phonological awareness 中文意思是什麼

phonological awareness 解釋
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  • phonological : adj. 1. 語音的；音位學的；音韻學的。2. 按照音位[音韻]學原理的。
  • awareness : （產品）知曉度/知名度
  1. Effects of integration training of phonemic transcription with phonological awareness on quasi - reading in english

    語音意識的整合訓練對英文準朗讀的作用
  2. Phonological awareness, naming speed and chinese reading

    快速命名與中文閱讀
  3. The development of children ' s chinese phonological awareness

    小學兒童漢語語音意識的發展
  4. The role of home literacy in children ' s phonological awareness

    家庭文化環境對幼兒語音意識的作用
  5. The relation between children ' s phonological awareness and ability of pinyin in primary school

    小學兒童語音意識與漢語拼音能力的關系
  6. The role of phonological awareness and paired associate learning in early literacy development in chinese children

    配對聯想學習能力和語音意識在漢語兒童早期閱讀中的作用
  7. Children learning to read chinese : role of phonological awareness and morphological awareness

    論文發表于第五屆華人社會心理與教育測驗學術研討會。
  8. Effect of phonological and morphological awareness instruction for chinese children

    論文發表于第二屆特殊教育學術研討會。
  9. A study of foreign students ' chinese phonological awareness development

    不同母語外國留學生漢語語音意識發展研究
  10. Effects of pinyin learning on development of phonological awareness in kindergarten

    拼音學習對幼兒語音意識發展的影響
  11. The phonological awareness and english word reading of chinese primary school children

    漢語兒童英漢語語音意識和英語單詞認讀能力的關系
  12. Correlations of phonological awareness with word reading ability among bilingual chinese children

    雙語兒童語音意識與詞匯認讀關系的研究
  13. Research on the relationship between development of chinese and english phonological awareness in primary school

    漢語兒童漢語與英語語音意識發展的關系
  14. This linguistic feature of the chinese language led the hku researchers to challenge the universal and preeminent status of phonological awareness in explanations of reading development

    中文的這種獨特性令港大研究人員對語音決定閱讀發展的傳統理論提出質疑。
  15. There is the implicit learning effect on english phonological awareness when child watches english cartoon

    兒童在觀看動畫片中英語語音意識內隱學習效果存在。
  16. 7. the phonological awareness and syntactic awareness of excellent learner is better than the learn - disability ' s

    7 、優秀學習者的語音意識、句法意識發展好於不良學習者。
  17. The role of syntactic awareness is more important than phonological awareness in english reading. 4. phonological awareness and syntactic awareness ca n ' t predict decoding

    3 、句法意識對英語閱讀理解水平的影響大於語音意識4 、語音意識和句法意識對英語語音解碼均不具有預測作用。
  18. In western psychology field, it is popular to study the relation of phonological awareness and syntactic awareness with language ability, particularly with reading. the results of the study provide necessary academic basis for teaching english reading

    在西方心理學界，語音意識和句法意識與語言能力，尤其是與閱讀的關系研究是一個非常活躍的研究領域，其研究成果為指導閱讀教學提供了必要的理論依據。
  19. This study splits syntactic awareness into fundamental syntactic awareness and advanced syntactic awareness, according to the syntactic knowledge whether to have consciousness or not. based on this, this research intends to study the development of phonological awareness and syntactic awareness in the grade two of middle school, to comparer the different study level of phonological awareness and syntactic awareness and to explore the function of phonological awareness and syntactic awareness on decoding and comprehension

    在此基礎上對我國初中二年級學生的英語語音意識、句法意識發展狀況；不同學習水平學生的語音意識、句法意識發展狀況；語音意識、句法意識在英語語音解碼和英語閱讀理解中的作用；語音加工的精細性以及句法知識提取的意識性在閱讀理解中的作用等方面的內容進行了探索性研究。
  20. The subjects are the children aged 3 - 6 from the high class, middle class and low class of the kindergarten. the learning ways that the research designed is to watch english cartoon. basing on the subjects " test scores on english phonological awareness, the research aims to probe the developmental characteristic of child in different age stages by watching different cartoon material and by learning in different modes, the implicit learning effect and it ' s impacting factors, as well as the implicit learning effect of child with different chinese phonological awareness in different indicator of english phono logical awareness, and to describe the child ' s emotion manifestation and behavior characteristic while watching english cartoon, as well as the degree of child ' s interests in the two cartoon styles

    本研究把以上的兩種問題結合了起來，主要採用準實驗的研究方法，並用錄像觀察、訪談等定性研究方法做補充，以幼兒園小、中和大班的3 - 6歲兒童為研究被試，通過英語動畫片這種學習媒體，以英語語音意識的測驗結果為著眼點，來考察不同年齡階段的兒童在不同類型的動畫片素材及不同的學習方式下的發展特點、內隱學習效果和影響因素，還考察了不同的漢語語音意識水平的兒童在英語語音意識各個指標上的內隱學習效果，並描述了兒童在觀看英語動畫片時的情緒表現和行為特點以及兒童對這兩種動畫片類型的喜愛程度。
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