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1)  An Analysis for the Approach of Context Teaching
语境教学观辨正
2)  Another Probe into Teaching Method with Context
语境教学观再探
3)  intension and extension of the context teaching
语境教学观内涵与外延
4)  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。
5)  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。
6)  context teaching
语境教学
1.
Context teaching outlook refers to the activity of dialogue-pattern communication which is intended for the development of speech ability of students in language teaching, and it must follow and apply the context theory so as to guide teachers to instruct and students to study, including three fields such as context teaching contents, context study method and context teaching method.
语境教学观指语文教学是以培养学生的言语能力为宗旨的对话型言语交际活动,必须遵循和运用语境理论来指导教师的教和学生的学的教学观念,包括语境教学内容、语境学习法和语境教学法三方面内容。
补充资料:语境
“语言环境”的简称。狭义的指口头语言中的前言后语,书面语言中的上下文;广义的还包括表达思想时的社会环境,如时代和地域、社会思潮、风土人情等。在许多情况下,只有联系语境,才能明白一个词语所表达的概念,一个句子所表达的判断。
说明:补充资料仅用于学习参考,请勿用于其它任何用途。
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