語言和教育學 的英文怎麼說

中文拼音 [yǔyánhéjiāoyùxué]
語言和教育學 英文
ba （hons） language and education
  • 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
  • 和 : 和動詞（在粉狀物中加液體攪拌或揉弄使有黏性） mix （powder） with water, etc. : 和點兒灰泥 prepare some plaster
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 育 : 育動詞1. （生育） give birth to 2. （養活; 培育） rear; raise; bring up 3. （教育） educate
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 言和 : make peace; become reconciled; bury the hatchet
  • 教育 : 1 （按一定的目的要求 對受教育者的德、智、體諸方面施以影響的一種有計劃的活動 一般指學校教育 泛指一...
  1. Part three, the theories on which english dialogue instructional approach in high school bases, the philosophy of dialogue from martin buber and paulo freire ; the language theory from william moulton j. brunner hatch s. krashen hymes and grice ; the cultural and educational theory

    第三部分，中學英語對話教學的立論依據。界定了本質特徵的英語對話教學，有一定的理論依據作支撐。這些依據主要有：對話哲學、結構主義語言學、文化學和教育學。
  2. The process of participant observation and the field notes being taken into the frame of academic thinking, the dissertation will analyze the lingual and non - lingual communication, cultural conception and cultural identification, as well as the features of human nature when civilized, in the clues of language, culture and education. it also compares the changeable and unchangeable modalities, surface discontinuity and deep discontinuity

    為了使在學校內外的參與觀察過程和田野筆記方便納入筆者的學術思維框架，本論文將在語言、文化和教育的三條線索之中，以大量實例和分析說明日本人在語言與非語言交流、文化的理念與認同、以及人性及其教化的特徵。
  3. The exceptions are courses in the department of chinese, japanese language courses offered by the department of japanese studies, courses in the subjects of chinese and speech and hearing sciences offered by the faculty of education, courses in the subjects of chinese law and the use of chinese in law offered by the department of law, and courses offered by the school of chinese medicine

    語言指引除中文系的科目日本研究學系的日文課程教育學院的言語及聽覺科學課程和中文課程法律學系的中國法律課程及中醫課程外，港大所有課程均用英語教授，功課與筆試亦採用英文。
  4. The medium of instruction in the university is english, with exceptions, for example, for courses in the department of chinese, japanese language courses offered by the department of japanese studies, other language courses offered by language centre, courses in the subjects of chinese and speech and hearing sciences offered by the faculty of education, courses in the subjects of chinese law and the use of chinese in law offered by the department of law, and courses offered by the school of chinese medicine

    除中文系的科目語言研習所的其他語言課程日本研究學系的日文課程語文研習所的其他語言課程教育學院的言語及聽覺科學課程和中文課程法律學系的中國法律課程及中醫課程外，港大所有課程均用英語教授，功課與筆試亦採用英文。
  5. The development of cultures depends on the language symbol systems. chinese education as a special mother tongue education passes culture to students through students " learning the language, which makes students sense and experience the excellent chinese culture and help to develop themselves in understanding, accepting and creating cultures

    文化的發展依賴于語言文字元號系統，語文教育作為專門的母語教育，就是要通過學生對語言文字的學習，向學生傳遞優秀的文化，讓學生在文化的熏染、陶冶中感受和體驗文化，在對文化的理解、接受和創新活動中發展自身。
  6. Native english speaker, aging from 21 to 60, healthy, bachelor degree or above, with english language teaching experience, canadian teachers have preference

    年齡在21歲至60歲之間，身體健康，具有學士或以上學位，以所教授語言為母語或擁有在該語種國家長期生活經歷和教育背景，加拿大籍教師優先考慮。
  7. The secretary had diplomas in both education and linguistics

    秘書取得了教育學和語言學的兩種畢業文憑。
  8. Therefore, increasing attention is paid to metacognative strategies in language comprehension by language researchers and educators

    因此，如何培養語言學習者的超認知理解策略，越來越引起語言研究者和教育者的關注。
  9. Other than experimental classes in peace evangelical centre kindergarten ngau tau kok and the hong kong catholic diocese - kowloon bay st. john the baptist catholic primary school, the programme also includes regular speech training, literacy classes for pre - schoolers and deaf adults, as well as the future baby parent signing classes

    賽馬會手語雙語共融教育計劃除了在平安福音堂幼稚園（牛頭角）及天主教香港教區九灣聖若翰天主教小學進行試點實驗外，亦提供其他支援項目，如定期的言語訓練、學前聾生閱讀班、聾人語文訓練班和將舉行的嬰兒家長手語班等。
  10. This lesson a knowledge for with language writing learning, pedagogy, esthetics, psychology is for guiding, making a point of the theories depth with applied widely degree, emphasize the standpoint and choose an example sciences with the function, explain the theories with teaches a the example quotes from as the integral whole, unifying with reasonableness mutually the experience, looking for the regulation in investigate the chinese language beautiful process, having the solid leading value of slice to the language teaching activity

    本課題以語言文字學、教育學、美學、心理學的知識為指導，注重理論深度和應用廣度，強調觀點、選例的科學性和實用性，把理論闡釋與教例引用熔為一體，將經驗和理性相統一，在探索漢語美的過程中尋求規律，對語文教學活動具有切實的指導價值。
  11. I teacher ' s spoke language - classroom instruction speech. this part mainly begin with the difference between language and speech, point that teacher ' s spoke language is the mainly speech activities in classroom instruction, it possesses not only teaching language, but also strong individual character. ii the aesthetic education factor of teacher ' s spoken language

    一、教師口語? ?具有美育功能的教學言語本部分主要從語言和言語的區別入手，指出教師口語是教師在課堂教學中的主要言語活動，它除了具有教學語言的特徵外，還具有極強的個性特徵。
  12. The third, i put clearly forward the actual way of realizing english quality - oriented education, such as suiting measures to students " condition, scene teaching, extensive reading, english acting, loud reading, concentrating and recycling. i emphasize that we should stick to scene teaching as the main clue in middle school english teaching and we should give students more chance to speak and make students practice their spoken english, so we can reach the goal to improve their english synthetic qualities

    第三部分明確提出了實施中學英語素質教育的具體方法，即因材施教法、情景教學法、課外泛讀法、英語表演法、英語朗讀法、集中歸納法和循環記憶法，並強調中學英語教學應堅持以「情景教學」為主線，使學生在一個近乎自然的英語語言環境中有充分的口語表達機會，強化口語訓練，達到不斷提升學生英語綜合素質的目的。
  13. It is hoped that, by sharing theoretical and pedagogical findings in workshops of this kind, cu as an institution of higher learning will contribute not only to the professional development in applied linguistics, but also to the promotion of chinese language learning and teaching in general

    香港中文大學作為本港高等教育學府之一，希望通過舉辦這樣的工作坊提供一個語言學理論與語言教學實踐接觸的平臺，為進一步推動語言學的研究和普及漢語教育作出貢獻。
  14. It includes a ba major in english language and linguistics, comprising at least 63 credits, with a choice of courses taught in the department of english, the department of linguistics, the programme in language and communication or the faculty of education, plus a broad range of other courses to be chosen from various departments and programmes in the arts faculty

    課程包括所有教育學士學位課程的內容，如教育理論以及教學方法和實習等。學生亦必須修讀最少63個學分的英語及語言學的主修課程。該等學分可來自英文系、語言學系、教育學院以及語言與傳播課程。
  15. Because of over stressing chinese as a tool, lack of deep research into inner meaning of writing proposition, writing proposition being out of date, lack of communication with each other among teachers ; so teachers have not formed scientific proposition concept and principalallalong. during teaching, writing proposition is apt to fictionalization, similarization, modelization thus writing teaching is inefficient and falls into the position of effort but no gains. today, information age and curriculum reform put forward higher require for writing education. the thesis sings high praise of humane education and student - based curriculum reform. the thesis pays attention to cultivating writing based on student language personality and conciousness oflanguage life, stresses on building writing motivation suitable to students ' temper

    在這一背景下，寫作教育，應該而且能夠為培育人才的良好的言語素養發揮重要作用，以往陳舊的寫作教學觀念亟待更新，命題的理念、方法和實踐亟需變革。本文高揚人文教育、學生本位的課程改革的精神，關注學生的寫作主體性、言語人格和言語生命意識的培育，注重確立「應性」寫作動機，既注意滿足學生的生存性、實用性寫作的需要，又注重對他們的存在性、審美性寫作動機的激發，強調命題應順應人的言語潛能和精神需要，順應人的發展和言語上自我實現的需要。
  16. Although the entrance requirements for further education college language departments tend to be the same as the private language schools the universities often require an ielts or toefl score as an entrance requirement and don ' t usually teach from beginner / basic levels

    高等教育學院語言科系的入學標準，和私立語言學校大致相同；大學則要求一定程度的ielts或toefl成績，而且大學通常不招收初級程度的學生。
  17. Spken language teaching is aiways weak point in teaching chinese for a long time, the vague understanding of the principle of designing chinese classes and the property and position in communicative teaching of spoken language and the research about functions and values in communicative teaching of spoken language are the main causes. my thesis tells the disappearing of spoken language and the shortage of spoken language teaching, analyses the fact of communicative teaching of spoken language, makes full use of the previous achievements of contemporary linguistics, pedagogy and psychology and mainly explains the meaning, features, mechanism and ideas of communicative teaching of spoken language. the thesis talks of the development about the students " abilities to adapt our up - to - date social life, the training of the students " abilities of creative thinking, the modelling of the students " perfect personality and the improvement of the students " abilities about reading and writing

    本文從語文教學中口語交往傳統的湮沒和口語教學缺失的歷史沿革入手，在分析口語交際教學現狀的基礎上，借鑒現代語言學、教育學、心理學等領域的既有研究成果，從口語交際的涵義、特徵、機理和口語交際教學的基本理念出發，分四個層面，圍繞口語交際教學對學生現代社會生活能力的培養、對學生創造性思維能力的訓練、對學生健全人格的塑造、對學生閱讀寫作能力的提高等相關要素，逐一梳理了口語交際教學在語文教學中的功能價值，並提出了建構主義學習理論視野中的口語交際教學策略，希望籍此引起語文界同仁對口語交際教學的重視，發揮口語交際教學在語文教育體系中應有的功能作用，使口語交際教學真正落實到實處。
  18. Up to now, there has possibilities to understand and explanation on the question of " performance " from four levels : firstly, the level of he communicative skill and teaching skill, because performance is the certain communicative approach and teaching method. performance on this level belongs to technology and instrumental ism ; secondly, the level of symbolism, language, gesture and motion of the performance are considered as the symbols of the expression, delivery. symbol itself has no meaning, its meaning lies in the user who use the symbol and the thing that symbol indicates ; thirdly, the level of methodology, performance and the study to the performance are thought as the basis of education ( especially pedagogy ) ; fourthly, the level of ontology, performance and the understanding to performance is regarded as the human ' s life existence and the educational element matters

    迄今為止，對「表演」問題存在著在四個層次上理解和闡釋的可能性：一是作為交際技藝和教學技藝的層次，表演是一種交際手段、教學方法，因而是技術論和工具論的層次， ；二是將表演的語言和姿勢、動作等視為表達、傳遞事物的符號，符號本身沒有意義，其意義在於符號的使用者和符號所指代的事物上，是符號論的層次:三是將對交往、表演和表演的理解的研究作為教育學（尤其是教學論）的基礎，是方法論的層次:四是將表演和對表演的理解，作為人類生命存在、教育存在的基本事件，因而將其置於本體論的層次上。
  19. The functions of minorities " bilingual education will be increasingly strengthened with the further development of society. based on modem research theories of history, linguistics, culture, psychology and pedagogy, the research adopts inductive method, the method of documental analysis and subject - oriented systematic research methods

    本選題以歷史學、文化學、語言學、心理學和教育學等學科的理論為基礎，主要採用歷史研究法、歸納法、文獻分析法和學科系統研究法進行研究。
  20. Secondly, the thesis probes into foundations of culture essence, culture language science and cultural education science

    其次，探論語文教育文化本質觀討語文教育文化本質觀的語言文化學和教育文化學基礎。
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