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   聋校教学 的翻译结果: 查询用时:0.263秒
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聋校教学
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  “聋校教学”译为未确定词的双语例句
     A Study on the Efficiency of Instructional language
     聋校教学语言效率研究
短句来源
     Analysis of the Problems in the Teaching Process in School for the Deaf
     聋校教学中存在的问题分析
短句来源
     This paper compares the features, similarities and differences of the formulation and modification work of Curriculum Plans of Schools for the Deaf in 1950's, 1980's and 1990's.
     本文结合了 2 0世纪 50年代、80年代、90年代这三个时期聋校教学计划的制定和修改情况 ,简析了这三个时期聋校教学计划的特点及彼此间的异同。
短句来源
     The Role Cyber-Teaching in Deaf Schools
     浅谈网络教学在聋校教学中的作用
短句来源
     Curriculum reform in deaf education requires regulating the teaching methods which includes the following six aspects: students should be encouraged to learn actively instead of learning passively; both teachers and students participate the curriculum construction; teachers create more cooperating opportunities for students;
     新课程改革要求聋校教学措施也要加以变革,主要应从六个方面入手:由被动学习向主动学习转变,师生共同参与课程的建构过程,由独自学习向合作学习转变,由单纯练习向充分体验转变,将教师的权威作用转变为引导作用,采用灵活多样的教学方法等。
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  相似匹配句对
     Teaching Phonetic in School for the Deaf
     关于的语音教学
短句来源
     Introduction of Bilingual Teaching in Schools for the Deaf
     双语教学简述
短句来源
     A Study on the Efficiency of Instructional language
     教学语言效率研究
短句来源
     On Classroom Instruction Environment of Schools for the Deaf
     试论课堂教学环境
短句来源
     Exploring and practicing in to grade to go forward teaching
     “分层递进”教学的探索和实践
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It is suggested by bilingual teaching that the mother language of the deaf and the language in the mainstream society are to be used as the languages for teaching and communication in schools for the deaf,making the deaf enjoy the life being balanced between deaf and auditory culture.The bilingual teaching has been proposed on the background that oral method and comprehensive communication method are considered not satisfactory for the development of the deaf.The bilingual teaching treats the deaf actively,paying...

It is suggested by bilingual teaching that the mother language of the deaf and the language in the mainstream society are to be used as the languages for teaching and communication in schools for the deaf,making the deaf enjoy the life being balanced between deaf and auditory culture.The bilingual teaching has been proposed on the background that oral method and comprehensive communication method are considered not satisfactory for the development of the deaf.The bilingual teaching treats the deaf actively,paying great attention on group culture of the deaf,and thinks that sign language can help the deaf learn English.The participation of the teachers and parents is needed for bilingual teaching.The deaf children are trained in auditory language too in bilingual teaching.

双语教学主张把聋人母语和主流社会语言作为聋校教学和交际的语言,使聋人能在聋文化和听文化中成为自由生活的双语平衡者。双语教学是在口语法、全面交流法被认为都不能真正满足聋人发展需要而提出的;双语教学以积极的态度看待聋人,它重视聋人的群体文化;双语教学认为聋人掌握手语可以促进英语的学习。双语教学需要聋人教师参与,需要家长学会手语。双语教学也接受聋童进行听觉言语训练

The researcher takes a general Chinese lesson in a middle - grade school for the deafas a sample to study the actual efficiency of instructional language. Deaf students were asked to write sentences by listening and looking at the teacher during the lesson. The results show that the instructional language of the teacher is of low efficiency. The highest percentage of language instructional efficiency is 55 .2% and the average is 39.87% . It is necessary and important to improve the efficiency of the teacher...

The researcher takes a general Chinese lesson in a middle - grade school for the deafas a sample to study the actual efficiency of instructional language. Deaf students were asked to write sentences by listening and looking at the teacher during the lesson. The results show that the instructional language of the teacher is of low efficiency. The highest percentage of language instructional efficiency is 55 .2% and the average is 39.87% . It is necessary and important to improve the efficiency of the teacher in instructional language.

选用聋校中年级一堂具有代表性的语文课作研究样本,通过聋生看 话和看手语写话的方式,检验聋校教学语言的实际效率。结果表明,教师教 学语言效率比较低,效率最高大概只有55.2%,平均约为39.87%。提高教学 语言效率已成为提高聋校教学效率的首要问题。

Teaching of articulation, listening, speech-reading, spelling etc. which relevant to sound is in a very important position in the teaching in school for the deaf. The primary goal of these teaching is to develop ability of oral communication among the deaf students. But through such sound teaching, the level of speech ability acquired is a questionable matter. The deaf students who can learn to communicate with others orally are very rare. However, sound teaching in school for the deaf does have its important...

Teaching of articulation, listening, speech-reading, spelling etc. which relevant to sound is in a very important position in the teaching in school for the deaf. The primary goal of these teaching is to develop ability of oral communication among the deaf students. But through such sound teaching, the level of speech ability acquired is a questionable matter. The deaf students who can learn to communicate with others orally are very rare. However, sound teaching in school for the deaf does have its important role for the use of written language and sign language. If we turn the goal of sound teaching in school for the deaf to facilitate the use of written language and sign language, then it is necessary to adjust the teaching manner and time arrangement of sound teaching.

发音、听话—看话、拼音等与语音有关的项目在聋校教学中占有非常重要的地位。这些教学的最主要目的是发展学生的口语交际能力。然而 ,经过这些语音教学 ,聋生实际获得了怎样的口语能力却是令人怀疑的。聋生通过学习能够以口语与人交际的极为少见。不过 ,聋校的语音教学对于书面语言和手语的运用还是具有重要的意义。如果我们把聋校语音教学的目的调整为促进书面语言和手语的运用 ,教学方式和时间安排也应该做相应的调整

 
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