法語文學 的英文怎麼說

中文拼音 [fǎyǔwénxué]
法語文學 英文
french literature
  • 法 : Ⅰ名詞1 （由國家制定或認可的行為規則的總稱） law 2 （方法; 方式） way; method; mode; means 3 （標...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 文 : Ⅰ名詞1 （字） character; script; writing 2 （文字） language 3 （文章） literary composition; wri...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 法語 : french （language）
  • 文學 : literature
  1. General characteristics : person deictic words are much less used in legislative texts than those used in judicial and enforcement processes ; person deictic words in court hearings or legal literary works are much more frequently used than those used in jurisprudential texts

    共性特點：立法語言人稱指示語的使用頻率低於司法語言和執法語言；法庭審理和法制文學作品中人稱指示語的使用頻率高於法律科學語言。
  2. Thus, or words to that effect, said zarathustra, sometime regius professor of french letters to the university of oxtail nor breathed there ever that man to whom mankind was more beholden

    69此言，或其他有類似含意之言語，系出自曾在牛尾大學開法國文學欽定講座之查拉圖斯特拉70教授。此人賜與人類之恩惠，無人企及。
  3. Charles darnay was established in england as a higher teacher of the french language who was conversant with french literature

    查爾斯.達爾內先生熟悉法國文學，在英格蘭取得了優秀法語教師的地位。
  4. To settle the disadvantages of the learning evaluation system in chinese, this paper, on the basis of " compulsory national education curriculum standard of courses for chinese ", probes into some ideas, in the aspects of the relation between knowledge and abilities, procedure and method, affection and values ; in the fields of becoming literate, reading, writing, oral communication and comprehensive learning, which emphasize the process of chinese learning and the formative evaluation taking on the characters of the variety of evaluated subjects, evaluating programs and evaluating methods, fully exert the positive influence of the diagnostic, encouraging and feedback effect, in order to maximize the output and efficiently boost the development of students

    單一的評價方法脫離了學生的心智發展，脫離了語文本身的文化屬性和審美屬性。語文課程評價的目的最終是為了促進學生語文素養的形成和發展。本文針對現行語文學習評價方法的局限性，以《全日制義務教育語文課程標準（實驗稿） 》為依據，從知識與能力、過程與方法、情感態度與價值觀等維度，對識字與寫字、閱讀、寫作、口語交際、綜合性學習五個方面，關注學生語文學習過程，在實踐中探求評價主體多元、項目多種和形式多樣的形成性評價方法，充分發揮評價的診斷、激勵、反饋等功能，有效地促進學生發展。
  5. French and french cuisine ： using local seasonal produce bought in open markets students learn how to make typical french dishes, assimilate everyday expressions and new vocabulary

    法國文學：涵蓋法國的風土人情，民俗及社交禮節等方面，深入了解法國語言及文化，與一位真正的法國人共同認識法國。
  6. He had not returned sooner, he replied, simply because he had no means of living in france, save those he had resigned ; whereas, in england, he lived by giving instruction in the french language and literature

    他沒有早些回來原因很簡單，他回答道，因為他放棄了財產，在法國無以為生，而在英國他以教授法語和法國文學度日。
  7. Bringing the function of the personality education of chinese teaching in middle schools intplay has important and far - reaching significance. the present paper bases on the modern educational sense of taking the human beings as the basis ", carries forward the good conditions of chinese moral personality education, uses the experience in personality education of western developed countries, hongkong and macao, and makes use of the studying ways of analysising the literature and educational investigations, considering the importance of personality education and the shortage of studying conditions at present, so as to explore how to bring the functionof the personality education of chinese teaching in middle schools into play and to establish the teaching patterns of the personality education which accords with the developing demands of the times. the paper clarifies the cause of studying the functions of the personality education of chinese teaching in middle schools, inquires into the chara cters of direction, mfection and affection of the functions of the personality education of chinese teaching in middle schools by the exploration of historical roots and realistic basis. the paper mainly explores how to bring the function of the personality education of chinese teaching in middle schools into play from six aspects : clearing the subject aims of the personality education of chinese education in middle schools, excavating the contents of the function of personality education contained in teaching malerials, exploring the teaching patterns of the personality education, improving the teaching ways of the activities out of class of personality education, forming personality in the course of cultivating the abilities of language, and improving the level of the chinese teachers " personality education. it aims at offering theoretical bases and practical references to middle schools in personality educationof chinese teaching according to the above views

    人格教育是當代教育的重要課題，發揮中學語文教學的人格教育功能對青少年一代健康人格的塑造和建構中華民族的新文明意義重大而深遠。鑒於人格教育的重要性及現有研究現狀的不足，本文秉承「以人為本」的現代教育理念，繼承我國道德人格教育的優良傳統，借鑒西方發達國家在人格教育方面的有益經驗，採用文獻分析及教育調查等方法，探索中學語文教學如何發揮人格教育功能，嘗試構建符合時代發展要求的語文學科人格教育模式。文中通過對中國人格教育傳統的回顧和人格教育現實意義的探討，闡明了進行中學語文教學人格教育功能研究的動因；探討了中學語文教學人格教育功能直接性、濡染性、情意性的特點；從明確中學語文人格教育的學科目標、挖掘教材中蘊含人格教育功能的內容、探索語文人格教育的課堂教學模式、改進語文課外活動人格教育方式、在語用能力的培養中養成人格、提高語文教師的人格水平六個方面重點探索了中學語文教學如何發揮人格教育功能。
  8. Zeng guofan inherited yaonai ' s theory of argumentation, textual research and rhetoric, and created 4 classification theories of morality, politics, speech and literature with a unique illustration of his own ideas

    曾國藩繼承姚鼐「義理、詞章、考據」之文論，創造性地提出「德行」 、 「政事」 、 「言語」 、 「文學」四分法，發揮了自己獨到的見解。
  9. The first three chapters embark on stylistic analysis in forensic linguistics and its common approaches. by listing the qualitative and quantitative markers used in practice, research methods of locating specific stylistic indicators are manifested

    本文前三章論述了司法語言學中的文體分析及方法，並列舉了常用的定性及定量分析標記。
  10. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  11. Illustrated with examples from essential texts, doing english examines the evolution of english as a subject and questions the assumptions that lie behind approaches to literature

    舉例說明，從本質文本，做英語審查演變英語作為一門學科和問題，假設那個謊言背後的辦法，以文學作品。
  12. However, discussing the chinese subject ' s nature, we are affected, in a deep degree, by contrary dualism that is one or the other, and think humanity and instrumentalization have no internal unity and do n ' t unite to one thing ( chinese subject )

    然而我們在討論語文學科性質問題的時候，很大程度上受到了非此即彼的二元對立論的影響，認為人文性和工具性沒有內在的統一性，無法統一於一個事物（語文學科）身上。
  13. He could write of them, besides, in sound english, and render them into sound english

    而且他可以用正確的英語寫研究法語和法國文學的文章，也可翻譯出正確的英語。
  14. Cle programs are “ immersion ” programs in which students do new and increasingly more difficult things with spoken and written language in the course of group activity

    密集語言接觸教學法計畫是漸浸式的計畫，學生在團體活動課程中以口說及書寫語文學習新的且困難漸增的事物。
  15. Language backlog that enhance the student, this in practice is breakthrough that substance to inherited the excellent language in chinese nation study method, it held tight the high school language teaching, also looked for an exaltation student the language character. hence, this text is from the mind and body characteristics of the language characteristics of oneself course, student and the theories angle of modern education sciences to the possibility that enhance the language backlog the analysis that further made with necessity studies, expatiating the language backlog feels with language relation that educates with the language proficiency

    加強學生的語言積累，這實際上是繼承了中華民族優秀的語文學習方法，它抓住了中學語文教學的實質，也尋找到了一個提高學生語文素質的突破口。於是，本文從語文學科本身的特點、學生的身心特點及現代教育科學的理論角度對加強語言積累的可行性和必要性作了進一步的分析研究，闡述了語言積累與語感培養和語文能力之間的關系。
  16. Firstly, we compare the characters, vocabularies and sentences of the corresponding sections and chapters ; secondly, we review the main causation about the modifications ; finally, we study the application of modifications on collating ancient works, interpreting meanings, researching grammar, researching rhetoric, signing punctuation and so on. the study have comprehensive academic value

    本文首先對《史記》 《漢書》異文中所有的字、詞、句進行比較，總結出這三方面的異文表現形式；再考察兩書異文產生的主要原因；最研究異文在古籍校勘、詞義訓詁、詞匯研究、語法研究、修辭研究及句讀等語文學科諸方面的運用。
  17. Upon graduation, students of the programme shall meet all the professional qualification requirements ( language proficiency, subject knowledge and pedagogy ) specified by the hong kong sar government of language teachers

    本課程的畢業生將達到香港政府對語文教師的專業資格要求（語文能力、語文學科知識及教學法三方面） 。
  18. Elementary education curriculum reform has evolved from theories to practice. contrarily, the present methods on evaluating chinese learning in junior schools stagnate on the summative evaluation in the form of a teacher - centred, examination in writing and score - quantitive approach, which doesn " t tally with the nature of chinese in the unity of humanism and tool, for the sole assessment loses contact with students " intelligent development and the culture and beauty existing in chinese itself

    基礎教育課程改革逐步從理念層面走向實踐，然而，當前對初中語文學習評價方法還停留在以教師為主體、以書面考試為載體、用分數量化等方面的終結性評價來檢測學生的知識和能力，這與工具性和人文性相統一的語文學科特點極不相符。
  19. Part 2 is the focal point of the study, which attempts to study the teachers " function in middle school. on the basis of the student - centered education, the author has put forward the following ideas : ( 一 ) the teachers of chinese should put the students " development in the first place, which means students are the learning subjects in the process of learning, teachers should try to improve the development of different students. while enhancing the ability of chinese, teachers must make students sound in body and mind and teach them to advocate the fine and the kind

    第二部分是本研究的重點，即中學語文教師的角色功能，筆者以主體性教育為依託，提出以下幾個觀點（一）語文教師應是將學生發展放在首位的人，其涵義是語文學習的主體是學生，教師要把學習的主動權交給學生，想方設法使不同層次的同學都能得到發展，在提高學生的語文能力同時讓他們成為身心健康，崇尚美好的人。
  20. The aim is to encourage primary students to adopt q9 cis and hope to quicken their learning curves by this on - line competition. the learning of chinese and it can also be enhanced

    及兒童快報推出該項比賽，鼓勵小學生使用九方輸入法，透過網上比賽，加速學習過程，進而令小學生中國語文學習及資訊科技應用迅速發展。
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