, making good use of the phrases, paying attention to the key words, analyzing the sentences with the grammars, and learning about the culture and customs, it is easy to solve the problems

    但是通過充分理解文章及長句、難句所在段落的主旨大意，充分利用句中的關聯詞組，注意句中某些起決定作用的詞語或詞級，用語法知識對句子進行結構分析，以及加強文化背景知識的學習，則可以軟輕松地解決這一難題。
  8. For expressing various themes, those " life sentences " are different from one another in his works in the length, punctuation, words arid expressions as well as sentence structures. " life sentences " will be analyzed and compared in the stylistic way for further study of faulkner ' s language art and better appreciation of the aesthetic effect of his works

    為展示不同主題意義的需要，出現在他不同作品中的元長句的語言形式各具特色，在長度、標符、詞語及語句結構等方面各不相同，不僅加深了讀者對作品主題的理解，而且增強了作品的美學效果。
  9. When the students finish expression skills, they will have a comparatively clear idea of chinese sentence patterns and express various meanings by the words and patterns they have acquired

    在表達技巧階段，我們力求使學生較清晰地了解漢語句型的構成，運用掌握的詞匯和句型表達出最多的意思
  10. With the help of grammatical context, we can make students understand that the same word used in the different grammatical structures may have different meaning, certain words can be only occurred in a particular grammatical context, and differem parts of speech may have different functions in the sentence. in other words, in grammatical context, the syntactic structure of the context determines various individual meaning of a polysemous word. with the help of lexical context, students can study the collocative relationship and the collocative meaning of the word

    藉助語法語境，可以讓學生理解同一詞語在不同的句法結構中的意義是不盡相同的，某些詞只能出現在特定的句法結構中，以及不同的詞類出現在句中有著不同的功用等；詞匯語境可以幫助學生理解和把握詞的搭配關系，當和不同的詞搭配在一起的時候，詞語的意義可能發生變化，某些詞只能和特定的詞搭配在一起使用；言語語境不僅能幫助學生理解詞的意義，而且還可以使學生懂得如何利用言語環境的幫助來猜測和確定生詞的意義，使多義詞在特定的語境中的含義得以定位。
  11. This dissertation focuses on the theoretical basis of crimes involving tax from a point of view the theory of tax law, which significance lies not only in providing new research space for criminal laws but also in making them more in depth. therefore, the systemic study of crimes involving tax was important significance of both criminal theory and judicial practice. crimes involving tax, as a form of criminal crimes harming the relation of tax and law, come into existence with tax revenue

    本文在以下問題上有所突破:第一，提出涉稅犯罪稱謂的合理性和直觀概括性， 「以稅法為根據，以涉稅刑法為標準」 ，廓清了涉稅犯罪的內涵和外延;第二，對于涉稅犯罪的客體提出了新的見解，指出涉稅犯罪侵害的客體實質上是稅收法律關系，並在稅法學的語境中研討了現代稅收法律關系的性質應以公法上債權債務關系為基本定性，在此基礎上，構建並解讀了「稅收法律關系結構示意圖」 ;第三，探討了涉稅犯罪單位主體認定中的單位人格否認的理論和實踐問題。
  12. With the aid of some theories " the dual character of maths conception " by sfard, the theory of " expression - contact " by james hibert and thomas p. carpenter, and the theory in constructirism and psychology, i have, in this thesis, carefully analyzed the reasons why part of the senior students conld n ' t understand the language of mathematics well : 1. during the language understanding period, they lack of actively building the constructure of the symbolic language

    藉助sfard的「數學概念的二重性」理論、 jameshibert和thomasp . carpenter的「表示?聯系」的理論以及認知心理學和社會建構主義等理論，分析了部分高中學生對符號語言不理解的主要原因： 1 、在語言理解階段缺乏對符號語言意義的主動建構。
  13. The solutions are also given from the perspectives of establishing cooperative - learning environment, setting up class routines and procedures, optimizing class desk - setting, diversifying teaching methods as well as individualizing instruction

    並從合作學習，構建互助式的語言實踐環境；明確課堂規范，注意座位編排，確保靈活有序的語言教學組織環境；豐富教學手段，營造趣味盎然的語言學習環境；大班教學中的個性化教學四個方面提出了解決的方法及對策。
  14. The text approach means to encourage students to read a text as a whole, get the writer ' s message, understand the text structure and contents, draw important and meaningful information as much as possible from the text and create overall and deep comprehension on the basis of discourse analysis

    在語篇教學過程中，學生將語篇作為一個整體來處理，在語篇分析的基礎上，領會作者的意圖，從其結構層次及內容上進行理解，最大量地獲取和掌握文章所傳遞的信息，達到全面而深入的理解。
  15. Based on the basic purpose of the reading teaching of middle school chinese and the different situation of knowledge structure of middle school students, the article elaborates respectively the methods of diverse angle reading to literature works from the four aspects of words explanation, image combination, person character and topic implication to realize the purpose of understand the works implication with diverse vision, diverse angle and diverse level of structure

    結合中學語文閱讀教學的基本目的，根據中學生參差不齊的知識結構現狀，從語詞闡釋、意象組合、人物性格、主題意蘊四個方面分別闡說了對文學作品進行多元解讀的方法，以達到多視野、多角度、多層次理解作品內涵的目的。
  16. Finally, from the point of teaching, among different complex factors, this paper focuses on the performances and functions of context, which affects the comprehending of object utterance. from both extra and inner context, this paper, using the middle school texts as language materials, analyzes the influence of verbal context, time and place of pragmatics, speech style and the background knowledge of object utterance, culture surroundings, nation psycho and so on, upon the comprehending of utterance. it concludes the basic features and rules of context adaptation, and then finds out the significance of context adaptation to utterance comprehending and chinese teaching

    最後，本著以教學為出發點的原則，在紛繁復雜的語境構成因素中，本文著眼于語境在理解中的活動形態和功能，從外顯性和內隱性語境兩個角度，以中學語文課文為語料，分析上下文、語用的時間、地點、話語語體以及主體的背景知識、文化環境、民族心理等因素對話語理解的影響，說明語境適應的基本特點和規律，論證語境適應規律對話語理解、對語文教學的重要意義。
  17. ( 3 ) emphasize the teaching by mathematical language pay attention to develop the students competence of using mathematical language from the following aspects : the formation of mathematical language, the transformation of mathematical information, the understanding of the mathematical language, the organization and expression of it and the use of symbol language

    （ 3 ）注重數學語言的教學。在知識的學習中注意從數學語言的構造，數學信息的轉換、數學語言的理解、數學語言的組織表達及符號語言的使用等方面，去培養學生的數學語言能力。
  18. Opening with the theoretical foundation of this teaching pattern, it proceeds to explore its essential meaning. this dialogue teaching pattern nurtures itself on the educational communication theory, constructionism learning theory and the elements of acceptance aesthetics. it proclaims that understanding and meaning can only be acquired by the subject through active dialogue - like interplay and communication with the outside and the others ( text included ). so teaching process can not depart from dialogue between subjects, instead, dialogue should be deemed the principal teaching pattern which enables subjects to jointly create and find meanings

    對話型語文教學以教育交往理論、建構主義學習理論和接受美學理論為基礎，認為任何理解和意義都是主體通過與外界與他人（包括與文本）的對話性相互作用與交流而獲得的，因此，教學作為一種意義生成活動，離不開主體間的對話與溝通，而必須以主體間的對話為主要方式，共同創造意義。
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