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awareness of reading
相关语句
  策略观念
     The Study on the Non-English Majors' Metacognitive Awareness of Reading Strategies
     对非英语专业大学生的阅读元认知策略观念的调查分析
短句来源
     The results of the data analysis show that there is no significant relationship between metacognitive awareness of reading strategies and gender and subjects' English proficiency.
     统计结果表明,阅读元认知策略观念与性别、现有英语水平无显著性相关。
短句来源
  “awareness of reading”译为未确定词的双语例句
     A Study of College Students' Metacognitive Awareness of Reading Strategies
     大学生元认知英语阅读策略意识实证研究
短句来源
     2) When there is no significant difference in readers' basic linguistic knowledge and the reading material is relatively difficult, ESL metacognitive awareness of reading strategy may greatly influence the reading effects.
     2)当个体的语言学基础知识差异不明显,而阅读材料相对较难时,ESL阅读元认知策略意识的强弱能影响阅读效果的好坏;
短句来源
     Eighty non-English major sophomores have been surveyed through the Scale of Metacognitive Awareness of Reading Strategies, the reliability and validity of which is quite creditable with detailed data analysis of factors.
     本调查分析运用MetacogintiveAwarenessofReadingStrategies量表对80位非英语专业的本科二年级学生进行了问卷调查。
短句来源
     Several factors affected their awareness of reading, including professional incompetence, the absence of perfect supervision and assessment systems on reading quality, weak achievement motivations of the teachers, heavy-load teaching and insufficient professional journals and books in their libraries.
     影响特教教师阅读意识的因素有教师的专业素质不高、缺乏完善的对特教教师阅读的质量监督评价系统、教师缺乏较强的成就动机、教师工作负担重、专业书刊少等。
短句来源
  相似匹配句对
     READING
     阅读
短句来源
     The influence of Metalinguistic Awareness on Reading
     元语言意识对阅读的影响研究综述
短句来源
     and (3) awareness of metacognitive reading strategies?
     因此,有必要对元认知与外语阅读之间的关系进行更深入的研究。
短句来源
     The Reading and Comprehension of Life Awareness in Shuidiaogetou
     《水调歌头·中秋》的生命意识解读
短句来源
     Intercultural Awareness and English Reading Teaching
     跨文化意识与英语阅读教学
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Eighty non-English major sophomores have been surveyed through the Scale of Metacognitive Awareness of Reading Strategies, the reliability and validity of which is quite creditable with detailed data analysis of factors. The results of the data analysis show that there is no significant relationship between metacognitive awareness of reading strategies and gender and subjects' English proficiency. Except the support reading strategies, the learners have done well in the global reading strategies...

Eighty non-English major sophomores have been surveyed through the Scale of Metacognitive Awareness of Reading Strategies, the reliability and validity of which is quite creditable with detailed data analysis of factors. The results of the data analysis show that there is no significant relationship between metacognitive awareness of reading strategies and gender and subjects' English proficiency. Except the support reading strategies, the learners have done well in the global reading strategies and problem\|solving strategies. Moreover the latter two can be well predicted through the support reading strategies, which shows that in the course of teaching and learning, the teachers and learners should pay additional attention to the practice of support reading strategies besides those of global reading strategies and problem\|solving reading strategies to get effective reading effect.

本调查分析运用MetacogintiveAwarenessofReadingStrategies量表对80位非英语专业的本科二年级学生进行了问卷调查。统计结果表明,阅读元认知策略观念与性别、现有英语水平无显著性相关。学习者除了支撑性阅读策略观念较弱,整体性阅读策略观念和问题索解性策略观念均较强。而且还发现支撑性策略观念能够较好地预测总体性策略观念,问题索解性策略观念和整体策略观念。这要求教师和学习者在教与学的过程中除了进行各项元认知策略的练习,还应特别重视支撑性策略的练习,以便取得有效的阅读效果。

By means of questionnaire and interview, the authors made a survey at some schools for special needs to find out the situation of teachers' reading professional journals and books. The results showed that the main reason for the teachers to ignore the importance of reading was that they generally lacked initiative reading interests. Several factors affected their awareness of reading, including professional incompetence, the absence of perfect supervision and assessment systems on reading quality,...

By means of questionnaire and interview, the authors made a survey at some schools for special needs to find out the situation of teachers' reading professional journals and books. The results showed that the main reason for the teachers to ignore the importance of reading was that they generally lacked initiative reading interests. Several factors affected their awareness of reading, including professional incompetence, the absence of perfect supervision and assessment systems on reading quality, weak achievement motivations of the teachers, heavy-load teaching and insufficient professional journals and books in their libraries.

本调查针对目前一部分特教教师淡漠读书的现象,采用问卷法和访谈法调查特殊教育教师阅读专业书刊的情况,结果显示特教教师普遍缺乏积极主动的阅读兴趣;影响特教教师阅读意识的因素有教师的专业素质不高、缺乏完善的对特教教师阅读的质量监督评价系统、教师缺乏较强的成就动机、教师工作负担重、专业书刊少等。

 
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