schemata schema 中文意思是什麼
schemata schema
解釋
的復數-
Going back in time a bit, in 1999, a consortium of companies led by ariba, inc. began developing commerce xml cxml, another set of business transaction schemata dtds only " until parsers implementing the w3c xml schema proposal are stable and common, " as the cxml faq states
稍稍回溯到1999年，一個由ariba ， inc .領導的公司聯盟開始開發商業xml （ cxml ）另一個商業事務概要集合（正如cxml faq聲稱的， dtd僅僅「直到解析器執行w3c xml schema建議時才是穩定和通用的」 ） 。 -
Prior researches on formal schemata begin with observing the evidence that formal schemata affect reading, and then with training studies on formal schema reading
而形式圖式的研究側重於文章體裁的研究，研究比較多的是故事結構和說明文結構。 -
To start with, the thesis mainly discusses the reading comprehension, from the definition of reading and reading comprehension to three different reading models, which shows that the most efficient reading model is interactive reading model, in which schemata knowledge is not only necessary but also important ; after the documentation, the thesis lays its foundation on schemata theory, which involves the different definitions of " schema ", the classification of schemata knowledge and its function in reading comprehension, from which the conclusion is drawn that during the reading, students can use different types of schemata knowledge according to the their language proficiency and different reading materials ; in the following part, the thesis briefly states the relationship between the reading comprehension teaching and the schemata theory, from which i gain inspiration and find out the applications of schemata theory in english reading comprehension teaching in senior high schools ; and at the same time, i offer a reading teaching model of a text, which shows how to use schemata theory in reading comprehension teaching ; in the last part of the thesis, an experiment is done between two classes using two different teaching methods, one is traditional, the other is new, that is, the teaching method that uses schemata theory, which is proved to be far better
論文首先探討了閱讀理解，從閱讀及閱讀理解的定義到三種不同閱讀模式等方面的探討，得出有效的閱讀模式是「相互作用模式」 ，該模式的運行離不開圖式知識的運用；然後，本文介紹了圖式理論，從圖式的不同界定到圖式的分類以及不同圖式知識在閱讀理解中的不同作用，得出：在閱讀中，讀者根據自己的語言水平和文章的難易程度的不同，調用不同的圖式。在介紹完了圖式理論之後，本文還簡述了圖式理論與閱讀教學的關系，探討了圖式理論對高中英語閱讀教學的幾點啟示及其啟示下的具體運用方法，並提供了一篇課文的閱讀教學模式，具體展示了在圖式理論的指導下，如何上一堂閱讀課；在文章的最後部分，筆者在自己所帶的班級中利用將近一年的時間作了一個實驗：在兩個班分別使用不同的教學模式，一個是傳統的教學模式，另一個是圖式理論指導下的新的教學模式。實驗結果證明，新教法的教學效果要好的多。 -
The research of reading schema theory on language teaching focuses on the studies of content schemata, formal schemata and the combination of content and formal schemata
圖式理論在語言教學中的研究主要在內容圖式、形式圖式、內容和形式圖式結合三個方面。 -
Part two contains schema, the schema theory and schemata with one ' s vocabulary memory concerned : 1 ) the inference of schema in one ' s memory ; 2 ) the typical and atypical members of a category ; 3 ) role concepts and props ; 4 ) event scripts ; 5 ) the associative character of schema. part three contains different previous vocabulary processing and classification with semantic or schematic way concerned
第二部分主要介紹圖式理論並從五個方面闡述圖式儲存詞匯和推測詞義的作用： 1 ）根據物體的上層集合和物體屬性的價值； 2 ）根據某一范疇的典型成員； 3 ）根據角色概念、角色及角色支持物； 4 ）按定型的事件的各個部分組織起來的事件圖式； 5 ）根據圖式的聯想特徵。 -
Schema theory has it that any language may have its meaning just when it is organized and responded by its reader or listener with his schemata, as either oral or written language contains no meaning itself
摘要圖式論認為，任何語言材料，無論是口頭的還是書面的，本身無意義，它只指導聽者或讀者如何根據自己原有的知識，恢復或構成意思。 -
It should be emphasized that the experiment was designed to test the influence of a specific training technique based on schema theory for the students " english reading comprehension, but it was not to intended to test the schema theory per se. there are five parts in this thesis. the first part stated the purpose and significance of the experiment ; the second part was about literature review ; the third part illustrated the correlations between the schema theory and english reading comprehension and how the teacher helped the students activate the schemata stored in the minds ; the fourth part was our experimental design ; the fifth part was our conclusion, that is, the experimental methodology had a significant effect on improving the students " english reading
文章包括以下幾部分：第一部分闡述了做這項實驗的目的，意義；第二部分回顧了近年來對一語和二語或外語理論或模式的研究和實踐；第三部分著重研究了圖式理論和外語閱讀的關系及其教師如何幫助學生激活相關圖式以提高其外語閱讀理解能力；第四部分通過實驗調查來證實圖式理論對學生外語閱讀理解能力的影響；第五部分通過用社會學統計軟體包（簡稱spss ）對實驗結果的數據進行分析，得出了這樣的結論：圖式理論對提高學生的外語閱讀理解能力有很大的影響。
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