語文學習理論 的英文怎麼說

中文拼音 [yǔwénxuéxílǐlún]
語文學習理論 英文
language acquisition theory
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 文 : Ⅰ名詞1 （字） character; script; writing 2 （文字） language 3 （文章） literary composition; wri...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 理 : Ⅰ名詞1 （物質組織的條紋） texture; grain （in wood skin etc ） 2 （道理;事理） reason; logic; tru...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 語文 : 1. （中文） chinese2. （語言文字） language （oral and written）3. （語言和文學） language and literature
  • 理論 : theory
  1. This paper, while aiming at reappraising pronunciation teaching contribution to english language teaching for second language learners, attempts to introduce a new way of english pronunciation teaching ? the learner - centered pronunciation teaching approach

    本文旨在強調英語語音教學在第二語言學習中的重要性的同時，依據交際教學理論和本人實際教學經驗，提出一種新的語音教學模式即以學生為中心的語音教學模式。
  2. 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。
  3. This thesis applies thorndike ' s theory on learning to tcfl in order to find the best teaching and training methods suitable to the students ' learning psychology

    文章力圖通過對桑代克關于學習理論的實驗及結論的考察來透視對外漢語教學，探索最適應學生學習心理的教學手段與訓練方法。
  4. Through investigation, putting forward a proper step : discovering the problems, selecting the problems, establishing a topic, organizing a topic group, working out a research plan, collecting information, sorting out the information, summing up the data, completing the paper, cooperating and communicating, sharing the messages as well as giving the principles and standards of evaluation of chinese course research

    通過研究，提出了語文學科研究性學習實施的一般步驟：發現問題、篩選問題，確立課題；組織課題組，制定研究計劃；搜集信息、整理信息；綜合信息，形成論文；合作交流、信息共享。同時也提出了語文學科研究性學習評價的原則和標準。
  5. This paper reveals a topic that shows problems of the current english software, which may contribute to the students " distresses in a small advanced level of english study due to the communication breakdowns and technical difficulties in a lan - based environment. this study further enhances the understanding of the instructional design issues, pedagogical and learning theories, and communication practices on net that can improve lan - based educational software design in english study. in the paper, we discuss the guiding learning theories, which will be the key concern in the instructional design of english educational software and point out the theoretical change from stimulinresponse theory to constructivism

    在基於對當前指導英語教育軟體設計的各種理論的研究的基礎上，其中包括對建構主義，刺激反映理論，教學設計理論，局域網及虛擬課堂建構理論，及軟體設計理論等分析，本文試圖從認知角度分析學習理論對軟體設計的重要指導作用，著重強調了英語教育軟體的教學理論由刺激反映理論向針對以學生為中心，激發學生的創造力，探索能力，與問題解決能力的建構主義學習理論的過渡。
  6. The simple truth of this is undeniable, and yet when we examine the literature, we find theories of language development and entire books on the child ' s acquisition of language that pay no attention to how the infant ' s learning mechanisms develop and say nothing about how infants come to evince interest in linguistic behavior

    這個論斷的真實性是不可否認的，然而，當我們仔細閱讀文獻的時候，我們卻發現語言發展理論以及關于兒童語言習得問題的整本書都沒有涉及嬰兒的語言學習機制是如何發展起來的，也沒有涉及嬰兒是怎樣對逐漸對語言行為產生興趣的。
  7. It is based on study theory of " construction idea ", j. dewey ' s theory of " problem teaching ", bruner, j ' s theory of " study of finding out ", c. r. rogers ' s theory of " study of humanism ", kong zi ' s teaching way of " inspiration and induction ", tao xing zhi ' s theory of " combination of teaching and learning ", ning hongbin ' s theory of " teach student to learn chinese ", qian menglong ' s theory of " student as main body, teacher as coach ", cai chengqing ' s teaching way of " inspiration "

    它以建構主義學習理論、杜威的問題教學理論、布魯納的發現學習理論、羅傑斯的人本主義學習理論、孔子的啟發誘導的教學方法、陶行知的「教學做合一」的理論、寧鴻彬的「教會學生學習語文」的理論、錢夢龍的「學生為主體，教師為主導」的教學思想、蔡澄清的「點撥式」教學法為依據。
  8. The study of language literature guided by the theory of implied knowledge

    論緘默知識理論下的語文學習
  9. Based on meaningful learning theory of ausubel and rogers, series of english teaching model have been prvoided, which will enhance the efficency of english teaching and interest of learning english in the future

    文章以奧蘇貝爾和羅傑斯的有意義學習理論為基礎，提出了高職高專英語教學中的一系列的英語教學模式，以進一步提高英語教學效率和學生學英語的興趣。
  10. This thesis, from the perspective of the current corpus linguistics and cognitive theories, proposes a new writing teaching method, which has been proved to be effective in overcoming and avoiding " chinese english " in senior middle writing programs

    本文從語料庫語言學的理論和初級語言學習者的認知心理出發，提出克服和避免這種漢式英語的新的書面表達教學方式? ?強化以書面語搭配為教學主要內容。
  11. Language backlog that enhance the student, this in practice is breakthrough that substance to inherited the excellent language in chinese nation study method, it held tight the high school language teaching, also looked for an exaltation student the language character. hence, this text is from the mind and body characteristics of the language characteristics of oneself course, student and the theories angle of modern education sciences to the possibility that enhance the language backlog the analysis that further made with necessity studies, expatiating the language backlog feels with language relation that educates with the language proficiency

    加強學生的語言積累，這實際上是繼承了中華民族優秀的語文學習方法，它抓住了中學語文教學的實質，也尋找到了一個提高學生語文素質的突破口。於是，本文從語文學科本身的特點、學生的身心特點及現代教育科學的理論角度對加強語言積累的可行性和必要性作了進一步的分析研究，闡述了語言積累與語感培養和語文能力之間的關系。
  12. Based on the research of some network educational experts, such as james and he kekang and so on, the author discussed the network chinese teaching in primary and middle schools by absorbing the experience of liu wanbo ' s network maths teaching and zhang yuhai ' s network physics teaching and employing constructivism learning theory

    本論文在james和何克抗等網路教育專家對網路教學研究的基礎上，吸取了劉萬波對網路數學教學和張玉海對網路物理教學研究的經驗，以建構主義學習理論為理論基礎，試圖探討基於網路的中小學語文教學。
  13. By analyzing the theory of incidental vocabulary learning and its efficacy in reading practice, this paper probes into some measures to effectively improve incidental vocabulary learning through reading

    摘要本文分析了偶然詞匯學習理論及在實踐中的有效性，並針對其得以發生的前提條件意識程度、詞匯臨界水平、投入程度等，提出了加強大學英語泛讀中偶然詞匯學習效率的相應措施。
  14. The thesis includes four parts : part i the essence and characters of chinese deliberative teaching. deliberative teaching makes substantial breakthrough to avoid the disadvantages of the traditional classroom teaching on the base of absorbing advanced teaching concepts

    研討式教學從本質上講是建構主義學習理論在語文課堂教學中的應用，是研究性學習理念在語文課堂教學中的體現。它在吸收先進的教育理念的基礎上實現了對傳統課堂教學弊端的實質性突破。
  15. Based on meaningful learning theory of the cognitive psychology, this paper attempts to probe into the role of etymology in teaching and learning english vocabulary : on the one hand, by analysing the morphological structure of words, students can recognize the connections of the words with the same morphemes, and in this way students can : 1. draw inferences about other words from one instance ; 2. have a better grasp of the form and its meaning ; 3. reduce the spelling mistakes and distinguish the similar words efficiently ; on the other hand, by analyzing its cognitive motivation, students can get a deeper understanding of the meaning

    摘要本文以認知心理學的意義學習理論為依據，探討了詞源教學在英語詞匯教學中的重要作用： 1 .舉一反三，擴大詞匯量； 2 .加深對單詞意義的理解和記憶； 3 .有效減少常見的拼寫錯誤，辯清易混淆的詞；對詞匯從認知過程方面進行分析，則可以揭示詞義的演變過程，有助於學生詞義的掌握。
  16. In the past 50 years of teaching, qian menglong, the famous enliqhtener in contemporary chinese education, the middle school teacher of a special classification and the pioneer of chinese educational reorganization in 1980 ' s, has made great contributions both in chinese education theory and in chinese teaching activities. his " sanzhu " education theory and " sishi " teaching model not only win the enthusiastic approval of educational world in 1980 ' s, but are also widely applied in teaching activities. in 1990 ' s, even in the 21th century / these still deserve using by contemporary chinese educational world for reference

    作為一位在語文教學第一線耕耘了五十多年的資深教師，錢夢龍在語文教育理論的探索上和語文教學的實踐中均取得了令人矚目的成績。他語文教育思想的理論框架? ? 「三主」教育理論和語文教學實踐的基本模式? ? 「四式」教學法，不僅在八十年代教壇獲得了一致好評、被廣泛運用到教學實踐中，而且在二十世紀九十年代乃至二十一世紀仍閃現出熠熠星輝，值得當今語文教育界學習借鑒。
  17. Spken language teaching is aiways weak point in teaching chinese for a long time, the vague understanding of the principle of designing chinese classes and the property and position in communicative teaching of spoken language and the research about functions and values in communicative teaching of spoken language are the main causes. my thesis tells the disappearing of spoken language and the shortage of spoken language teaching, analyses the fact of communicative teaching of spoken language, makes full use of the previous achievements of contemporary linguistics, pedagogy and psychology and mainly explains the meaning, features, mechanism and ideas of communicative teaching of spoken language. the thesis talks of the development about the students " abilities to adapt our up - to - date social life, the training of the students " abilities of creative thinking, the modelling of the students " perfect personality and the improvement of the students " abilities about reading and writing

    本文從語文教學中口語交往傳統的湮沒和口語教學缺失的歷史沿革入手，在分析口語交際教學現狀的基礎上，借鑒現代語言學、教育學、心理學等領域的既有研究成果，從口語交際的涵義、特徵、機理和口語交際教學的基本理念出發，分四個層面，圍繞口語交際教學對學生現代社會生活能力的培養、對學生創造性思維能力的訓練、對學生健全人格的塑造、對學生閱讀寫作能力的提高等相關要素，逐一梳理了口語交際教學在語文教學中的功能價值，並提出了建構主義學習理論視野中的口語交際教學策略，希望籍此引起語文界同仁對口語交際教學的重視，發揮口語交際教學在語文教育體系中應有的功能作用，使口語交際教學真正落實到實處。
  18. Ausubel ' s theory of assimilation for cognition and structure and its enlightenment on the teaching of chinese reading

    奧蘇貝爾認知結構同化學習理論及其對語文閱讀教學的啟示
  19. The first part relates the trail of the self - determined learning theory so as to bring the positive factors, among which bandura ' s motiviations theory, zimmerman ' s self - regulation theory and the constructivism are worth absorbing

    第一部分對自主學習理論進行追溯，目的是找出有利於語文自主學習的理論因素。班杜拉的動機理論、齊莫曼的自我監控理論、建構主義理論都有值得借鑒之處。
  20. 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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