語音拼字法 的英文怎麼說

中文拼音 [yǔyīnpīnzìfǎ]
語音拼字法 英文
phoneticism
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 音 : 名詞1. （聲音） sound 2. （消息） news; tidings 3. [物理學] （音質） tone 4. （姓氏） a surname
  • 拼 : 動詞1 （合在一起; 連合） put together; piece together 2 （不顧一切地干; 豁出去） be ready to risk...
  • 字 : Ⅰ名詞1 （文字） character; word 2 （字音） pronunciation 3 （字體） form of a written or printed ...
  • 法 : Ⅰ名詞1 （由國家制定或認可的行為規則的總稱） law 2 （方法; 方式） way; method; mode; means 3 （標...
  • 語音 : speech sounds; pronunciation; voice
  • 拼字 : orthography
  1. Learn to speak chinese through standard pin - yin romanized chinese and increase your vocabulary through sentence and dialogue exercise

    經由單字句子及對話練習學習中文的發音及用法，所有內容均提供漢語拼音。
  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. When teaching children to learn pinyin, teachers must highlight the differences in enunciating chinese and english vowels and consonants to avoid confusion as both systems use the alphabet

    在教導兒童學習漢語拼音時，老師們有必要教導學童辨別漢語拼音和英文字母的拼音法是不同的，以免產生混淆。
  4. In addition, qcode also makes use of cantonese, pin yin and zu yin phonetic input methods, user defined phrase functions, a dictionary and the identification of similar pronunciation of words as secondary input tools

    此外，快碼亦集合廣東拼音及注音輸入法，加入用家片語功能鍵及字典，還有以同音字輸入所需文字的功能。
  5. Features a clear, accessible format, jargon - free grammatical explanations and full answer key, and provides both pinyin romanization and chinese characters, which in in most cases are accompanied by english translations to facilitate the comprehension of both written and spoken chinese

    具有一個明確的，可查閱的格式，術語無語法解釋，並充分解答，並提供了兩個拼音拼音和漢字，而這在多數情況下都伴隨著英文翻譯，以便理解雙方的書面和口語的中國人。
  6. The texts are in simplified and traditional chinese characters with phonetic symbols and french translation

    課文採用簡體字、繁體字對照，附有拼音和法語翻譯。
  7. It extracts the document ’ s chinese pinyin, makes planar document three - dimensional by chinese pinyin, inserts the watermark information into the solid document by characters ’ extending, and extracts the watermarks of each layer which verify each other in the end

    該演算法提取出文檔的漢語拼音，利用漢語拼音將平面文檔立體化，再利用字元縮放將水印立體地嵌入到文檔中，提取時通過提取不同層面的水印進行互相驗證。
  8. The central section of the book is a presentation of current english grammar at sentence, clause, phrase, and word level ; with the last chapters covering grammar in relation to discourse, word - formation, lexis, pronunciation and intonation, punctuation, and spelling

    該中心地段的這本書介紹了當前英語語法上句，第，短語，以及文字水平;與上次章節涵蓋語法有關的話語，構詞法，詞匯，語音和語調，標點符號，拼寫。
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