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聋校     
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  deaf school
     The Analysis and Study of Information Technique Course in the Deaf School
     聋校信息技术课程分析与研究
短句来源
     Deaf School Language Teaching Method Investingation and Research
     聋校语言教学方法的调查与研究
短句来源
     This text is at several scholars, experts the relevant information technique is last with the research result foundation that course integrate, and putting forward the modern practice with the theories that deaf school language teaching integrates the research.
     本文在多位专家、学者有关信息技术与课程整合研究成果的基础上,提出了现代信息技术与聋校语文教学整合的理论与实践研究。
短句来源
     Emphasized the treatise the modern information technique with the content, meaning, principle, and path that deaf school language teaching integrates and attain the integrated and essential term.
     着重论述了现代信息技术与聋校语文教学整合的内涵、意义、原则、途径以及达到整合所必备的条件。
短句来源
     In 2002 deaf school new curriculum plan development group person in charge ChengYiji in "Humanist face Future" center pointed out that, The attention individual difference,strengthens and melt teaching individually, advocated the teaching language the multiplication,guides the student to participation on own initiative, to be glad inquired into, to raise thestudent collection and the process information ability, gains new knowledge the ability,analyzes and solves the question ability as well as the communication, the contact ability.
     2002年聋校新课程方案研制组负责人程益基在《以人为本面向未来》中指出:关注个体差异,加强个别化教学,提倡教学语言的多元化,引导学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及沟通、交往的能力。
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  deaf schools
     The Design of Mathematics Classroom Teaching Goals in Deaf Schools under the Background of the New Curriculum
     新课程背景下聋校数学课堂教学目标的设计
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     Language teaching in deaf schools has experienced controversies between oral language teaching and sign-language teaching, which influences teaching models of LRC for hearing-handicapped children.
     历经口语教学与手语教学纷争的聋校语言教学模式影响了听觉障碍儿童随班就读的教学模式。
短句来源
     Creating actively good mental environment in deaf classes is an important approach in mental health education in deaf schools.
     积极创造良好的班级心理环境,是聋校心理健康教育的重要途径。
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
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     Problems that needed to be solved in the field of deaf students' Chinese teaching are: to accumulate actual language use and compile related corpus, to improve teachers' level of linguistics in deaf schools and to compare systematically between natural sign language and Chinese.
     目前聋生汉语教学领域亟待解决的问题有:积累语言事实建立相关语料库、提高聋校教师语言学素养和系统地对自然手语和汉语进行比较。
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  school for deaf
     In reckoning teaching by the abacus in the school for deaf, the author taps potentials of the students' sight and hand-feeling and gives full play to the students' abilities: the ability to observe, operate and calculate, and it also provides them with creative learning conditions and methods. As a result, a road to success for the deaf in creative education has been tried to find out.
     通过在聋校珠算教学中挖掘学生的视觉和手感潜力 ,发挥其观察力、实践操作能力和计算能力的优势 ,并为他们提供创造性的学习条件和学习方法 ,从而探索出一条对聋儿进行创造性教育的成功路子。
短句来源
  schools for deaf
     Doing a Good Job Implement the Curriculum for a Comprehensive Improvement of Educational Quality of Schools for Deaf Children
     认真实施聋校课程计划 全面提高聋校教育质量──关于制定《全日制聋校课程计划》的说明
短句来源
     Teachers in the schools for mental retardation had more problems than those in the schools for deaf and for blind.
     高学历特教教师的心理健康问题比较突出 ; 培智学校教师的心理健康水平比聋校和盲校的教师差。
短句来源
     This is a case study by randomly selecting 50 graduates with or without certificates of schools for deaf who have committed crimes to do the research. The results show that personalities such as following like sheep,self-indulgence,selfishness,laziness,and individual inclination like unpractical ideal of income,deviated moral faith and values can be the factors to predict potential criminals after their graduation.
     本研究随机选取50名具有犯罪行为的聋校毕业或肄业生进行个案研究,结果发现,盲从、任性、自私、懒惰的个性特征及不实际的收入理想、偏差的道德信念、价值观等个性倾向可作为聋生今后走上社会后犯罪的预测因子。
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      deaf school
    This study investigated the processes that deaf school children use for spelling.
          
    Burden and Campbell found that the deaf school leavers fell between the two control groups.
          
    There is less consensus from research with deaf school children.
          
      deaf schools
    A pilot survey of Language Disordered Children has been made in two deaf schools in Manchester with a view to beginning a much longer and deeper study later.
          
    A questionnaire was sent to all the Deaf Schools in the U.S.
          
    including State Deaf Schools, Private Deaf Schools, and Public Schools that were listed as having a program specifically for students who are deaf.
          
      school for deaf
    Ophthalmological investigation of 235 pupils attending at a boarding school for deaf children showed refractive errors and strabismus at a common frequency.
          
    We have investigated the prevalence of this syndrome in a school for deaf children, evaluating by ECG 350 congenitally deaf children with an age range of 6-19 years.
          


    In order to find the cause of deafness of school children we investigated 11.68 cases in 19 schools of deaf-mutes. It is found that deafness might occur at any age. With 6 months after birth the incidence was very lower. About 64.60% of the deaf-mutes began to have symptoms one to four years after birth. So this is the period of the highest incidence. Over the age of 4 year old, the incidence gradually became lower. Most of the deaf-mutous students lose their ability of hearing gradually rather than abruptly....

    In order to find the cause of deafness of school children we investigated 11.68 cases in 19 schools of deaf-mutes. It is found that deafness might occur at any age. With 6 months after birth the incidence was very lower. About 64.60% of the deaf-mutes began to have symptoms one to four years after birth. So this is the period of the highest incidence. Over the age of 4 year old, the incidence gradually became lower. Most of the deaf-mutous students lose their ability of hearing gradually rather than abruptly. 78.6% of those with remnant ability of hearing and speaking. 21.4% of those students with absollute deaf—mutes had remnained abilty of speaking. 51.8% cases of absolute deaf-mutes were irreversible. 5.82% of deaf-mutous students got improvement followed by regular education and training of faculty of speech. The cases of congenital deafness is rather complicated. Married to near rellativcs is one of the main causes. While the causes of the acquired deafness are acute infectious diseases, auditory toxic antibiotics of aminoglucoside group, especially dihydrostreptomycin, kanamycin, gentamycin and neomycin.

    为掌握学生致聋原因,选上海19所聋校1168名学生作调查探讨,初步认为:聋生听力丧失可发生任何年龄,出生6个月以内患病率低;但1—4岁失听患病率最高达64.6%,后以随年龄增长而逐渐减少。聋生听力逐渐丧失略高于立即丧失。有残余听力同时有语言保留者,占有残听者78.6%,无残余听力而尚存语言保留者,占无残听者21.4%。聋生听力语言全丧失者半数以上(51.8%)是不可逆的;5.82%聋生如经正规教育、语言训练等,则语言机能将会有所进步。先天致聋因素较复杂,近亲结婚是其主要因素之一;后天致聋因素主要为各类急性传染病和氨基糖甙类耳毒性抗生素,尤其是链霉素(双氢)、卡那、庆大、新霉素等。

    Pure-tone thresholds of 346 pupils from 10deaf schools in Shanghai were measured withthe audiometre. 95.27% of them were foundto have a hearing loss exceeding 70 dB. Weshould be very cautious in speculating therecovery of their hearing. Most of them havesome residual hearing that can be put to use.There are 5 typical kinds of audiograms ofdeaf school children, which suggest that theresidual hearing of each childhas its own char-acteristics. Individualization should be takenas a basic rule in the utilization...

    Pure-tone thresholds of 346 pupils from 10deaf schools in Shanghai were measured withthe audiometre. 95.27% of them were foundto have a hearing loss exceeding 70 dB. Weshould be very cautious in speculating therecovery of their hearing. Most of them havesome residual hearing that can be put to use.There are 5 typical kinds of audiograms ofdeaf school children, which suggest that theresidual hearing of each childhas its own char-acteristics. Individualization should be takenas a basic rule in the utilization of the resi-dual hearing.

    本研究旨在探讨聋校学生残存听力的基本特点及其利用价值。对上海市10所聋校346位学生进行纯音听力阈限的测查,结果发现:(1)聋校学生听力障碍极为严重,95.37%的人听力损失超过70dB。对在校生听力康复的结果须持谨慎态度。(2)大多数学生在不同程度上仍有一定的残存听力,可资利用。(3)五种听力图曲线的差异,提示残存听力的状况因人而异。个体特异性是利用残存听力时所必须遵循的一个基本原则。

    We investigated 474 deaf children in 4 deaf schools and 2 deaf kindergartins in urban districts of Beijing by questionaire to their parents. The results indicated that the majority of the parents were workers with an education background less than senior middle school, and the living cost of most deaf children was from 50 to 100 Yuan RMB per month. The two major possible congenital causes of deafness were virus infection in early pregnancy of their mother and injury during birth, and the major possible acquired...

    We investigated 474 deaf children in 4 deaf schools and 2 deaf kindergartins in urban districts of Beijing by questionaire to their parents. The results indicated that the majority of the parents were workers with an education background less than senior middle school, and the living cost of most deaf children was from 50 to 100 Yuan RMB per month. The two major possible congenital causes of deafness were virus infection in early pregnancy of their mother and injury during birth, and the major possible acquired cause was toxic drugs. The results also showed that if the deaf children weared hearing aid and began the hearing-speech rehabilitation training earlier, and the hearing aid wearing time per day was longer, there would be great effect on the hearing-speech rehabilitation.

    采用问卷方法对北京市城区四所聋校及两所聋童幼儿园共474名聋生进行的调查表明:父母职业、文化程度和家庭经济收入对听力语言残疾的康复有影响。在致聋原因中,先天性以母亲妊娠早期病毒感染及产伤居多,后天性以耳毒性药物引起为多。应尽早配戴助听器进行听力语言康复训练,每日配戴时间长者,其康复效果较好。

     
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