兒童語言發展 的英文怎麼說

中文拼音 [ertóngyǔyánfāzhǎn]
兒童語言發展 英文
language development of children
  • 童 : Ⅰ名詞1 （兒童; 小孩子） child 2 （舊時指未成年的僕人） young servant 3 （姓氏） a surname Ⅱ形容詞...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 言 : Ⅰ名詞1. （話） speech; word 2. （漢語的一個字） character; word 3. （姓氏） a surname Ⅱ動詞（說） say; talk; speak
  • 發 : 名詞（頭發） hair
  • 語言 : language
  1. From the point of view of psycholinguistics and bilingual education theory, new policy does not conform to principles of language education and unbeneficial to language and cognitive development for the lep children. from social - linguistic perspectives, it will bring passive effect to long - term achievements of the children from the minority family. therefore new policy is an ethically unsound education policy

    從心理語言學及雙語教育理論的角度分析，該提案很大程度上違背語言習得原則，不利於兒童語言及認知水平的發展；另外，該提案只考慮語言文化的統一與融入，把母語教育與英語教育對立起來，從社會語言學分析，會給長期教育目標帶來負面影響。
  2. Assessment services identify hearing, speech and learning / behaviour problems among school - age children so that appropriate follow - up action can be taken and remedial treatment given before the problems develop into handicaps

    政府提供的評估服務，可以識別學齡兒童在聽覺、言語、學習或行為上是否有問題，並在問題發展成障礙之前及時跟進，提供矯正治療。
  3. This study was designed to further understanding of children ' s pain experiences and sensations, and to develop strategies to care for hospitalized children who suffering from pain

    摘要兒童理解力、語言、字匯的限制，缺乏流利或豐富的敘述，致使對疼痛經驗的評估有困難，因此國內應發展出兒童對疼痛的描述字言，以為疼痛的評估依據。
  4. Therefore, during the early stage of foundamental eduucation, we must stress children ' s linguistic development according to their developmental order of cognition, and then stress their abstract competence in maths after their linguistic ability has fairly developed

    因此，根據兒童認知發展順序，在基礎教育的早期階段，應先集中精力發展兒童的語言，到兒童的語言有了一定發展后，再著力發展兒童數的抽象能力。
  5. The simple truth of this is undeniable, and yet when we examine the literature, we find theories of language development and entire books on the child ' s acquisition of language that pay no attention to how the infant ' s learning mechanisms develop and say nothing about how infants come to evince interest in linguistic behavior

    這個論斷的真實性是不可否認的，然而，當我們仔細閱讀文獻的時候，我們卻發現語言發展理論以及關于兒童語言習得問題的整本書都沒有涉及嬰兒的語言學習機制是如何發展起來的，也沒有涉及嬰兒是怎樣對逐漸對語言行為產生興趣的。
  6. Madam li zi - mei, a former lecturer at an american vocational training center and currently a therapist - consultant in clinical psychology in the u. s. said that the book had impressed her deeply. upon opening it she found that the whole text, from the foreword to the stories themselves, is perfectly structured for use in childrens psychological education. the first level helps to develop love through imitation of actions

    曾任美國職訓中心講師，也是美國臨床心理科學諮詢治療師的李咨玫女士表示：這本書帶給她非常大的震撼，她第一次翻開閱讀，即發現書中從前言到故事內容，具備完整的兒童心理教育層次，第一層次是透過言語文字，在行動上發展愛力，然後到推己及人，進而發展到第三層次，也就是專注在精神層次，達到全人格發展。
  7. Common childhood developmental problems include attention deficit, hyperactivity disorder, dyslexia, autistic spectrum disorder, language delay, developmental delay, mental retardation, developmental coordination disorder, cerebral palsy, as well as visual and hearing impairment

    常見的兒童發展問題包括專注力失調、過度活躍癥、讀寫障礙、自閉癥、言語發展障礙、發展遲緩、智力障礙、動作協調障礙、腦麻痹、視障及弱聽。
  8. Two strategies in sign creation. in tervoort, b. t., ed., proceedings of the second european congress on second language research. amsterdam : institute of general linguistics, university of amsterdam

    李行德， 1997 ，語言發展理論和漢語兒童語言. 《語言學與應用語言學》第4期.廣東:廣東外語外貿大學
  9. Following the review on practice, the author analyses the function of the graphic language in children ' s cognition development theoretically. according to piaget, vegotsky, some art educators and reggio educators " idea, graphic language is the result of symbolizing and a useful facility for young children when they are in preschool ages. in the last part, there ' s an art education reform carried out in one of the kindergartens in shanghai, china

    然後，從兒童發展理論與兒童美術教育理論出發，結合瑞吉歐教育者的基本理念，分析了圖形語言在學齡前兒童認知發展中，隨著兒童表象思維的發展而產生、是兒童在學齡前階段容易掌握的表達途徑、具有反映和促進兒童思維發展等重要意義。
  10. Individual characteristics of reasons for language development delay in children

    兒童語言發展遲緩成因的個案特徵
  11. The availability of using the mean length of utterances to measure the language development of mentally retarded children

    以句長衡量弱智兒童語言發展水平的可行性分析
  12. The semantic development in children ' s language acquisition

    兒童語言習得過程中語義發展規律研究
  13. So, it is the author ' s motive to attempt to seek the ways of changing the poor areas " education status quo. beginning with promoting the language competence of preschool children, the writer tries to study the change of teaching mode and pedagogical ideology. the main causes lie in : 1 ) organize the language education activity to improve the language ability of preschool children ; 2 ) the class is chinese - oriented, but the aim of teaching and children ' s development is unclear ; 3 ) restricted by economy and culture, the language development in these areas is in an unfavorable position ; 4 ) compared with the field of arts, the teachers available now is more qualified for language teaching, so it is easier to change the form of language activity ; 5 ) children ' s language acquisition is not only confined to chinese class - teaching, but also penetrated into the other activities, such as art, handwork, and games

    本研究以促進學前班兒童的言語發展為突破口，改變貧困地區農村學前教育的現狀，原因主要有以下幾點： （ 1 ）組織語言教育活動，促進兒童言語發展，是幼兒教育的主要任務之一； （ 2 ）學前班以語文課堂教學的形式實施語言教學，但教學目標和兒童發展的目標不明確； （ 3 ）受經濟、文化等因素制約影響，農村貧困地區兒童言語發展處在不利境地； （ 4 ）與藝術等教育領域相比，現有教師的知識儲備更能勝任語言教育，因此，改變語言活動形式的設想更易實現； （ 5 ）兒童語言教育研究工作者明確提出，兒童語言教育並不僅僅局限於「語文」課堂教學，而應滲透到其它活動當中去，故借開展語言教育活動之際，可以適當地開展藝術、手工、游戲等教育活動，以豐富活動內容。
  14. On one hand, children ' s parole comprehension and expression are developed greatly, on the other hand, the transformation of language activity form makes up for the inadequacy of teachers and special skills, hence motivating the course offering ' s diversity and localization

    一方面，兒童的言語理解與表達能力得到發展；另一方面，語言活動形式的轉變彌補了學前班師資力量和專業技能的不足，推動學前班課程設置的多樣化和本土化及教學模式的轉變。
  15. Researches in infantile phsychology and developmental phsycholgy suggest that children ' s development in maths - physics thinking comes behind their linguistic development. but at present curricula for primary school include mathhs and chinese simultaneously, short of adequate conception of number and support of idea, especially when their linguistic competence has n ' t sufficiently developed, children ca n ' t well understand the specialized asbstract words in maths, so they usually memorize mechanically the concepts, formulas and theorems. thus it brings difficulty for children and even failure in their maths learning, while their linguistic competence. either in mother tongue or foreign languages. ca n ' t develop very well in the sensitive stage of linguistic development

    兒童心理學與發展心理學的研究表明，兒童的數理思維的發展落後于語言的發展，但在我國當前的課程設置中卻是語文和數學同時開設，兒童缺乏足夠的數的概念和表象的支持，尤其是兒童的語言沒有獲得充分的發展，還不能完全理解數學中專門的抽象詞匯，往往死記硬背數學概念、公式、定理，不僅造成學生數學學習相當吃力，使很多學生數學成績不良，也造成學生的語言（母語、外語）在語言發展的關鍵期沒有獲得良好的發展。
  16. Advances in cognitive development based on language acquisition

    兒童語言獲得之認知發展機制研究新進展
  17. Language skills are a critical component of childhood development

    語言能力是兒童時期發展的重要一部分。
  18. What will be mainly discussed here is the graphic language that comes from the preshccols in reggio emilia, italy. firstly, this dissertation reviews the application of children ' s graphic language in reggio emilia by focusing on three topices : the process in that children use it in a tiypical project program, its characteristics concluded from various examples, and four significant factors that affect children in their graphic language development and application

    通過大量方案活動中兒童圖形語言運用的實例，總結出該幼教體系中，兒童在學習活動中運用圖形語言的一般過程；歸納了圖形語言的運用離不開兒童的實際經驗、與兒童其他語言的運用相輔相成、幫助兒童實現自我的表達、以及起到解釋說明、輔助研究的作用等特點；分析了環境、時間、教師、同伴等影響兒童圖形語言發展及運用的因素。
  19. Impaired speech production and perception ; hearing loss, aphasia, neurogenic disorders, laryngeal disorders, other impairments ; aids for speech and hearing - impaired. speech and language development in children ; acoustic analysis of children ' s speech

    23受損的語音產生和感知；聽力衰減、失語癥、神經的失序、喉頭的失序及其他的損傷。對于語言能力和聽力受損的協助。兒童語言和表達能力的發展。兒童語音在聲學上的分析。
  20. The level of cognitive developtment was badly low in children with mental retardation, which was a very important reason why the adaptive behavior level in children with mental retardation was significantly lower than that in normal children, while weakness in language was the key reason for cognitive lag. although children with mental retardation significantly lagged behind normal children in adaptive behavior, they had great potential to develop high - level skills

    弱智兒童適應行為發展水平明顯落後于正常兒童，其中認知技能發展水平的嚴重滯后是一個重要原因，而語言發展障礙又是認知發展滯后的關鍵所在。雖然弱智兒童適應行為發展水平明顯落後于正常兒童，但他們仍有著巨大的發展潛能，尤其是獨立技能和社會技能在整個年齡范圍（ 4 ? 12歲）內都在加速發展。
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