語感 的英文怎麼說

中文拼音 [yǔgǎn]
語感 英文
language intuition
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 感 : Ⅰ動詞1 （覺得） feel; sense 2 （懷有謝意） be grateful; be obliged; appreciate 3 （感動） move; t...
  1. This paper discusses the up - to - date status and progress trend in oral and maxillofacial reconstruction after ablative tumor surgery in concern with mastication, swallowing, speech and sensation

    本文從咀嚼、吞咽、言語、感覺功能方面論述口腔頜面部腫瘤術后重建的現狀和發展趨勢。
  2. The metaphorical system of chinese feeling categories

    漢語感覺范疇隱喻系統
  3. Beginning with the connotation of chinese, the authors analyses the relationship between speech form and speech content, illustrates the ever - changing form should follow its basic rules. comparing with content, the author thinks speech form has the feature of direct perception, the stability and limitation. thus, chinese teaching based on the form is not only in accord with the law of individual perception and psychological development, beneficial to develop the students " perception structure, but also it " s an important principle, the center of chinese teaching, the main foundations to train the students " language ability

    本文澄清了人們對語文學科的幾個基本概念的曲解和誤會，從語文的內涵入手，科學地界定言語形式和言語內容的概念與關系，並從學習個體認知學習的心理發展規律和語文教學自身的內在規律方面尋找理論依據，闡述了言語形式雖是「千變萬化」的，但有其基本規律可循，且此基本規律是「千篇一律」的，與內容相比，具有相對的直觀性、穩定性和有限性，所以，語文教學以言語形式為主，既符合學習個體認知學習的心理發展規律，有助於學生良好的認知結構的構建，遷移學習能力的形成及認知能力的發展；同時，以言語形式為主，又是語文教學的一條重要的客觀規律，它是語文教學規律性運轉的「軸心」 ，是培養學生言語能力的「抓手」 、語感能力形成的源泉、弘揚人文性的依託。
  4. I have also described briefly the type of it before describing function of it

    這一部分在論述語感的功能之前，還簡要論述了語感的類型。
  5. I had no idea of the circumstances behind the gossip, but i think this dribs and drabs let me feel on top of the world

    翻譯：我對流言背後的故事並不清楚，但是我只知道我喜歡聽這些閑言碎語，感覺開心極了！
  6. Linguistic sense teaching has the features of comprehension, entireness, construction and dynamics

    語感教學具有感悟性、整體性、建構性和動態性等特徵。
  7. The feature of comprehension is based upon students, attempting to carry forward the spirit of main body of students in linguistic sense teaching. feature of entireness is from the angle of literary works, demanding that the linguistic sense teaching is based on the macro - examination and systematic mastery of the entire modern essays. feature of construction concerns the aim of linguistic sense teaching, which on one hand is to realize students " individual construction of literary works, and on the other hand construct their language ability and spiritual personalities

    感悟性是立足於學生的角度，力圖弘揚學生在語感教學中的主體精神；整體性是從言語作品的角度來說的，要求在語感教學中要立足於言語作品的整體進行宏觀審視與系統把握；建構性是就語感教學的目的而言的，語感教學一方面要實現學生對言語作品的個性化建構，另一方面，要利用言語作品實現對學生言語能力與精神人格的建構；動態性特徵指出了學生的語感能力的養成是一個需要長期涵養和訓練的過程。
  8. During teaching process, we can develop the students " language sense by letting them reading, reciting, tasting etc. necessary awaken status is very important to the efficiency of intelligence activities

    教學中，可以通過朗讀、背誦、品味、涵泳等途徑來培養學生語感。通過朗讀與背誦，學生把課文的句式、語調、語法規則、修辭手法等深深印入腦海，被納入到學生的語感圖式中並固定下來。
  9. A sigh of affection gave eloquence to these words and, having replaced the locket in his bosom, he wiped his eye and sighed again

    無限溫存之嘆息愈益使此番話語感人至深。彼將小匣揣入懷中，並再度拭淚嘆息。
  10. But, the " language feels ", a concept which was first put forward by xia mian zun in 1928, and always did not cause the large teacher thoughtful of, people did not start noticing lay equal stress onning seeing what language feel educating until 1980 ' s on behalfs, hence, study the language feels to at that time become the custom, educator of a lot of languages to is in droves with language worker definition, kind, meaning.

    但是， 「語感」這一概念自從1928年夏沔尊先生提出后，一直沒有引起廣大教師的重視，直到本世紀八十年代，人們才開始注意並重視語感的培養，於是，研究語感一時形成風氣，很多語文教育家和語文工作者紛紛從語感的定義、性質、意義等方面進行詳細的闡述，對語文教學確實起過指導作用。
  11. “ li lu, a friend from xiamen says : " i feel happy journey across china, a way of learning chinese by means of drive travel is more relaxing and more innovative.

    廈門的李璐朋友說： 「通過「萬裏海疆快樂行」這種自駕出遊的形式學習漢語，感覺更輕松，更時尚。 」
  12. Part, tamp the basis of writing emotion cultivate : deeply taste of life and excavate emotion potentiality ; read extensively to increase one ' s emotion accumulated ; cultivate one ' s syntax emotion to improve his emotion representation

    第一部分，夯實寫作情感培養的基礎。包括：深入生活，挖掘情感潛力；博覽群書，厚實情感積累；培養語感，提高情感表現。
  13. They can be generalized as : ( 1 ) perceiving the delicacy of language on the whole by reading

    語感教學的策略可以概括為： （一）誦讀吟詠：整體感知言語神妙。
  14. Be an example to others by taking people seriously for what they say, feel, and do rather than how they look

    關注別人的話語、感覺和行為，而不是長相，並且在這方面給別人起表率作用
  15. In addition, it is also helpful for develop language sense to give students " imitation practices, make them using the interactions of reading and writing

    安排好教學程序，給學生自主探索的機會：給學生及時的強化，安排一定量的仿寫練習，讀寫結合，鞏固、提高學生的語感。
  16. The language intuition as the unconsciousness of language

    作為語言無意識的語感
  17. During the teaching process, teacher should pay enough attention to design guide language, question circumstance to arise students " interests of reading, of course, teacher also needs to optimize teaching procedure, give chances of independent thinking, to develop students " language sense, and get students " reading comprehension to higher level

    品味、涵泳，是個體對語言文字表層意義的感受的進一步深化理解，是個體根據新的言語信息調整自己的語感圖式，並試圖將新的言語信息納入自己語感圖式的過程。另外，培養學生的語感，還需要培養學生的語言概括能力。
  18. Besides, language feeling is also important in language learning. the teachers should try hard to take much advantage of listening, reading and speaking to cultivate the students in the sense of the language

    無論什麼原因，教師應該根據學習者的中介語特點，正確對待他們的錯誤，教學堅持用英語授課，培養學生的語感，注重聽、說、讀、寫四大技能的綜合訓練。
  19. Knowledge of language is the theoretic demonstration of language sense. learning the necessary knowledge of language can result in language sense more deepen, more widen, and more sensitization

    語言知識是對語感的理性說明，語感往往只知其然，而語言知識旨在說明其所以然，學習必要的語言知識可以使語感得以廣化、深化、敏化。
  20. But the practice of language sense is very important in forming the language skill and ability

    而語言和言語知識技能的獲得，離不開語感實踐。
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