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数概念
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  “数概念”译为未确定词的双语例句
    Relationship between Digit and Space Position from the Original Number Characters
    从原始数目字看数概念与空间方位的关系
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    In the course of masteringnumber concept by the child, the development procedure of calculating abilityis: plus and minus one by one, plus and minus by groups, and plus andminus with dividing and grouping of numbers.
    被试在掌握数概念的过程中,运算能力发展的程序是:逐个加减,按群加减,利用数的分解、组合进行加减。
短句来源
    Calculating numbers (plus,minus, multiplication and division) is the method used by the child in learningnumber formation. , it is also an important mothod used by the child in raisinghis level of conception of numbers.
    数的运算(加、减、乘、除),是儿童学习数的组成之手段,是提高儿童数概念水平的重要方面。
短句来源
    This paper makes a study of quantitative hyperbole characteristic of the Chinese culture in comparison with English.
    本文在英语观照下研究数量夸张的汉文化特征。 首先 ,从古代汉民族的哲学思想以及汉字形态入手 ,探讨汉民族特殊的满数概念 ,指出“三”和“九” ,包括其显性形式和隐性形式 ,是汉语中特有的满数。
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This report is a follow-up study of the number concept masteringprocess of a 4-5 year old child. The result shows that under conditions ofeffective training and adequate drilling, the procedure of the child to masterpreliminary number concept enters a critical year. Counting and writingnumbers, using numbers as signs to calculate are most prominent in thisprocedure. To read and memorize the table of order of numbers, trying,error and sudden realization, counting fingers as a self-hint, transforms intothe development...

This report is a follow-up study of the number concept masteringprocess of a 4-5 year old child. The result shows that under conditions ofeffective training and adequate drilling, the procedure of the child to masterpreliminary number concept enters a critical year. Counting and writingnumbers, using numbers as signs to calculate are most prominent in thisprocedure. To read and memorize the table of order of numbers, trying,error and sudden realization, counting fingers as a self-hint, transforms intothe development of the ability of oral counting. Counting according to differentnumber order is the main content in the development of oral counting. Thedevelopment of ability to count articles is obviously prior to the developmentof ability to count numbers orally. The development procedure of the first oneis: Counting one by one, counting by groups, and counting by parts. In fact,to read and memorize the different numeral tables will enable the child tounderstand and realize the basic types of numbers, the combining types ofnumbers and the relationship between them. Writing numbers is thedevelopment of counting ability, that will be "set", in the form of matter. Infact, reading and writing numbers are the main methods that will enable thechild to master and operate the "word-formation", of numbers, and promotethe development of counting ability, It is also an essential method used bythe child in raising his number conception level. In the course of masteringnumber concept by the child, the development procedure of calculating abilityis: plus and minus one by one, plus and minus by groups, and plus andminus with dividing and grouping of numbers. Calculating numbers (plus,minus, multiplication and division) is the method used by the child in learningnumber formation., it is also an important mothod used by the child in raisinghis level of conception of numbers.

本文是用纵向法,对一个儿童(四周岁至五周岁),掌握数概念的过程,进行追踪研究,提出的报告。 研究结果表明:在有效的训练和充分的练习条件下,被试掌握最初数概念的过程,进入关键性的一年。在这过程中,读写数字、用数字作为符号进行运算,具有特别突出的地位。认读顺序数字表,转化为口头计数能力的发展,是以尝试错误、用手指自我暗示、顿悟为中介。按各种数序进行计数,是口头计数能力发展的主要内容。按物计数能力的发展,明显地比口头计数能力的发展,处于领先的地位。按物计数能力发展的程序是:逐个计数,按群计数,成组计数。认读各种数字表,使被试在实际上,理解和领会数词的基本类型、组合类型及其内在联系。书写数字就是把计数能力的发展,以物质的形式“固定”下来。读写数字使儿童在实际上,掌握和运用数词的“构词法”,促进计数能力的发展,是提高儿童数概念水平的基本方面。被试在掌握数概念的过程中,运算能力发展的程序是:逐个加减,按群加减,利用数的分解、组合进行加减。数的运算(加、减、乘、除),是儿童学习数的组成之手段,是提高儿童数概念水平的重要方面。

This Paper studies the operation property of so called"n-ary matrix", and investigates the

本文研究了所谓“几元阵”的运算特性,考察了二元阵与复数的一致对应规律,概括出关于n维实向量的统一的算术运算(加法、减法、乘法、除法)体系,从而导致n元数的发现,把数的概念——实数和复数,推广到一般的n维实向量。

Grammaticalization of Chinese Classifiers involves two aspects, structural code adjustment and semantic evolution of classifiers. It is argued that the disprefernece of the pattern in the front to the successive patterns constitutes the main driving force of the syntactic change of the classifier construction. Following Heine et al. (1991), we propose a cognitive analysis for the shift from lexical items to classifiers, proposing the grammaticalizing channel shown in: transferred sense>generalized sense>grammatical...

Grammaticalization of Chinese Classifiers involves two aspects, structural code adjustment and semantic evolution of classifiers. It is argued that the disprefernece of the pattern in the front to the successive patterns constitutes the main driving force of the syntactic change of the classifier construction. Following Heine et al. (1991), we propose a cognitive analysis for the shift from lexical items to classifiers, proposing the grammaticalizing channel shown in: transferred sense>generalized sense>grammatical sense. At the end of this paper, the “why” question is explored: why should Chinese possess classifier category? The functional view holds that classifiers are triggered in response to the increase of homophonies in the language; the grammatical view maintains that classifiers are regarded as token markers which help individuate the reference of the head nouns. This study provides evidence for the grammatical view, and argues that classificatory function of classifiers is only secondary. Furthermore, this study substantiates the fact that classifier category is inherent in Chinese grammar, and runs counter to the hypothesis that classifier in the language are borrowed from other languages. \;

汉语量词的语法化过程涉及两个方面 :量词短语结构的变化和量词的语义演变。文章着重讨论了数量结构变化的动因。认为随着量词语法化进程 ,原有的结构逐渐不适应新的发展需要 ,是促使量词短语结构变化的主要动因。以 Heine(1991)等提出的理论框架讨论了汉语量词的语义演变 ,提出语义演化路径为 :语义迁移 >语义泛化 >语法意义。为什么汉语中要有量词这个范畴 ?功能派认为语言中同音词的不断增多触发了量词的需要。语法派认为量词表达的是数的概念 ,是个体标记 ,起个化中心名词的所指功能。文章所做的研究支持语法派 ,证实量词作为个体标记的功能是根本的 ,而其分类功能是次要的。分类功能出现较晚 ,随着汉语双音词的增多 ,这一功能正在消退。这一事实也说明量词是汉语本身固有的 ,反驳了量词从其他语言中借入的假设

 
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