語言認知結構 的英文怎麼說

中文拼音 [yǔyánrènzhījiēgòu]
語言認知結構 英文
lrcs
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 言 : Ⅰ名詞1. （話） speech; word 2. （漢語的一個字） character; word 3. （姓氏） a surname Ⅱ動詞（說） say; talk; speak
  • 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
  • 知 : Ⅰ動詞1 （知道） know; realize; be aware of 2 （使知道） inform; notify; tell 3 （舊指主管） admin...
  • 結 : 結動詞（長出果實或種子） bear （fruit）; form （seed）
  • 構 : Ⅰ動詞1 （構造; 組合） construct; form; compose 2 （結成） fabricate; make up 3 （建造; 架屋） bui...
  • 語言 : language
  • 認知 : [心理學] cognition; -gnosis
  • 結構 : 1 （各組成部分的搭配形式） structure; composition; construction; formation; constitution; fabric;...
  1. 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。
  2. Mainly by using the historically comparative experience method, and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories, and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development, this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy, etc. and finally by addressing the essential frameworks of the new curriculum standards, the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "

    在對我國小學語文識字教學歷史經驗進行回顧的基礎上，分析其中的合理性與局限性，找出問題的癥結所在，探索如何將漢字構字規律與學生的認知規律有機結合起來，提高識字教學水平，是本文的主要研究目的。本研究主要運用歷史經驗比較法，借鑒漢語言文字學、布魯納的結構主義和現代認知心理學的有關理論，在論述我國小學語文識字教學的學科結構和兒童的認知特點的基礎上，反思我國小學語文漢字教學的實踐，提出識字教學必須處理好幾對矛盾：識字教學與小學語文教學體系、識字的階段性與識字方法的多樣性、拼音是識字教學的手段還是目的、識字的主要方法與次要方法等，結合新課程標準的基本精神，提出「教是為了不教」是識字教學的最終目標，也是我國小學語文教學改革的努力方向。
  3. Interaction between internal / cognitive and external / sociohistorical factors in the creation and transmission of linguistic structure

    在語言結構的創造與傳播中的內部的認知的及外部的社會歷史的因素間的互動。
  4. This is followed by the suggestion that actively borrowing of theoretical insights in cognitive linguistics and bringing to the student ' s consciousness the systematicity, non - arbitrariness and motivations of linguistic structures will facilitate efl teaching and learning

    積極借鑒認知語言學的相關理論，使學生有意識關注語言結構的系統性、非任意性和理據對于促進英語教學和英語學習具有重要意義。
  5. 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。
  6. Based on cognitive semantics, this paper will analyse the passivization of english and chinese, with an aim to elaborate the correlations between grammatical structure and semantic structure in the process of passivization and give and indepth account of the lingusitic and cultural differences in the conceptualization of english and chinese passives

    基於這一理論基礎，本文從認知語義入手，分析英漢的被動化過程，一方面解釋被動句的語法結構和其語義結構之間的對應關系，對被動態的語法范疇做一個明確的界定，一方面對英漢被動概念具化為語言表徵的差異作深入分析，並對差異的文化內涵進行闡釋。
  7. Armed with the modern western legal terms and method of analysis, the modem narrative style under the cognitive control of the genealogy of western legal knowledge has been established little by little for about 100 years, despite the frequent changes of the economic structure, political system and ideology

    在這種語境下，具有現代意義的中國法律史的敘事範式也被逐步「建構」起來，迄今已有百年歷史。其間，雖然屢經經濟結構、政治體制與意識形態的變遷；但是，總體而言，中國法律史的敘事範式基本處于西方法律知識系譜的「認知控制」之下。
  8. There are three key points need to be considered in language structure : firstly, words built up, from its static ' s point of view, it includes the words accumulated and understanding, grammar rational knowledge, and practical rational knowledge etc. ; secondly, language ability and practice process, thinking about the movement including the psychology and process of listening, speaking, reading and writing, and perceptual experience use of language ; thirdly, chinese attainments, which is from one - way to unanimity, from the interaction of movement to static and then comes to the character of synthetical mother language, which is consist of emotion, evaluation, aesthetic interest and human spirits. the language structure in chinese teaching has been analyzed in this essay. the writer thinks that the real aim for chinese education and teaching is to make learners master the language structure

    語言結構包含三個維度：語料儲備（從靜的角度理解，包含語言詞匯的積累和認知、語法的理性把握和認知、語用理性把握和認知等）語言能力及實踐過程（從動的角度理解，包含聽、說、讀、寫的心理狀態和過程、言語運用的感性經驗等）語文素養（單向的、不斷趨同的、由動與靜的因素相互作用而折射出的綜合性母語品質，包含情感態度、價值觀念、審美情趣及人文精神等）本文還對語言結構在語文教學中的特徵進行分析，進而我們提出：建構學習者個體的語言結構才是語文教育教學的終極追求。
  9. In this chapter, business oral negotiation is treated in two respects. the textual factors of negotiations are explored to show the linguistic features and general language strategies on the one hand, and the contextual factors are discussed to emphasize the importance of the non - verbal elements in business communication on the other hand

    首先從語言表達方式，句式結構，語言風格，交際目的等語篇層次上探尋商務談判的語言規律性及語言運用的策略，然後分析語境因素對實現商務談判交際目的的重要性，說明來自文化，社會，認知等方面的語境因素在深層次上影響著語言策略的運用。
  10. The representation model of spatial relation and its expression are mostly qualitative in the current gis, and natural language description often adopts the qualitative method. the quantitative method of spatial data is apparently different from the method of people ' s concluding about spatial relation and not in accordance with spatial cognition

    當前地理信息系統空間關系描述模型和表示大多是定性的，而自然語言描述中往往採用定性的方法，空間信息的定量處理方式明顯與人們對空間關系下結論的方式不同，不符合人們的空間認知結構。
  11. To correct students " pd can fulfil students cognition structure to mathematics, implement students morality education function of mathematics, carry out quality education in mathematics teaching

    糾正數學語言學習的心理偏差，可以完善學生的數學認知結構，培養學生的數學思維能力，激發學生的數學學習興趣，落實數學的思想品德教育功能，實施數學素質教育。
  12. Through the teaching, make the individual learner aware of language structure and teachers aware of teaching strategies ; on the other hand, learners realize theirselves " language structure and learning strategies

    教育教學實踐中，教師認知學習者個體的語言結構及教學策略，學習者認知自身的語言結構及學習策略。
  13. According to the order from the high percentage to the low percentage, the components are : the teaching of the new knowledge, the discussion between teacher and students, the classroom questioning, the guidance after class, the correcting of students " papers, the brief summary after class, and the mathematical reading. it also does a preliminary research on significance of mathematical communication, that is, it helps the students to develop the self - study ability, to improve their mathematical quality, and it also helps the teacher to adopt the criticism - and - reflection teaching. the data of the survey indicates that teachers think highly of the mathematical communication activities during the classroom teaching ; in present mathematical communication acting is not satisfying

    理活動因素；數學閱讀與數學交流的關系，數學閱讀的分類；數學閱讀中進行數學交流活動的機制；數學閱讀中數學交流的實施現狀：學生的閱讀仍然屬于低水平的閱讀、被動式閱讀：影響數學閱讀中的數學交流活動的因素重要程度從高到低是：學生對數學知識的喜好、學生原有知識結構、學生的邏輯推理能力、學生對數學語言的掌握程度、學生對數學元認知的運用程度、閱讀材料的內容、進行數學閱讀的時間、進行數學閱讀的環境。
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