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后阅读
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  post-reading
     Library reading concern based on humanistic spirit is a cyclic process consisting of pre- reading concern,reading concern and post-reading concern.
     基于人文精神的图书馆阅读关怀是由前阅读关怀、阅读关怀、后阅读关怀构成的一个循环往复的过程。 前阅读关怀包括:阅读可获得性的关怀,关怀读者的阅读兴趣及动机,关怀读者的个性和特色,关怀公共阅读环境。
短句来源
     Description and Analysis of "Post-Reading " in Literary Reception
     文学接受中“后阅读”现象的描述与分析
短句来源
     In this paper,the authors analyze the contents of pre-reading concern,reading concern and post-reading concern,and think that it is important to construct suitable environment for reading concern.
     阅读阶段的人文关怀包括:对阅读感知的关怀,对阅读关注的关怀,对阅读记忆的关怀和对阅读评价的关怀。 后阅读阶段的人文关怀包括:对阅读联想的关怀,对读后反馈信息的关怀和对阅读隐私的关怀。
短句来源
  “后阅读”译为未确定词的双语例句
     Report on the Revised Reading Test.
     《修订后阅读测验》的测试报告
短句来源
     However, the results of the teaching of reading are not so satisfactory.
     自古德曼提出自上而下的阅读模式后,阅读研究的中心已由“阅读结果”转向了“阅读过程”,因而深入研究学生的阅读策略也就显得越来越重要。
短句来源
     Methods A case control study was conducted in 40 reading disabled children and 80 normal controls. The revised reading test,disease history questionnaire and achenbach behavior checklist for children were used for the assessment.
     方法 运用《修订后阅读测验》、自制病史调查表及Achenbach 儿童行为量表对40 例阅读障碍患儿和80 例正常儿童进行对照研究。
短句来源
     The recombinant expression plasimid was identified by PCR method, digested with restricted endoenzymes and DNA sequencing,and was in coincidence with the predicted result.
     构建的重组表达质粒经PCR、酶切和DNA测序鉴定与预期的结果一致,即BLCAP基因共264 bp,基因序列无改变,基因插入后阅读框(ORF)正确。
短句来源
  相似匹配句对
     Reading Shakespeare's The Tempest from Postcolonial Perspective
     《暴风雨》的殖民阅读
短句来源
     READING
     阅读
短句来源
     The radiographs were re-read by the same readers 20 days later.
     20天重复阅读
短句来源
     Reading Music
     耳朵的阅读
短句来源
     The interpretation of Chinese character "后(hou)"
     考“
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  post-reading
A problem, here, is that not all the questions originally designed as post-reading exercises can be appropriately converted to pre reading activities.
      
All the tasks require participants to read the same text written in English which is their FL and conduct one of the three post-reading tasks.
      
It is divided into pre-reading, while-reading and post-reading through the top-down processing to reading.
      
Previously met lexical items can be reviewed during post-reading activities.
      
There were three different kinds of packages containing three different kinds of post-reading tasks.
      


Objective To study the clinical features in children with reading disability of Chinese characters.Methods A case control study was conducted in 40 reading disabled children and 80 normal controls.The revised reading test,disease history questionnaire and achenbach behavior checklist for children were used for the assessment.Results The intelligence quotient and reading achievement of children with reading disability were lower than those of normal controls ( t =5 889 and 15 317,respectively, P <0 ...

Objective To study the clinical features in children with reading disability of Chinese characters.Methods A case control study was conducted in 40 reading disabled children and 80 normal controls.The revised reading test,disease history questionnaire and achenbach behavior checklist for children were used for the assessment.Results The intelligence quotient and reading achievement of children with reading disability were lower than those of normal controls ( t =5 889 and 15 317,respectively, P <0 001).The difficulties in recognition,pronunciation of character,oral reading and comprehension occurred more frequently in patients than in controls ( P <0 05). More reading disabled children had hyperactivity and difficulties in language development,study of Chinese phonetic spelling symbols and writing difficulties ( P<0 05 ).The time of onset was inversely related to the severity of the disease (r s′=-0 601, P <0 01).Conclusion The impairment involved all processes of reading in children with reading disability.The more severe the disease was,the earlier it occured.More reading disabled children had hyperactivity and difficulties problems in language development,study of Chinese phonetic spelling symbols and writing.

目的 探讨汉字阅读障碍患儿的临床特点。方法 运用《修订后阅读测验》、自制病史调查表及Achenbach 儿童行为量表对40 例阅读障碍患儿和80 例正常儿童进行对照研究。结果 病例组患儿智商和阅读成绩均低于对照组(t 分别为5.889、15.317,P<0.001) ;病例组患儿在单字( 词)的辨认及发音、朗读、阅读理解中出现各种问题的次数均多于对照组( P均< 0.05) ;病例组合并语言发育问题、拼音学习困难、书写问题、多动的比率均高于对照组( P均<0 .05);起病时间与症状严重程度呈负相关(rs′= -0.601,P< 0.01)。结论 汉字阅读障碍中阅读技能的损害涉及阅读中各个环节;起病越早,症状越重;患儿容易合并语言发育问题、拼音学习困难、书写问题和多动。

Post-reading "is not a state of later stage reading or that after reading, but a reading different from normal reading. The difference is that “post-reading" does not emphasize knowledge acquirement or notice the state of the author, nor does it believe that there is such thing as correct understanding of the literary works. Therefore, it gives rise to several characteristics of “post-reading": two-way reading objectives, triple dialogue framework, and four basic steps. After a description of “post-reading...

Post-reading "is not a state of later stage reading or that after reading, but a reading different from normal reading. The difference is that “post-reading" does not emphasize knowledge acquirement or notice the state of the author, nor does it believe that there is such thing as correct understanding of the literary works. Therefore, it gives rise to several characteristics of “post-reading": two-way reading objectives, triple dialogue framework, and four basic steps. After a description of “post-reading ", the article undertakes a theoretical analysis, especially a criticism of its cultural characteristics. This theoretical research deserves a significant place in the entire literary studies.

后阅读”不是后期的阅读或阅读之后的状况,而是一种与普通阅读不同的阅读。其相异点在于:它不强调阅读中的求知,它不关注作者状况,它不相信关于作品的所谓正解。由此引致了“后阅读”的若干特征,它包括:双向性阅读目标,三重对话框架,四个基本步骤。论文在对“后阅读”作出描述之后,对它进行了理论分析,尤其是对它在文化上的性质进行了批判。这种理论上的研讨对于整个文学研究理应具有重要的意义。

Researches on reading theories have a long history in China. In the contemporary stage, however, reading researches, EFL reading researches in particular, are left far behind, compared with the foreign counterparts. This thesis, by way of statistical analyses, makes a sketchy review of the theoretical studies starting from the founding of the People's Republic of China, and concludes that reading researches in China have to be further theorized and systemized.

我国的阅读理论研究有着悠久的历史 ,但现阶段的阅读研究尤其是外语阅读研究却落后于国外同行。本文对我国建国后的阅读理论 (其中主要是外语阅读理论 )进行阶段性的简述和分析 ,在肯定所取得的成绩的同时找出不足 ,指出阅读理论研究需要深入化、系统化。

 
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