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培养“信息活用能力”──21世纪日本教育改革与发展的重要课题 被引量:1
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作者 王文利 杨跃辉 《日本问题研究》 2000年第2期38-41,共4页
关键词 21世纪 日本 教育改革 教育 发展 信息活用能力
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汉语和德语成语活用现象对比研究 被引量:1
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作者 王玉贵 《江苏技术师范学院学报》 2010年第1期40-44,共5页
成语是一种固定短语,一般结构紧密,不能更换其中成分,也不能拆开来插进一些成分。但在特定的语言环境中,为了行文及修辞的需要,是可以活用成语的。以汉、德成语为例,将汉语成语活用情况与德语成语的活用情况进行对比分析,旨在探索汉语... 成语是一种固定短语,一般结构紧密,不能更换其中成分,也不能拆开来插进一些成分。但在特定的语言环境中,为了行文及修辞的需要,是可以活用成语的。以汉、德成语为例,将汉语成语活用情况与德语成语的活用情况进行对比分析,旨在探索汉语成语与德语成语在活用方面的异同,从而揭示汉、德成语的不同语用特征。 展开更多
关键词 成语活用 语义 回指照应 句法特征 活用能力
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浅谈韩国语语法教学 被引量:1
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作者 徐中云 姜淼芳 伍文进 《科技信息》 2010年第34期188-188,共1页
灵活运用演绎法、归纳法和类比法等多种多样的教学法;及时总结并建立误用数据库;培养学生活用语法的能力;在韩国语语法教学中效果显著。
关键词 语法教学 语法规则 活用能力培养
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以原型为中心的词汇教学的实际意义 被引量:1
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作者 陈阳芳 《黑龙江生态工程职业学院学报》 2007年第1期104-,107,共2页
对前人倡导的“(词汇教学)以原型意义为中心,重视词语多义之间的深层联系的讲解的实际意义”作了进一步探讨,认为:这样的词汇教学有利于学生把握词的概念,提高阅读理解能力和灵活运用词汇的能力。
关键词 词汇教学 原型意义 词的概念 理解能力 词的活用能力
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信息素养与信息技术教育 被引量:3
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作者 徐振忠 《福建教育学院学报》 2003年第3期74-75,共2页
在<中小学信息技术课程指导纲要(试行)>里,把"培养学生良好的信息素养,把信息技术作为支持学生终身学习和合作学习的手段,为适应信息化的学习、工作和生活打下必要的基础",写上这一段话,充分说明了培养学生信息素养的... 在<中小学信息技术课程指导纲要(试行)>里,把"培养学生良好的信息素养,把信息技术作为支持学生终身学习和合作学习的手段,为适应信息化的学习、工作和生活打下必要的基础",写上这一段话,充分说明了培养学生信息素养的重要性.作为一线的信息技术教师,我们必须正确理解"信息素养"的科学含义并在教育教学中紧紧抓住培养学生良好信息素养这一中心任务来制定教学策略. 展开更多
关键词 信息素养 培养学生 教学策略 信息技术教育 信息活用能力
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English newspapers and magazines and the teaching of College English 被引量:2
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作者 张君棠 《Sino-US English Teaching》 2010年第5期30-32,51,共4页
Reading English newspapers and magazines is an effective way to help the students get the latest information worldwide and improve English levels. The present article first analyzes the features of the English newspap... Reading English newspapers and magazines is an effective way to help the students get the latest information worldwide and improve English levels. The present article first analyzes the features of the English newspapers and magazines and then proposes making good use of them through such classroom activities as discussing the hot issue and role-playing to provide more authentic situations in which the students can have chances to practice four English skills, achieving the ideal teaching result. 展开更多
关键词 English newspapers and magazines College English teaching communicative activities in classroom comorehensive ability to use English
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认知法在大学英语精读课教学中的应用
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作者 于秀莲 《内蒙古师范大学学报(教育科学版)》 2002年第S1期126-127,共2页
认知法具有坚实的心理学、语言学和教育心理学基础,它的最大意义在于从心理学角度来论述外语教学问题。认知法强调学习者的认知过程,强调语言运用能力的养成。利用认知理论,笔者在大学英语精读课教学中,通过大量的、有意义的操练,调动... 认知法具有坚实的心理学、语言学和教育心理学基础,它的最大意义在于从心理学角度来论述外语教学问题。认知法强调学习者的认知过程,强调语言运用能力的养成。利用认知理论,笔者在大学英语精读课教学中,通过大量的、有意义的操练,调动了学生在课堂学习过程中的内因,促进了学生对语言的理解和掌握,培养了学生创造性地活用语言的能力。 展开更多
关键词 认知法 有意义操练 创造性地活用语言的能力
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The Effect of Background Knowledge on EFL Learners' Reading Comprehension
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作者 WENG Pei-shi 《Sino-US English Teaching》 2012年第9期1516-1523,共8页
Schema is known to play an important role in reading comprehension. The schema embodying the learners background knowledge of cultural familiar materials facilitates the understanding of the text (Pritchard, 1990). ... Schema is known to play an important role in reading comprehension. The schema embodying the learners background knowledge of cultural familiar materials facilitates the understanding of the text (Pritchard, 1990). Also Steffensen, Joag-Dev, and Anderson (1979) and Nelson (1987) proposed that the schemata embodying background knowledge influenced how well the text would be comprehended. However, Hudson (1982) and Carrell (1984) found there was no significant background effect in advanced level learners. From those studies, it seems that background effect is different at different language proficiency levels. Thus, the present study examines the interaction between background knowledge and language proficiency in reading comprehension. The participants were freshmen of National Chiayi University. They were divided into three language proficiency levels based on the General English Proficiency Test. Four reading comprehension tests were constructed to assess their reading comprehension: cultural familiar/unfamiliar text and topic familiar/unfamiliar text. The results of this study showed that participants had better performance on the culture/topic familiar text than the culture/topic unfamiliar text. Thus the findings suggest that the teacher can use teaching activities, such as pre-reading activities or vocabulary teaching to increase the background knowledge when teaching readings to EFL (English as a foreign language) learners 展开更多
关键词 background knowledge reading comprehension language proficiency levels
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Using Multiple Intelligences Approach in Designing Classroom Activities
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作者 Andreas Winardi 《Sino-US English Teaching》 2016年第3期191-196,共6页
In 1983, Horward Gardner, a professor of education at Harvard Universiy introduced the theory of Multiple Intelligence. This theory states that people have a unique blend of capabilities and skills (intelligences). ... In 1983, Horward Gardner, a professor of education at Harvard Universiy introduced the theory of Multiple Intelligence. This theory states that people have a unique blend of capabilities and skills (intelligences). In the classroom context, it implies that students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways. Based on the theory, Gardner challenged the previous practices that gauged intelligence using IQ test which focused more on the ability to use language and/or logic. According to him, the measurement of people's intelligence should not be limited to linguistic and logical-mathematical abilities only, but should also cover other abilities. In addition to language and logic, Gardner proposed six other intelligences, which in the past were known as aptitudes or interests, namely: Visual-Spatial Intelligence, Musical Intelligence, Bodily-Kinesthetic Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence, and Naturalist Intelligence. As an English teacher, we often have to deal with the fact that our classes consist of students who posses different intelligences. To help the students reach their maximum learning potential, teacher needs to respect students' uniqueness and accommodate the variety of intelligences. This can be done by applying multiple intelligences approach in designing classroom activities. 展开更多
关键词 multiple intelligences APPROACH classroom activities
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日本新学习指导要领与学力结构研究的深化——访日本课程学会理事长水原克敏 被引量:1
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作者 方明生 《全球教育展望》 CSSCI 北大核心 2009年第9期3-7,32,共6页
2009年7月笔者参加了日本课程学会20周年大会,访问了新任课程学会理事长、东北大学教授水原克敏,与教授就日本新学习指导要领的定位、从课程改革历史看课程改革的发展、PISA调查的概念结构与学力结构研究的深化以及对课程实施的影响等... 2009年7月笔者参加了日本课程学会20周年大会,访问了新任课程学会理事长、东北大学教授水原克敏,与教授就日本新学习指导要领的定位、从课程改革历史看课程改革的发展、PISA调查的概念结构与学力结构研究的深化以及对课程实施的影响等问题进行了访谈。 展开更多
关键词 学习指导要领 学力结构 PISA 活用能力
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Causes of death after hip fracture in senile patients 被引量:10
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作者 MARen-shi ZHANGYu +6 位作者 HUANGXu ZHUDong GUGui-shan YANGGuo—tao LIMing SONGAi-hua YOUYang 《Chinese Journal of Traumatology》 CAS 2012年第1期42-49,共8页
Hip trauma has been a leading cause of death in senile patients for more than a centenary.Although the mortality decreased due to the advanced technique in medication,surgery and nursing,the increasing mortality shoul... Hip trauma has been a leading cause of death in senile patients for more than a centenary.Although the mortality decreased due to the advanced technique in medication,surgery and nursing,the increasing mortality should not be neglected in elders after orthopedic operation nowadays.Many factors are considered to influence the causes of death after trauma,such as age,gender,personal customs,comorbidities,types of fracture,timing of surgery,procedure,anesthesia,complications,medical treatment,activity of daily living,or even marriage status.This article reviews these causes from the aspects of patient's own factors,iatrogenic factors,medical treatment and other factors and provides some clues for further clinical application according to the recent foreign and domestic researches.According to the present research,it is essential for surgeons to perform a comprehensive estimation for patients suffering from hip trauma. 展开更多
关键词 Hip fractures Aged Cause of death REVIEW
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