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language skills
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  language skills
Using rating procedures we assessed seven social support components, selected items from a history schedule for schizophrenia, and the probands' visual and verbal language skills.
      
Comparison of the verbal and visual language skills of the two deaf groups revealed a substantial deficit among the deaf schizophrenics.
      
Visual language skills were found to correlate more strongly than verbal language skills with the social support components.
      
For example, basic language skills are among the best preserved neurocognitive functions in children and adults with schizophrenia.
      
Children with autism and children with a severe specific receptive language disorder both show clear deficits in communicative language skills and in social relationships.
      
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AbstractThis paper is the outcome of a survey of graduate students from foreign language institutes and departments undertaken in 1996 7 by a team of eight professors and associate professors from five universities. The survey consists of questionnaires to employers and graduates, discussions with departments where the graduates are employed and investigation of foreign language syllabuses. It reveals that on the whole foreign language...

AbstractThis paper is the outcome of a survey of graduate students from foreign language institutes and departments undertaken in 1996 7 by a team of eight professors and associate professors from five universities. The survey consists of questionnaires to employers and graduates, discussions with departments where the graduates are employed and investigation of foreign language syllabuses. It reveals that on the whole foreign language teaching has been successful although the quality of teaching varies from year to year. Teaching in the fourth (graduating) year has been found to be less than satisfactory. The survey further shows that employers are no longer satisfied with graduates with just good language skills; they want to have graduates with both language proficiency and better and wider knowledge. They stress too the need for greater dedication and better cooperative spirit among future graduates.

关于外语专业毕业生的调查报告北方课题组一、面向21世纪教学内容和课程体系改革课题的背景和工作进程1.立项背景随着我国改革开放、市场经济的不断推进和对外交往的扩大,社会对高级专门人才的需求也发生了变化,教育的不适应显得越来越突出。解决“适应”问题的根...

The improvement of the students' language skills and the development of students' personality are the necessities to realize the students' sellf-actualization and social-actualization, which is a reflection of education that has shaked off the fetter of the utilitarianism and a reflection that the language education has developed by following its own objective law. The connotation of language skills and the personality development and their unity should be correctly comprehended.

提高语文素质,发展学生个性是实现学生自我存在与社会存在的双重需要,是摆脱教育功利主义的束缚,遵循语文学科教育自身发展规律的必然反映。我们应该正确理解语文素质和个性发展的涵义以及二者的统一性。

There are strong and weak points existing in objective examination questions.It's not practicable that all or mast examination questions are objective and that influents badly chinese teaching and the reform of chinese teaching.Chinese is a subject about language skills,and so the importance of examination is to examine the ability to comprehend and express the language.Objective examination questions can't achieve the goal very well.In Chinese examinations,subjective examination questions should...

There are strong and weak points existing in objective examination questions.It's not practicable that all or mast examination questions are objective and that influents badly chinese teaching and the reform of chinese teaching.Chinese is a subject about language skills,and so the importance of examination is to examine the ability to comprehend and express the language.Objective examination questions can't achieve the goal very well.In Chinese examinations,subjective examination questions should be major and objective ones should be auxiliary.Let's stride of rward the standardization of chinese examination.

客观试题 ,既有其长处 ,也有其弱点。语文测试 ,纯运用或主要运用客观题 ,是行不通的。它对语文教学、语文教改的负面影响大于正面作用。因为 ,语文学科是一门言语技能学科 ,测试应重在考生的言语理解与表达能力。而客观题正弱于此。语文测试 ,应以主观题为主 ,客观题为辅 ,向着标准化方向迈进

 
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