reading process 中文意思是什麼

reading process 解釋
讀數過程
  • 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；...
  • process : n 1 進行，經過；過程，歷程；作用。 2 處置，方法，步驟；加工處理，工藝程序，工序；製作法。3 【攝影...
  1. Programmed, indoctrinated, simplified and andradite reading teaching have been doubted and accused. how to shake off the fetter of long - lasting deposition and realize humanized solicitude has been a common theme in the revolution of reading teaching of various genres and patterns. it becomes most important to emphasize the reading process and method, and realize effective dialogue among students, teachers and texts

    當教育催生新的變革的時候，我們不得不對閱讀教學作一個歷史性的回顧和現狀的反思，閱讀教學的程式化、灌輸化、單一化和標準化已經受到質疑和責難，在流派紛呈，模式眾多的閱讀教學改革中，擺脫長期積淀的束縛，實現文科教學的人文關懷已經成為共同的話題，而側重閱讀的過程和方法，在閱讀教學中實現學生、教師和文本之間的有效對話又成為重中之重。
  2. Automaticity of articulation process of developmental stutterers in reading chinese characters

    發展性口吃漢字朗讀過程中語音產出的自動化程度
  3. The process of reading and recognizing the bank paper ' s image includes two parts : reading the image and recognizing its code

    紙幣號碼讀入識別系統的研製可分為兩個步驟來進行：紙幣圖像的讀入和紙幣號碼圖像的識別。
  4. Reading was first viewed as a rather passive decoding process. later, people find that reading is not a passive decoding process, but an active " psycholinguistic guessing game " ( goodman, 1997 : 135 ) and an " interactive " process ( carrell et al, 1988 )

    古德曼（ goodman ）和其他理論家對此提出批評，他們認為閱讀是一種積極的，主動的「心理猜謎活動」 ，是一種「相互交流」的過程（ carrelletal ， 1998 ） 。
  5. Uppsala university scientists have discovered an entirely new process in which short, tiny " antisense rna " competes with the protein - producing ribosomes for starting sites for reading messenger rna

    烏普薩那大學的科學家們發現了一個全新的進程，在短期內，微小的「反義核糖核酸」具有與製造蛋白質的核糖體競爭信使rna起始位點的能力。
  6. The purpose of the present study was twofold : ( a ) to examine the influence of word frequency and word class while online reading chinese, ( b ) to explore the eye movement pattern during text reading process

    本研究利用篇章閱讀的情境，檢驗當說明文與故事體的詞頻相同時，詞頻及詞匯類型對讀者眼球運動型態之影響。
  7. The present study is done under the guidance of the reading theories of contemporary cognitive psychology. starting with an analysis of the reading process, it aims to provide a factual survey on the differences between declarative knowledge and procedural knowledge and find the main causes of difficulties for professional school students in reading. it is found that declarative knowledge is static, represented by schemata, while procedural knowledge is dynamic, represented by the " if - then " model

    本研究擬以當代認知心理學的閱讀理論為指導，以英語閱讀過程分析為切入口，以中職生（包括職業中專和綜合高中的學生）為主要研究對象，對中國學生個體在閱讀過程中表現出的在以圖式為其綜合表徵形式的靜態性的陳述性知識和以「 if - then 」產生式為其表徵形式的動態性的程序性知識方面的差異進行實際調查，了解造成閱讀困難的根源所在。
  8. 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。
  9. Question and dispelling suspicion are in the two stages of integrated thoughts in reading process

    質疑與解疑是閱讀中完整思維的兩個階段。
  10. Therefore, the individuation reading concept basing on reading cognizing theory and the researching result of acceptance and response theory is put forward, and it ' s meaning includes : individuation of reading preparation, independent research of reading process and difference of reading result

    因此，在吸取閱讀認知理論、接受反應理論的研究成果的基礎上，提出個性化閱讀的概念。它的內涵包括：閱讀準備的個性化、閱讀過程的自主探究性和閱讀結果的差異性。
  11. It is quite important for today ' s chinese teaching. more than " methods " or " skills ", the reading tactics mean that the students are able to control and adjust their reading process in order to fulfill reading tasks

    閱讀策略超越了「方法」與「技巧」 ，它是指閱讀主體為保證閱讀任務的完成、閱讀效率的提高，對閱讀活動進行調節和控制的一系列謀略。
  12. Psychoanalysis in reading process and understanding in discourse

    閱讀心理分析與話語理解
  13. A study on the information processing of 5th - grade students with reading disability in the non - task reading process

    小學五年級閱讀困難學生自然閱讀中信息加工特點
  14. The specific operation of formal schemata method in experimental class is that, from the writing perspective, a teacher activates or introduces some background knowledge of text structure in pre - reading activity process ; and in while - reading process a teacher helps students to look for the topic sentences in each paragraph and demonstrate the main ideas and the connection between them in the form of a diagram ; in post - reading activities, instructs students to retell the text with the help of the diagram or write something following the example of the text they ' ve just learned

    基於以上的研究情況，結合我校英語教學是以課文閱讀作為主要的英語學習途徑的實際情況，設計出本論文的實驗。本論文採用對比班的實驗方法，對實驗班採用形式圖式教學法，控制班採用和以往一樣的教學方法。形式圖式法具體是在課堂教學中採用三階段教學模式，激活、運用學生的形式圖式，按照課文的表現形式給予學生必要的思路指導，幫助學生從寫作的角度來掌握重要線索，從而準確地理解課文，學習語言。
  15. The effected factors of anaphoric inference during reading process

    篇章閱讀中影響回指推理的因素
  16. Review of research on eye movement during the reading process

    國外第二語言語音習得研究的進展
  17. A brief analysis of the transition of the reading process in chinese language teaching

    試談語文閱讀教學過程的轉變
  18. Two broad types of schemata, which are used to research reading process, are content and formal schemata

    圖式理論認為讀者的閱讀能力由兩種圖式決定：形式圖式和內容圖式。
  19. Chapter iii discusses three reading process models : top - down model, bottom - up model and interactive model

    第二章：論述了閱讀理解的三種模式：自下而上、自上而下和交互作用模式。
  20. In view of the above, a study is made of the reading psychology of students so as to improve their reading comprehension, to cultivate a goad reading habit by analyzing their reading motivation and reading process

    因此，加強學生閱讀心理研究，從閱讀的動機與過程兩方面探討如何提高學生的閱讀能力，養成閱讀習慣，是提高閱讀教學水平的關鍵。
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