1) characteristics of the context teaching
语境教学特点
2) teaching language features
教学语言特点
4) contextuality
语境特点
5) teaching context
教学语境
1.
This paper proposes that developments in inner ideas of the dictionary paradigm are marked by dictionary s increasing pedagogical function and manifested mainly as the imitation of teaching contexts and the duplication of teaching mechanisms,which both infiltrate into dictionary s macro-and micro-structures,and give birth to new dictionary types with emphasis on pedagogical functions.
本文认为,词典范式内在精神理念的演变是以词典教学功能的张扬和突显为标志的,集中体现为对教学语境的模拟与对教学机制的复制,并渗透至词典微观与宏观结构,以及表现为以教学功能为灵魂的词典新类型。
6) contextual teaching
语境教学
1.
It is very necessary to foster students pragmatic knowledge and strengthen the cultivation of students pragmatic competence through contextual teaching and cultural teaching in foreign language class.
在外语课堂上重视语境教学和文化教学,增强学生的语用知识,加大学生语用能力的培养就显得非常必要。
2.
One is the feasibility of applying classroom contextual teaching and the other is whether contextual teaching is helpful to develop the student s five skills (listening, speaking, reading, writing, and translating) in addition to their practical linguistic capabilities.
本文旨在将语境理论寓于课堂教学之中,通过分析、归纳的方法,来总结我们两年来一直探索研究的两个问题:即开展课堂语境教学的可行性和语境教学是否有利于培养学生的听、说、读、写、译技能及提高学生语言应用能力。
补充资料：后现代语境
后现代语境
是目前学术理论界常用的名词。由于后现代主义文学对历史话语和宏伟叙事的否定，即不再相信那些历史性的伟大主题和英雄主角，也不去期望找到返回宏伟叙事的道路，无限地延伸了局部的话语游戏和文本操作性，反过来使后现代缺乏整体性把握世界的能力和表述对世界进程的完整的理念，这就进一步导致后现代的“表征危机”，出现了与现代社会大相径庭的“崭新语言现实”，它剧烈地改变了图文符号原有的交流功能，形成一种为传统批判理论无法解释无法接受的后现代文化。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条