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阅读水平
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  reading ability
    The correlation between DCCC and WISC-CR was ranged from-0.507 to-0.395.Scores of DCCC had statistical significance among students with different reading ability(P<0.01). DCCC can well distinct children with different reading ability.
    分量表评分与IQ测验成绩相关系数为-0.395~-0.507,标准效度良好。 分量表评分与阅读测验成绩的方差分析显示,不同阅读水平学生的DCCC得分差异均有统计学意义(P值均<0.01),表明DCCC能够较好地区分出不同阅读水平层次,区分效度较好。
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  “阅读水平”译为未确定词的双语例句
    In the present study, 72 non-English majors in Beijing Electronic Science and Technology Institute are chosen as the subjects and they take the questionnaire on reading strategies, the Group Embedded Figures test and the test of reading comprehension.
    本研究利用镶嵌图形测验,阅读理解测验和阅读策略调查问卷对北京电子科技学院的72名非英语专业学生进行了调查,得出相关数据,进而用相关分析这一方法对数据进行定量分析,试图找到阅读策略与认知风格和阅读水平之间的关系。
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    In collecting data, a reading test and a questionnaire survey of reading strategy and discourse markers were administered to 70 students. After the subjects were trained the reading strategy by means of discourse markers for one month, another reading test was done.
    本研究首先对70名在校大学生进行了阅读策略、语篇衔接语等知识的问卷调查和阅读测试,其结果分别作为阅读策略、语篇衔接语认知水平和阅读水平数据,在对受试进行语篇衔接语训练一个月后,进行了第二次阅读测试,通过使用描述性统计、皮尔逊相关关系、t-检验等手段对以上数据进行了统计分析。
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    It has been a long time that Chinese teachers and compliers of textbooks are laying emphasis on developing students' reading comprehension in English.
    长期以来,如何提高学生的英语阅读水平一直是英语教与学的重点问题。
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  reading ability
Also of interest was the degree to which reading ability would significantly influence the developmental course.
      
A further experiment showed that the differential effect of tracing on the retarded readers' memory for letters was not simply a consequence of their limited reading ability.
      
Infant nutrition trials usually require developmental follow-up, often to 18 mon, and sometimes beyond reading ability at age 7 yr.
      
The scores show that the plans are written for people with three to six years of college education, far beyond the reading ability of the average person.
      
It is concluded that a single common factor (reading ability) accounts for the correlations among the tests with residuals remarkably small in view of the fact that the tests were designed to test nine supposedly different skills.
      
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By controlling character phonetic and radical parts, the study examined the Chinese character structure awareness in orthographic output of fourth graders. The results indicated that both phonetic and radical parts had influence on the accuracy of orthographic output; the phonetic part interacted with the radical parts; poor readers produced more orthographically different homophonic characters. The data were discussed in relation to theories of children's lexical representation and Chinese processing.

本研究通过控制汉字声旁与形旁的结构特征 ,采用听写纸笔测验考察了小学四年级儿童在汉字字形输出过程中的汉字结构意识。结果发现 :汉字声旁的规则性与形旁语义透明度都直接影响听写的正确率与错误率 ;在这种任务条件下 ,声旁的规则性与形旁语义透明度相互作用 ;阅读水平低的儿童比阅读水平高的儿童产生更多的同音替代错误。文章从听写条件下汉字的加工与儿童词汇表征的角度探讨了这些结果的理论含义。

This essay focuses on how to raise students' reading comprehension ability by two essential ways: speed and accuracy. It also puts forward the new teaching methods through three stages. The first is making use of limited reading time to speed reading, secondly, carrying out timing method to improve the comprehension, thirdly, increasing comprehension ability. This is proved to be one of the most effective approaches in raising foreign language comprehension ability through teaching practice.

本文从阅读的重要要素——速度与质量两个方面对阅读水平的提高进行了研究和探讨 ,提出了新的教学方法 ,即阅读质量与速度分步进行。第一阶段 ,利用限时阅读法 ,提高速度 ;第二阶段 ,利用计时阅读法 ,提高阅读质量 ;第三阶段 ,综合提高阶段。通过教学实践证明 ,这是行之有效的一种提高外语阅读能力的方法。

In cognitive psychology, reading, whether in L1 or in L2, is information processing which involves top-down and bottom-up processing functioning interactively. Information processing is of a universal cognitive nature and no differences in the cognitive processes themselves involved in L1 and L2 reading comprehension exist. However,differences do exist in the way in which and in the degree to which common skills or processes are applied to L1 and L2 reading.The linguistic threshold hypothesis holds that there...

In cognitive psychology, reading, whether in L1 or in L2, is information processing which involves top-down and bottom-up processing functioning interactively. Information processing is of a universal cognitive nature and no differences in the cognitive processes themselves involved in L1 and L2 reading comprehension exist. However,differences do exist in the way in which and in the degree to which common skills or processes are applied to L1 and L2 reading.The linguistic threshold hypothesis holds that there is a level of L2 proficiency below which there is little relationship between L1 reading ability and L2 reading and above which a reader is more likely to take advantage of reading skills and prior knowledge developed in L1 reading to read L2. It is found that,below the linguistic threshold, L2 proficiency contributes more to L2 reading than L1 reading ability, while above,especially far above the linguistic threshold,L1 reading ability contributes more to L2 reading than L2 proficiency.

在认识心理学中 ,不管是母语阅读还是二语阅读 ,都是信息加工。这一加工是自上而下的加工和自下而上的加工的相互作用。信息加工具有普遍的认知特征 ,在母语和二语阅读理解中 ,认知过程本身不存在差异性。但是 ,运用于母语和二语阅读的共同技能或加工在使用方式和程度上却表现出差异性。语言阈限假设认为 ,在低于某一程度的二语水平时 ,母语阅读能力与二语阅读水平没有多大的关系 ,但当高于某一程度的二语水平时 ,读者在二语阅读中更有可能利用母语阅读中发展起来的技能和已有知识。研究发现 ,在语言阈限以下 ,二语水平对二语阅读的贡献比母语能力大 ,而当超过尤其是大大超过语言阈限时 ,母语阅读能力对二语阅读贡献比二语水平更大。

 
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