以语言交流活动优化中年级作文训练的探索

在新课程改革背景下,教师应积极探寻作文训练活动的优化措施,努力将新思维与新资源应用于作文训练活动之中,促进小学生写作能力的快速发展。为了优化作文训练活动,教师需要探寻作文训练活动的实施基础与语言交流活动的教学功能,立足教学实践全面总结以语言交流活动优化作文训练的可行性以及重要性,并详细归纳以语言交流活动优化作文训练的策略。文章对此进行了深入探讨。

鼓励条件下幼儿提问的发展

以 7所幼儿园的 1 41名 3～ 6岁儿童为被试 ,采用实验方法 ,探讨幼儿在 8种新异刺激条件下提问的发展。结果表明 :( 1 ) 3～ 6岁幼儿提问生成的数量随着年龄的增长而提高 ;( 2 )幼儿在对当前刺激产生陌生感或出现认知混乱时更容易生成问题 ;( 3 )立体刺激材料和平面刺激材料在引发幼儿提问生成上不存在差异 ;( 4 ) 3～ 6岁幼儿提问元认知随年龄的增长而提高。 3～ 4岁期间是提问原因元认知快速发展时期。

英语语用能力的培养

语用学研究的是在一定实际环境下说出的话语的意义。即语境对话语的理解有着干涉作用。在外语教学中,不仅要重视语言技能的训练,还要重视语用能力的培养。

Integration and Difference of Intercultural Communication. in Idioms Translation

Idioms, composed of various linguistic characteristics, are frequently used by both Chinese and foreign people, making them perfect material to analyze different topics of intercultural communication. Through translations of idioms, we can easily find the integration and differences between English and Chinese idioms. In the process of translating, translators have to be acutely aware of not only the language differences, but also the associations and differences between the cultural background of two languages. By studying bilingual material after the translation is completed, re-comprehension of different cultures and their features can be acquired and it can feed back to our translation missions and foreign exchange activities. This paper aims to analyze the differences and integration of intercultural communication through examples of several idioms translation to illustrate the importance of intercultural communication view in translating and give translators a new prospective for translation strategies.