communicative approach 中文意思是什麼

communicative approach 解釋
傳意教育
  • communicative : adj. 1. 愛傳話的；愛說話的，藏不住話的。2. 通訊聯絡的。
  • approach : vt 1 向…接近，走近；使接近。2 探討；看待，對待，處理。3 向…接洽[提議]。4 〈美國〉企圖收買。vi 臨...
  1. The study was conducted to argue that whole language approach is an effective way to cultivate students " communicative competence ; and demonstrate that the approach is suitable and feasible for english teaching in middle schools in china

    本研究試圖提出整體語言教學是培養學生英語交際能力的一條有效途徑，並從歷史和現實的角度來探究整體語言教學在我國中學英語教學中的適用性和可行性。
  2. Celi uses the communicative approach to language learning that employs possible real life situations and authentic language is exploited in the classroom

    Celi採用互動的語言學習方法，在課堂上，學員將會在真實的環境下學習英語。
  3. Under the circumstances, it is essential for us to adopt the communicative teaching approach in order to develop the student ' s ability to comprehend language and improve their communicative ability

    這時採用以培養學習者的語言理解力、表達能力和相互溝通思想的能力為目標的交際教學法就顯得至關重要。
  4. The rationale of the present study comes from constructivism, clt, and reflective teaching. the core belief is that learning is a process that learners actively construct new knowledge upon pre - existing knowledge and experience according to their own needs and interests. in a constructivist approach, a teacher educator should base their teaching on student teachers " practical knowledge and draws on their personal experience to develop their professional teaching ability and communicative ability in a holistic way

    作者對在職教師繼續教育的研究根植于建構主義，交際語言教學論和反思性教育理論，其核心理念是：學習是學習者根據個人興趣與需求在原有知識經驗的基礎上主動建構新知識的過程，教師教育者應充分利用教師的已有經驗和教學實際均衡發展，不斷引導他們進行學習與教學的反思，培養教師自主。
  5. 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。 」
  6. The proper use of communicative teaching approach

    交際教學法的合理應用
  7. Application of weak version of communicative approach in english grammar lessons for students of english major

    弱式交際法在英語專業語法課上的應用
  8. Research on the communicative approach to college english language testing modes

    大學英語交際性語言測試模式研究
  9. Promote a correct understanding of communicative approach

    正確認識交際教學法
  10. Communicative approach and college english teaching

    交際教學法與大學英語教學
  11. On communicative approach and college english teaching

    交際法與大學英語教學
  12. On communicative approach in college english teaching

    淺談大學英語教學中的交際教學法
  13. Discussion on communicative approach and college english teaching

    淺談交際法與大學英語教學
  14. The communicative approach and oral english teaching circumstance

    交際法與英語口語教學環境
  15. About several issues of communicative approach

    交際途徑若干問題探討
  16. On misconceptions in the application of communicative approach

    談英語教學中如何正確運用交際法
  17. The distance between the theory and practice of the communicative approach

    交際法理論與實踐間的偏差
  18. The teaching mode of english listening and speaking course based on communicative approach theory for non - english major postgraduates

    基於交際法理論上的碩士生英語聽說教學模式
  19. Up to now, there has possibilities to understand and explanation on the question of " performance " from four levels : firstly, the level of he communicative skill and teaching skill, because performance is the certain communicative approach and teaching method. performance on this level belongs to technology and instrumental ism ; secondly, the level of symbolism, language, gesture and motion of the performance are considered as the symbols of the expression, delivery. symbol itself has no meaning, its meaning lies in the user who use the symbol and the thing that symbol indicates ; thirdly, the level of methodology, performance and the study to the performance are thought as the basis of education ( especially pedagogy ) ; fourthly, the level of ontology, performance and the understanding to performance is regarded as the human ' s life existence and the educational element matters

    迄今為止，對「表演」問題存在著在四個層次上理解和闡釋的可能性：一是作為交際技藝和教學技藝的層次，表演是一種交際手段、教學方法，因而是技術論和工具論的層次， ；二是將表演的語言和姿勢、動作等視為表達、傳遞事物的符號，符號本身沒有意義，其意義在於符號的使用者和符號所指代的事物上，是符號論的層次:三是將對交往、表演和表演的理解的研究作為教育學（尤其是教學論）的基礎，是方法論的層次:四是將表演和對表演的理解，作為人類生命存在、教育存在的基本事件，因而將其置於本體論的層次上。
  20. However, the problems of how the communicative approach to education will have an effect on the moral education and what kind of relation will lie between communication and moral education, or, to put it in another way, after the introduction of communication into education, moral education in schools will undergo what changes and reforms, pose before us

    然而，交往的教育觀對道德教育又會產生何種影響，交往與道德教育具有怎樣的關系，或者說將交往引入到教育中來，學校道德教育將會面臨何種變化，有何變革，如此等等的問題便擺在了我們面前。
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