評價性閱讀 的英文怎麼說

中文拼音 [píngjiàxìngyuèdòu]
評價性閱讀 英文
evaluative reading
  • 評 : Ⅰ動詞1. （評論; 批評） comment; criticize; review 2. （評判） judge; appraise Ⅱ名詞（姓氏） a surname
  • 價 : 名詞1. （價格） price 2. （價值） value 3. [化學] （化合價） valence
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 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
  • 評價 : appraise; evaluate; assess; estimate; valuation
  • 閱讀 : read
  1. A fairly perfect approach to reading is expected to get the involvement of better understanding of words for both denotative and connotative meanings, inferential comprehension as well as appreciation, in which various trainings of strategies and techniques are required, and simultaneously the great challenges to teachers have to be taken

    文章指出，根據語言學理論，完整的閱讀理解教學應包括字面理解、推理性理解、評價和欣賞能力的培養，而每一種能力的培養，又包含多種閱讀策略和方法的訓練，因此，這一教學思路也同時對英語教師提出了更高的要求。
  2. Then the author presents us three levels of reading, i. e. literal level, interpretive level and critical level

    同時分析了三個層面上的閱讀：表層意思的閱讀，深層意義的閱讀和評價性閱讀。
  3. To settle the disadvantages of the learning evaluation system in chinese, this paper, on the basis of " compulsory national education curriculum standard of courses for chinese ", probes into some ideas, in the aspects of the relation between knowledge and abilities, procedure and method, affection and values ; in the fields of becoming literate, reading, writing, oral communication and comprehensive learning, which emphasize the process of chinese learning and the formative evaluation taking on the characters of the variety of evaluated subjects, evaluating programs and evaluating methods, fully exert the positive influence of the diagnostic, encouraging and feedback effect, in order to maximize the output and efficiently boost the development of students

    單一的評價方法脫離了學生的心智發展，脫離了語文本身的文化屬性和審美屬性。語文課程評價的目的最終是為了促進學生語文素養的形成和發展。本文針對現行語文學習評價方法的局限性，以《全日制義務教育語文課程標準（實驗稿） 》為依據，從知識與能力、過程與方法、情感態度與價值觀等維度，對識字與寫字、閱讀、寫作、口語交際、綜合性學習五個方面，關注學生語文學習過程，在實踐中探求評價主體多元、項目多種和形式多樣的形成性評價方法，充分發揮評價的診斷、激勵、反饋等功能，有效地促進學生發展。
  4. Quite acknowledged with various products relate to polymers, good at mathematics, physics chemistry, good english comm ， skillfully operate many experimental equipments, search read documents in both chinese english effectively, also can use c + + language to develop some small programs

    自我評價：對高分子各類產品及其性能全面了解，數理化基礎扎實，英語良好，對各種化學實驗儀器可以熟練操作，能有效地查找和閱讀中英文資料，並且可以用c + +語言編寫一些小程序。
  5. Moreover, it compares the state - owed commercial bank with big 1000 banks in the world, the branches of foreign capital bank in china and the main commercial banks of a few developed countries and puts forward the advantages and deficiencies in realistic competitive power and potential competitive power of state - owed commercial bank of our country. through the study on evolving course of the state - owed commercial bank of our country, the thesis has analysed it ' s history of the development and current situation, and has made a detailed analysis and evaluation of the environmental factors which have influence upon the core competitive power of the state - owed commercial bank, and then offered seven suggestions that promote the core competitive power of the state - run commercial bank : accelerating paces of the reform in the property right and managing mechanism transformation of the state - owed commercial bank ; making innovations of service for strength and competing for high - quality customers ; probing the ways of dealing with bad assets of the state - owed commercial bank ; improving the marketing strategy of the state - owed commercial bank on the market ; setting up the corporate culture according with the state - owed commercial bank ; improving the bankers " quality ; constructing the organization for the studying type in the state - owed commercial bank

    本文在深入調查研究並閱讀大量的文獻資料的基礎上，對企業核心競爭能力相關理論進行了探討和研究；構建了國有商業銀行核心競爭能力分析的基本框架和指標體系；將國有商業銀行與世界1000家大銀行、在華外資銀行分支機構、以及幾個主要發達國家的主要商業銀行進行了比較分析，從而提出我國國有商業銀行在現實競爭能力、潛在競爭能力方面的優勢與不足；通過對我國國有商業銀行的演變過程的研究，分析了其發展的歷史和現狀，並對影響國有商業銀行核心競爭能力的環境因素進行了較為詳細的分析和評價；進而有針對性的提出了提升國有商業銀行核心競爭能力的七點對策：加快國有商業銀行產權改革和經營機制轉換步伐；加強服務創新，競爭優質客戶；探索國有商業銀行不良資產處理途徑；完善國有商業銀行市場營銷戰略；建立符合國有商業銀行的企業文化；提高銀行家的素質；構建國有商業銀行學習型組織。
  6. During research, according to different reading aims, reading skill can be decomposed into five specific abilities, including searching for browsing reading skill, learning inquiring reading skill, appreciating and evaluating reading skill ; creating and applying reading skill, recreational pastimes reading skill

    在研究中，依據不同的閱讀目的，把閱讀能力分解為搜尋瀏覽性閱讀能力、學習研究性閱讀能力、鑒賞評價性閱讀能力、創造運用性閱讀能力、娛樂消遣性閱讀能力這五個具體能力。
  7. 5. being trained after fo rmal school is very important in teachers " self - evaluation of what encourages them to teach creatively. third, discussion of the former results is followed

    （ 5 ）職后因素在小學教師對影響自身創造性工作的因素的自我評價中非常重要，如有關創造及思維的培訓，經常閱讀教育刊物、書籍等。
  8. The achievement of the students who had definite reading aim was better than that of those who had not ; 2 the students " comprehension monitoring ability in reading between grade 7 and grade 8 developed rapidly. however, when it came to grade 8 - 9, whether the trend of development would continue or not, it would depend on the reading conditions ; 3 be viewed from all aspects, there was always a close and inherent relation between junior middle school students " comprehension monitoring in reading and reading comprehension ; 4 be viewed from the plan before reading or the monitoring in reading or the evaluation after reading, the junior middle school students " comprehension monitoring ability in reading had reached a certain extent ; 5 bad reading habits, lack of necessary reading skills and relevant background knowledge, and indefinite reading aim, all of them could be the reasons that the student could n ' t remember what they were reading ( failing to monitor what they were reading ) ; 6 in order to improve the junior middle school students " comprehension monitoring ability in reading, some measures such as helping them form good reading habits, teaching them some necessary reading skills, and training them to good self - reading awareness, could be made ; 7 there were some ways could be used by teachers to improve the students " comprehension monitoring ability in reading

    有明確閱讀目的的要比沒有明確閱讀目的的要好； 2 、學生的閱讀理解監控能力從初一到初二有一個明顯的發展過程，而從初二到初三，則依閱讀條件的不同而有所差異； 3 、無論是從總體還是從局部進行分析，初中生的閱讀理解監控能力與閱讀理解之間有著緊密的內在關系； 4 、無論是從閱讀前的計劃性，還是閱讀中的監控性，以及閱讀（后）的評價性來看，初中生都已具備一定的閱讀理解監控能力； 5 、造成閱讀遺忘現象（理解監控失敗）的原因，主要有：沒有良好的閱讀習慣；缺乏必要的閱讀技巧；缺乏必要的背景知識及缺乏明確的閱讀目的； 6 、要提高學生的理解監控能力，可以從培養他們良好閱讀習慣，傳授必要閱讀策略和培養他們自主閱讀意識等方面著手； 7 、教師可以通過多種方式來幫助學生提高他們的理解監控能力。
  9. Part iii, the measures of the primary school curriculum evaluation this part proposes the objective, content and means of the primary school curriculum evaluation with respect to three dimensions ( knowledge & ability, process & ways, and emotional attitude & view of value ) and five aspects ( chinese character knowing and writing, reading, oral communication and comprehensive study ) in the primary school chinese new curriculum evaluation

    第三部分：小學語文新課程評價的措施主要是從小學語文新課程評價的三個維度（知識與能力、過程與方法、情感態度與價值觀）和五個方面（識字與寫字、閱讀、寫作，口語交際、綜合性學習） ，提出了小學語文新課程評價的目標、內容與方法。
  10. And there is obvious gap between the students in country - side and those in town in following ways : reading speed, vocabulary, mental percepting, appreciating, proficiency in using what they learned transitively and creative thinking

    主要表現在：閱讀速度慢，識字量少，整體感知能力差，鑒賞評價能力低，遷移運用能力不夠，缺乏思維的創造性。
  11. The third part is a grope for the way how a reading dialogue is put into practice which includes two pre - dialogue preparations, i. e. eliminating dialogue misunderstanding and creates a dialogue phenomenon, and the detailed tache to begin a dialogue. in this part it is also pointed out that among the many lays of reading dialogue, the dialogue of the student with the text is most important. the conception in principle of the assessment is discussed to realize multitudinous mingling of eyeshot in the wonderful process of reading dialogue

    第三部分則是對閱讀「對話」實施途徑的探索，它包括消除對話誤解和創建「對話場」兩個方面的對話「前準備」 ；展開對話的具體環節，並指出在閱讀對話的眾多層面之中，要以學生和文本的對話為旨歸；以及對評價的原則性構想，以期在閱讀對話的精彩過程中實現多項的視界交融，真正充盈著「多種多樣、多層次、多維度的交流情境與交流關系。 」
  12. Reading mental skill training lets the student become the subject in study. systemic operation flow lets the student participate in the cognitive operation that is direct by the object and lets most students actively study and inquire. and the reading mental skill training can train the students " participation ability and the self - evaluation ability, let the students accustom themselves to self - reading and can effectively improve their reading ability

    閱讀心智技能訓練確立了學生在學習中的主體地位，程序性的操作流程把學生始終置於一個受目標指引的認知性操作序列之中，使絕大多數學生在多數時間里處于主動學習和探索狀態，培養了學生參與能力，自我評價能力，養成自主閱讀的習慣，有效地提高了閱讀能力。
  13. 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。
  14. Using the method of questionnaire survey, this study compared the difference of creativity, visual - spatial skills, teachers " assessments and learning adaptation between the dyslexics and normal students selected from grade five in primary school and grade two in junior middle school

    本研究以漢語閱讀障礙學生為被試，採用問卷測量的方法對小學五年級和初二閱讀障礙學生的創造力、視覺空間能力、教師評價以及學習適應性特點進行了比較研究。
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