認識詞匯學習 的英文怎麼說

中文拼音 [rènzhìcíhuìxuéxí]
認識詞匯學習 英文
lesson one recognizing vocabulary studies
  • 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
  • 識 : 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
  • 詞 : 名詞1 （說話或詩歌、文章、戲劇中的語句） speech; statement; lines of play 2 （一種韻文形式 起於唐...
  • 匯 : Ⅰ動詞1 （匯合） converge 2 （聚集; 聚合） gather together 3 （通過郵電局、 銀行把款項劃撥到別處）...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 認識 : 1 （認得; 相識） be familiar with; be aware of; know; understand; comprehend; recognize 2 [哲學] ...
  • 詞匯 : [語言學] （語匯） vocabulary; words and phrases
  1. In three separate studies of hong kong chinese kindergartners, parents who were trained to read to their children using the dialogic reading technique, originally developed by professor grover whitehurst in the u. s., significantly improved their children s vocabulary knowledge over time as compared to children reading with their parents the way they typically did at home or not reading at all

    香港中文大學心理系進行了三項對香港本地幼稚園學生的獨立閱讀研究，當中有參與對話式閱讀訓練的家長相比于沒有參與訓練的，他們的小朋友對詞匯的認識能力有非常明顯的增加。最早期研究對話式閱讀的是一位美國教授groverwhitehurst ，中文大學嘗試將這個閱讀方法應用在中文語言及讀寫能力的學習。
  2. National standards of english course ( experimental edition ) explicitly indicates : the focus of reform of english course is to change the situation of putting more emphasis on grammar and lexical explanations, and of the tendency of overlooking learners " language performance on actual occasions. the reform advocates experience, practice, participation, collaborative and communicative learning style and task - oriented approach based on learners " interests, life experience and cognitive level, aiming at developing learners " comprehensive abilities

    國家《英語課程標準（實驗稿） 》明確指出： 「此次英語課程改革的重點就是要改變英語課程過分重視語法和詞匯知識的講解與傳授、忽視對學生實際語言運用能力的培養的傾向，強調課程從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，發展學生的綜合語言運用能力。 」
  3. Based on the literary review at home and abroad and new national standard for english curriculum, the author thinks that the application of this teaching approach can change the traditional ways of english teaching, which pays too much attention to the explanation of grammar and vocabulary ; and develop students " competence of language use. the method, based on students " learning interest, life experience and their cognitive levels, creates more opportunities of practice, involvement, cooperation and communication for students, develops their positive affection, facilitates their active thinking and practice, and improves their cross - cultural awareness and their autonomous learning

    通過對國內外文獻資料的研究和對英語新課程標準的學習，筆者認為合作學習這一教學策略的實施能較大程度地改變傳統英語課程過分重視語法和詞匯知識的講解與傳授的現象，同時培養學生實際運用語言的能力，強調課程從學生的學習興趣、生活經驗和認知水平出發，創造更多機會讓學生體驗、實踐、參與、合作與交流，發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程。
  4. This paper analyzes such phenomena as lexical gaps, unequivalent values in words ' meanings and cultural connotations, the differences of cultural information of vocabulary and the differences between english and chinese idioms originated from different cultural connotations, in order to elaborate on the importance of making the students understand the cultural difference between english and chinese with the purpose of improving the efficiency of vocabulary teaching and learning

    摘要文章擬通過對英漢詞匯因文化內涵不同而形成的詞匯的空缺現象、詞匯的語義和文化內涵的不等值現象、詞匯文化信息差異現象以及英漢習語文化差異現象的分析，來探討英語詞匯教學中讓學生充分認識英漢兩種語言的文化差異，從而提高詞匯教學的效率。
  5. But, under the influence of the traditional pedagogy, quite a few senior high school teachers often lay focus on the learning of the knowledge of vocabulary and grammar, as a result, their students ignore the learning, accumulating and applying of the schemata knowledge, which is closely related to the reading materials

    然而，由於受傳統教學法的影響，不少教師對閱讀理解的錯誤認識導致了許多高中學生在學習中只重視詞匯、語法等語言知識的學習，忽視了與閱讀材料密切相關的圖式知識的學習、積累和運用。
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