高三英語 的英文怎麼說
中文拼音 [gāosānyīngyǔ]
高三英語
英文
seniorthree-
Under the framework of metacognitive knowledge ( person, task, and strategy ) by wenden, this thesis reports an analysis of listening metacognitive knowledge of a group of first - term english majors, attempting to provide guidance in the development of effective listening
筆者以元認知知識的三個組成部分（本體、任務、策略知識）為理論框架，調查分析了英語專業新生的聽力元認知知識，以期為提高聽力學習效率提供參考依據。Three stages in improving english teaching efficiency
論提高英語教學效率的三個階段This thesis consists of four chapters : chapter one is about the concept differentiation and analysis. it analyzes the concepts such as quality, teacher ' s quality, english teacher ' s quality as well as professional quality of english teachers in primary school and the background and the significance in the research on the professional qualities of english teachers in primary school
其次，我們從新時代對外語人才的需求及英語教育的價值、教師的專業化發展需要學科教師專業素養的提高、小學英語課程的全面開設需要高素質的英語教師隊伍三個角度闡述了新世紀提高小學英語教師專業素質的重要性和必要性。We may also give some suggestion to bilingual education in china : 1 ) the formulation and implementation of the education policy should depend on our country ' s conditions. 2 ) when students have age - appropriate competence in both mother and english languages, and positive cognitive capability, the goal of the bilingual education will be benefited. therefore, academic bilingual curriculum may be started in wide range on university or college level
針對我國目前日益趨熱的雙語教育，我們的建議有三： 1 ）我國的雙語教育政策的制定與執行要尊重我國國情； 2 ）只在高等院校大范圍開設學科雙語課程，因為在高校這個層次，學生的母語、英語水平與認知水平方可達到這樣的高度? ?雙語教育有利於教育目的實現； 3 ）制定雙語教育計劃時既要考慮教育的靈活性，又要實現雙語教育的規范性。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。Average combined score in use of english, chinese language and culture and 3 al subjects
英語運用中國語文及文化及三科高級程度會考科目之總平均成績The paper falls into four parts. part one first emphasizes the role which grammar plays in english teaching, and then analyses the existing problems and their causes in grammar teaching to graduating students in senior high schools
全文分為四個部分：第一部分闡述了語法教學的重要性，揭示了在高三英語語法教學中所存在的問題，並分析了所存在問題的原因。This study incorporates schema in senior three vocabulary teaching and by doing 12 weeks " experiment to test whether the schematically organized oral vocabulary presentation was prior to rote repetition in the following three aspects : 1 ) new words ( in senior book 3b ) learned during the 12 weeks ; 2 ) extra new words ( not included in jefc & sefc ) presented together with the schematically grouped words ; 3 ) old words learnt before the experiment
本文將圖式理論應用於高三英語詞匯教學中，經過12個周的課堂教學實驗，以驗證在實驗期間學生對所學高三課本新詞匯的掌握情況、中學范圍所學舊詞的鞏固情況和擴大中學范圍以外的詞匯三個方面，實驗班的詞匯測試成績是否優于控制班的詞匯表背誦成績。Using think - aloud protocols and retrospective interviews with 21 chinese college students at three levels of language proficiency, this study explores when they use their chinese cognitive resources and how this cognitive use facilitates their comprehension of l2 text
本文用有聲思維和回顧采訪的方法，對高、中、低三個水平的21名大學生進行研究，以探討漢語在他們英語閱讀中的作用。This paper carries out a quantificational analysis upon the corpora of the english learners from primary schools to universities, especially middle schools, and makes comparisons in longitude and latitude. we find out from the comparisons that the language items puzzling the students most are : omission / addition of " ~ s " after third person singular verbs, omission / addition of " be ", error of tenses, error of articles, error of preposition collocations, agreement of subjects and verbs, error of singular / plural nouns, error of infinitives, error of part of speeches, error of possessive cases, empty of conjunctions in coordinative sentences, error of spellings ; elementary or intermediate learners ( such as freshmen ) suffer from native language transfer or simplification a lot ; advanced learners ( such as sophomores ) are affected by the overgeneralization of target language ; the error of part of speech or semantic selection ( except conceptual meaning ) runs through all phases, and it is likely to be fossilized
我們從研究中發現，困擾我國中學英語學習者的語言項目有動詞第三人稱單數s遺漏誤加、 be動詞誤加省、時態錯誤、冠詞錯誤、介詞搭配錯誤、主謂不一致、名詞單復數錯誤、不定式錯誤、詞性混用、所有格錯誤、並列句關聯詞空缺、拼寫錯誤；初、中級階段（大學一年級以前）學習者受母語遷移、目的語規則簡化影響較大；高級（大學二年級及以後）階段的學習者受目的語規則泛化影響較明顯；過渡語水平和學習者的學習階段呈正相關；英語詞性、詞義（概念意義除外）等方面的錯誤貫穿所有學習階段，且易形成「僵化」 。This article briefly describes and analyses the teaching model adopted in tourism english in the past three years, and points out that with the help of modem educational technology and internet, teaching model suggested by constructivist teaching theory can be developed to activate students ' foreign language learning initiative and creativity, and foreign language teaching efficiency can be highly improved
本文就三年來旅遊英語課程教學改革進行了描述與分析，表明如果能充分利用現代電化教育技術和網際網路的便利，就能夠在外語教學活動中有效實施建構主義教學理論所倡導的教學模式，從而能充分調動學生外語學習的積極主動性，培養學生的創新能力，並能極大提高外語教學效率。To raise the students " writing level, cultivate their consciousness of cooperation - competition, improve english writing course and achieve good results in it, the author makes the experiment study on the change of english writing teaching in some classes of senior 3, no. 1 middle school in jian yang, applying the strategy of literacy community on the basis of constructive theory of teaching
為提高學生的英語寫作水平，培養合作競爭意識，優化寫作教學過程，提高寫作教學效益，本文作者在建構主義教學理論指導下，應用「寫作小組」教學策略，對建陽市第一中學高三年級部分學生進行英語寫作教學改革實驗。Taking the theories of constructivism and multiple intelligences as the theory background, through questionnaires, i research on the multi - media english teaching in some senior high schools. combined with my english teaching practice and observations, this paper discusses and analyzes the real situation of present multi - media english teaching in senior high school, and seeks how to carry out the classroom teaching in the multi - media environment. it proposes the way to understand the role of multi - media and traditional teaching
本文以建構主義和多元智能理論為依據，對當前高中多媒體在英語教學中應用進行調查研究，通過本人高中英語的教學實踐、觀察和調查，從學校、教師和學生三個方面探討和分析當前高中多媒體英語教學的真實現狀，並反思多媒體環境下如何更有效地進行英語教學，提出正確看待多媒體在教學中的位置，正確認識相對于多媒體的傳統英語教學，將多媒體英語教學和傳統英語教學有機結合起來，以及注意多媒體課堂教學中以人為本，師生互動和情感交流的觀點。Finally, it concretely probes into the main fields of the best design of the senior english class teaching, namely : the design of asking questions, the design of blackboard writing and stick figures and the design of listening, vocabulary and reading comprehension
最後，具體探討了高中英語課堂教學優化設計的主要領域，即提問的設計、板書板畫的設計及聽力、詞匯、閱讀理解三種不同課型的設計。The third chapter first classifies the fifth degree of cultural demands in the curriculum standard for english teaching as knowledge culture and communication culture, then examines the cultural structure of jefc ( 2000 ) from both the static and the dynamic angle according to such a classification. the next chapter, chapter 4, makes suggestions for improving our culture teaching to meet the demands set in the curriculum standard. and the last chapter summarizes the whole paper
第三部分首先根據知識文化和交際文化的文化結構劃分，細化《全日制義務教育普碩士學位論文義三夕master 『 5mesls通高級中學英語課程標準（實驗稿） 》中的五級文化要求，然後以此為標準從靜、動態兩方面收集資料，評估《英語》的文化內涵，從而把握中學文化教學現狀。To add " in view of the generally low standard of chinese and english among local students, " after " that, " ; to delete " supports the governments adoption of measures under the firm guidance on secondary schools medium of instruction " and substitute with " urges the government " ; to delete " so that secondary school " and substitute with " so as to enable " ; to delete " will be able " ; to delete " in their everyday language ; furthermore, in order to make up for the environment of mother - tongue education in which students may be less exposed to the english language, this council urges the government to strengthen the teaching of the english language in secondary schools so as to enhance the basic proficiency of local students in using english as the second language to " and substitute with " ; this council also urges the government to substantially increase the allocation of resources to improve teacher training and teaching facilities and enhance the proficiency of students to become biliterate and trilingual putonghua, cantonese and english, which will " ; to delete " future " ; and to delete ", thereby helping the territory to establish its advantageous position as a bilingual society and to maintain its " and substitute with " and at the same time, strengthen the territorys "
向本局發言：在「本局」之前加上「鑒于本港學生中英語文水平普遍偏低， 」刪除「支持」 ，並以「促請」代替刪除「採用中學教學語言強力指引的措施， 」刪除「經施行」 ，並以「推行」代替刪除「讓中學生得以運用日常生活的語言，加強」 ，並以「從而提高學生的」代替刪除「與此同時，為補學生在母語教學下接觸英語機會相對減少的情況，本局促請政府加強中學的英語語文訓練，以鞏固香港學生的第二語言基礎，使能」 ，並以「 。本局並促請政府大量增撥資源，以改善師資培訓和教學設施，使學生精通三語普通話廣東話及英語兩文， 」代替刪除「未來」及刪除「從而確立香港社會的雙語優勢，維持」 ，並以「同時加強」代替。Clerk : sure. the student guides are in senior one. they are very good at english. they have learned the book beautiful sanya and they can talk a lot about sanya
服務員：當然會。三亞一中的學生導游來自高一年級，他們英語學得很好。他們學了英語校本課程《美麗的三亞》 ，所以能介紹很多關於三亞的情況。Extended internal / external frame of reference model. extended internal / external frame of reference ( i / e ) model for all the three key courses were examined and the model was supported by the data, ( a ) math, english, and chinese achievements are highly correlated ; ( b ) math self - concept and chinese self - concept, math self - concept and english self - concept are negatively correlated, but chinese self - concept and english self - concept is positively correlated ; ( c ) math, english, and chinese achievements each had positive effects on the matching domain - specific self - concept ; ( d ) chinese achievement has positive effect on the english self - concept, and negative effect on the math self - concept ; math achievement has negative effects on the english self - concept and chinese self - concept ; english achievement has positive effect on the chinese self - concept, and negative effect on the math self - concept. all of these effects, however, are not significant
三、驗證擴展的內外參照模型就三門核心課程，分析驗證了擴展的內外參照模型，結果是： 1 ，語文、數學、英語成績之間有很高的正相關； 2 ，數學自我概念與語文自我概念、英語自我概念為負相關，相關不顯著；語文自我概念與英語自我概念為正相關，相關不顯著； 3 ，語文成績對語文自我概念、數學成績對數學自我概念、英語成績對英語自我概念均有正面影響； 4 ，語文成績與英語自我概念為正相關，與數學自我概念為負相關；數學成績與語文自我概念、英語自我概念為負相關；英語成績與語文自我概念為正相關、數學自我概念為負相關，但這些相關都不顯著。A doctor work in shunde foshan city guangdong province wants to make some friends to improve my english, i can speak chanshan langue 、 guangdong langue besides chinese. thank you
我是個醫生，現在在廣東佛山順德區工作，會說以上三種中國話，英語六級，因為太久沒用現在英語水平下降很快， （看我下面的翻譯就知道）想結交一些朋友來提高我的英文水平。The general idea given by schematic theorists is that reading comprehension is an interactive process between the readers " background knowledge and the text ; an interaction of bottom - up and top - down processing, in which content schema and formal schema work simultaneously
在我校高中英語教學中，閱讀教學的問題尤其突出。為了提高閱讀教學效果，通過實驗的方法對高三學生的閱讀教學進行了探索。分享友人