2) English reading level
英语阅读理解水平
1.
The article is based on the two latitudes: theoretical study and experiment,discussing the interrelated effects of the use of transfer of learning upon students English reading level.
本文从理论探讨和实验两个纬度研究迁移理论的运用对学生英语阅读理解水平的相关影响。
3) English reading
英语阅读
1.
Diversified Teaching in English Reading Course;
英语阅读课程的差异教学
2.
Schema and English Reading Teaching;
图式理论与英语阅读教学
3.
An empirical study of the English reading in vocational colleges——A case study of Shijiazhuang Vocational Technology Institute;
高职院校学生英语阅读现状分析——以石家庄职业技术学院为例
4) EFL reading
英语阅读
1.
This study was intended to investigate the current situation of vocational and technical college ESP freshmen’s autonomy in EFL reading, and to explore possible factors accounting for it.
结果表明,学生在英语阅读学习中表现出一定的自主性,其自主程度在阅读的各个阶段基本上都是中等偏低,但存在一定的差异,阅读中较高些,阅读前较低而阅读后最低;导致该现状的原因是多方面的,主要是缺乏内在动机、有一定的外在动机、对老师的过分依赖、较低的自我效能感、没有受过系统的阅读元认知和认知策略的培训。
2.
This paper reports an experiment on improving Chinese college students autonomous EFL reading by using the Internet.
研究结果发现:学生普遍赞同这种学习方式;而且该方式提高了他们的英语阅读自主学习能力。
3.
In recent years,various researches at home and abroad have been carried out on learner autonomy,yet,much attention has been paid to ESL and EFL as a whole,without specific reference to EFL reading and most of them are carried out from the perspective of teachers and course designers.
文章从学习者的角度出发,通过问卷和访谈对英语专业学生英语阅读中的自主性整体现状、不同程度的学习者之间的差异及其影响因素进行了调查。
5) reading
[英]['ri:dɪŋ] [美]['ridɪŋ]
英语阅读
1.
Text Analysis——an effective method to improve reading comprehension ability;
语篇分析:提高英语阅读能力的有效途径
2.
Strategies Adopted in Reading Technical and Literary English Texts;
中国大学生在科技类与文学类英语阅读中使用策略的研究
3.
Reading strategy is one of the most important factors which affect the process of reading comprehension.
在英语阅读方面,阅读策略是影响学生阅读理解过程的重要因素之一。
6) reading comprehension
英语阅读
1.
The information age is in desperate need of English teaching innovation of reading comprehension.
信息时代要求进行英语阅读教学的变革。
2.
This paper,in order to show how to improve thinking in teaching reading comprehension,dwells on the training of the four major aspects of thinking:generalization,unification/analyzation,association/extension and inference,and illustration of practical examples of teaching as well.
本文以培养大学生的思维素质为目的，结合逻辑思维原理，以教学实例具体地说明了如何在英语阅读中培养学生的概括思维，整体／分析思维、联想／扩展思维和逻辑推理思
补充资料：阅读难度水平
阅读难度水平
level of reading difficulty
阅读难度水平(level of reading diffieulty)又称“可读性水平”，系阅读材料难易性指标。在具备标准测验的条件下，通常可转换成年级水平来表示。在非正规评定情况下，一可用E.A.贝茨所描述的三种阅读水平作为判断材料难易的参照依据:(I)独立阅读水平。学生能流畅地阅读，发音错误率不超过1%，理解率达90%。这类水平的材料可让学生独立阅读。(2)指导性阅读水平。材料对学生来说较为困难，在教师的帮助下能基本读懂。阅读中词的错误率不超过5%。(3)挫折阅读水平。生词太多，词义混淆，阅读时明显缺乏理解。这种水平的材料不应让学生阅读。 (蒋兆灿撰奉丈博审)
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