writing and reading the essay 中文意思是什麼

writing and reading the essay 解釋
短文寫作與閱讀
  • writing : n. 1. 寫，寫作，執筆；習字，書法。2. 文件，契據；銘。3. 〈pl. 〉著作，作品。4. 筆跡，手跡。
  • and : n. 1. 附加條件。2. 〈常 pl. 〉附加細節。
  • reading : n 雷丁〈姓氏〉。n 1 閱讀；讀書；講讀；朗讀，講讀會，讀書會；（議會議案的）宣讀。2 讀物。3 學識；...
  • the : 〈代表用法〉…那樣的東西，…那種東西。1 〈用單數普通名詞代表它的一類時（所謂代表的單數）〉 （a） 〈...
  • essay : n 1 （文藝上的）隨筆，漫筆；小品文，短論〈理論性強的學術論文叫 treatise dissertation〉。2 嘗試，...
  1. 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。
  2. This essay talks about how to carry out the principle of " taking listening and speaking as the basic language learning goal and then developing reading, writing and translating skills " in the polytechnic english teaching by analyzing the problems of polytechnic english teaching, the general rules of language teaching and the firsthand practical teaching experiences so as to transform the polytechnic english teaching from " test - orientated education " to " quality - orientated education "

    摘要木文試圖通過分析高職高專公共英語課程教學存在的問題，結合英語教學理論的一般性規律和共識，從高職高專英語教學一線的實際出發，探討如何在高職高專公共英語教學中落實「以聽說為主帶動讀寫譯能力的培養」的教學原則，以更好地實現英語教學由「應試教育」向「素質教育」的轉軌。
  3. By analyzing the learners " different cognitive styles, the essay probes into the matter of cooperative teaching and learning according to students " aptitudes. the author makes the experimental study on the english reading and writing teaching in two classes of senior one in longyan overseas chinese middle school. the results of the experiment shows that implementing the strategy of cooperative, learning not only takes the advantage to improve the students " study interest of english and divert their study aptitudes, but also develop the students " self - consciousness and train their various abilities

    本文通過分析學生認知方式的差異，探討在中學英語合作學習過程中因材施教的問題，通過對龍巖僑中高一年級部分學生進行英語寫作與閱讀教學實驗研究，發現實施合作學習不僅極大地提高學生英語學習的興趣、轉變了學習態度，而且提高了學生的主體意識，培養了多種英語能力，尤其是合理地按照認知方式不同進行的分組合作學習明顯有利於提高學生的英語學業成績。
  4. In each unit, reading assignments and preliminary writing exercises will prepare you for the essay or short fiction piece that you will be crafting

    在每一個單元中，閱讀作業與初步的寫作練習會幫助各位為即將寫作的短文以及短篇小說作準備。
  5. This essay aims to trace the track of the formation and the evolvement of taiwanese writing through reading the post - war history of taiwanese poetry and the spatial movement of han - xiu lu, which proposes to specify the unique poetic context of lu

    雖然臺語用字標準化的問題，始終存在，然而，路寒袖適度融合運用國語與其他語匯，使多種語言文化相互隸屬、彼此補充的臺語詩歌寫作，實已逐步在他手上完成。
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