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写作评估
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  writing assessment
     “China English” Phenomenon and Its Impact on English Writing Assessment
     英语写作评估中的“中国英语”现象及其影响
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     The results of this study show that: (1) positive washback exists in the three steps of teaching writing: pre-class preparation, in-class teaching procedure and after-class writing assessment.
     本研究的主要结论成果如下:首先,根据本文实证调查的结果显示,开放作文测试对于英语写作教学有积极的反拨作用,具体体现在高中英语写作教学的课前写作准备、课上写作教授、课后写作评估三阶段。
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     The third is the process-product debate in ELT writing assessment.
     其三是ELT写作评估中的过程-结果争议。
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     Teaching strategies are suggested from the aspects of intercultural awareness, mode of thinking, input of target language and writing assessment, so as to help students to be very likely to avoid Chinglish in writing and promote writing skill.
     为了帮助学生最大可能地减少中国式英语的出现,文章从跨文化意识、思维模式、目的语的输入和写作评估四个方面提出了英语写作教学策略,以提高学生英语写作水平。
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  “写作评估”译为未确定词的双语例句
     Assessment of English Writing and Stylistic Quantification System
     英语写作评估与语体量化体系
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     Process Approach to Writing Evaluation Models
     过程化的写作评估模式
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     Writing evaluation is an extremely important part in teaching writing andresearch; it is also a difficult and challenging task.
     写作评估(writing evaluation)是写作教学与研究中极为重要的一个环节,同时也是最具挑战性的一项艰巨任务。
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     Based upon the findings, this study recommends that: (1) teachers should be provided with more extensive professional development opportunities;
     鉴于以上几点结论,本文建议:首先,通过专业培训提升教师对于开放式写作评估标准的认识,为进一步发挥积极反拨作用创造前提;
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     The present paper is an introduction to the process approach to writing evaluation proposed by the author.
     本文介绍了作者提出的基于语料库的过程化写作评估模式 ,它由以下 5个步骤组成 :1)建立写作评估的参数量表 ; 2 )收缴学生作文 ,建立作文语料库 ;
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  相似匹配句对
     Process Approach to Writing Evaluation Models
     过程化的写作评估模式
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     On Estimation of Scientific-technical Writing Textbook
     论科技写作教材质量的评估
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     Talking about "Writing"
     论“写作
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     The Joys of Writing
     写作的乐趣
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     Evaluation Method of Wetting Agents
     润湿剂的评估
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  writing assessment
POTENTIAL IMPACT OF THE ADDITION OF A WRITING ASSESSMENT ON ADMISSIONS DECISIONS
      
Examinees whose bestlanguage was not English scored relatively higher on the Analytical Writing Assessment than on theVerbal measure.
      
Writing assessment results showed substantial and significant advantages for laptop over control students, with six of eight effect sizes exceeding +0.80.
      
Adam made substantial gains in all areas of the writing assessment.
      
A post-writing assessment was administered for both the control group and the experimental group after the treatment.
      
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There has been an increasing interest in the concept of “China English” and the contribution of its study to the issue of “World Englishes”. Through a small scaled empirical study, this paper describes and analyzes, at a discourse level, how different groups of raters perceive and assess “China English” rhetorical patterns, i.e., the first language (Chinese) bond paragraphing, in Chinese EFL student writers' examination essays. It also explores the influence of “China English” on and the implications for writing...

There has been an increasing interest in the concept of “China English” and the contribution of its study to the issue of “World Englishes”. Through a small scaled empirical study, this paper describes and analyzes, at a discourse level, how different groups of raters perceive and assess “China English” rhetorical patterns, i.e., the first language (Chinese) bond paragraphing, in Chinese EFL student writers' examination essays. It also explores the influence of “China English” on and the implications for writing assessment.

“中国英语”的概念及其研究对“世界英语”的影响已受到越来越多的关注。文章通过小规模的实证研究 ,从英语篇章层面上描述和分析了不同阅卷员对中国学生英语写作中的“中国英语”特征 ,即受母语 (汉语 )影响的段落结构而作出的反应和评价 ,探讨了“中国英语”现象对写作评估的影响和启示

The present paper is an introduction to the process approach to writing evaluation proposed by the author. The approach consists of the following five steps: 1) setting up the specification of the writing evaluation, 2) collecting students' writings as a corpus, 3) applying corpus method to the tagging of the corpus, 4) analyzing the tagged corpus and 5) generating evaluation profile for each student. The advantages of the process approach include its diagnosis, individualization, positive washback, adaptation...

The present paper is an introduction to the process approach to writing evaluation proposed by the author. The approach consists of the following five steps: 1) setting up the specification of the writing evaluation, 2) collecting students' writings as a corpus, 3) applying corpus method to the tagging of the corpus, 4) analyzing the tagged corpus and 5) generating evaluation profile for each student. The advantages of the process approach include its diagnosis, individualization, positive washback, adaptation and integration of teaching, evaluation and research.

本文介绍了作者提出的基于语料库的过程化写作评估模式 ,它由以下 5个步骤组成 :1)建立写作评估的参数量表 ;2 )收缴学生作文 ,建立作文语料库 ;3)用语料库方法 ,按照设定的评估量表对学生的作文进行标注 ;4 )借助计算机 ,对标注的作文语料库进行统计分析 ;5 )为每个学生生成评估报告 ,并建立学生写作分析档案。过程化评估模式的优势体现在 5个方面 :1)具有诊断性功能 ;2 )个性化评估 ;3)积极的反拨作用 ;4 )灵活性强 ;5 )教学、评估与科研一条龙

This paper is composed of five parts. Following the general introduction of the background, it indicates the theory of “Online Writing” and analyzes the eight teaching principles. The fourth part is a presentation of the concrete application of “Writing Database” in the evaluation of the learners' composition. Through the analysis of the results, the last part concludes that English writing teachers need the powerful “Writing Database”, which together with teachers' personal teaching experience can make the...

This paper is composed of five parts. Following the general introduction of the background, it indicates the theory of “Online Writing” and analyzes the eight teaching principles. The fourth part is a presentation of the concrete application of “Writing Database” in the evaluation of the learners' composition. Through the analysis of the results, the last part concludes that English writing teachers need the powerful “Writing Database”, which together with teachers' personal teaching experience can make the English writing teaching a combination of science, technology and art.

近年来,越来越多的应用语言学研究者开始把计算机、网络技术应用于英语写作研究,并取得了显著成就。本文将介绍体现这一特色的“网络写作”课程。本文由背景介绍、理论依据、教学实践、数据库应用和成效总结五部分组成。第一部分是关于网络写作的一个整体介绍;第二、三部分阐述分析了“网络写作”课的理论依据和教学实践中的八个教学原则;第四部分展示了“写作学习语料库”在写作评估的具体应用;第五部分通过对结果分析,得出教师应该掌握数据库这一有力工具并和自身经验相结合,一定会使英语写作教学更加具有科学性、技术性和艺术性。

 
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