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教学大纲
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  teaching syllabus
     Based on the current situation of Coll ege English teaching in China, the present pap er is to focuse on the major crucial issues of the College English reform concerning the available revisions of College E nglish Teaching Syllabus, the discussion of College English Curricu lum Requirements, the systematic improvement of multi-level English teaching and the wide prediction of the possible trend of development in College English education.
     本文从我国大学英语教学的实际出发,对大学英语教学改革中的一些关键问题进行了初步的探讨,提出了修改《大学英语教学大纲》的建议,阐述了《大学英语课程教学要求》的特点,讨论了改进分级教学的系列措施,预期了大学英语教育未来发展的趋势。
短句来源
     According to A Teaching Syllabus of college English (revised edition), this paper does an analysis of teaching materials, teaching staff and test to guarantee teaching College English for four years in Jiaxing College.
     并根据《大学英语教学大纲》 (修订本 )要求 ,就如何确保我院大学英语教学四年不断线 ,从教材、师资和测试等方面进行了分析
短句来源
     A Comparison Research of the Geometry Content Offered in Senior Middle School Mathematics Curriculum Standards and Mathematics Teaching Syllabus
     《高中数学课程标准》与《高中数学教学大纲》中几何部分内容设置的比较研究
短句来源
     The 2004 editions of Syllabus for TEM4 and Syllabus for TEM8 comply with the teaching requirements set by the 2000 edition of Teaching Syllabus for English Majors.
     2004年新版高校英语专业四、八级考试大纲反映了2000年《高校英语专业英语教学大纲》的要求。
短句来源
     One of the objectives set by College English Teaching Syllabus is to lay a solid foundation in grasp of fundamental knowledge of a foreign language and to enhance flexibility in using it.
     《大学英语教学大纲》明确提出大学英语教学的目的是:帮助学生打下扎实的语言基础,提高语言应用能力。
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  “教学大纲》”译为未确定词的双语例句
     How to Improve the Teaching Quality of College English
     如何提高大学英语的教学质量──学习《大学英语教学大纲》(修订本)所想到的
短句来源
     Comparative Analysis on the English Syllabus and the English Curriculum Standard
     对比分析《英语教学大纲》和《英语课程标准》
短句来源
     The teaching outline of physics,entrance examination outline of physics and curriculum standard of physics respectively advance the requests of different connotation of physical ability,the reason is that the theory construction of physical ability is lack of specific theory base.
     我国《物理教学大纲》、《物理高考大纲》、《物理课程标准》分别提出了不同内涵的物理能力要求,其原因在于,物理能力理论的建构缺乏明确的理论基础.
短句来源
     Either the College English Syllabus (1999), or the Program of Teaching Quality and Teaching Reform in Institutions of Higher Education (2003), or the Teaching Requirements of College English (tried out) (2004), puts its emphasis to reading teaching, and improves simultaneously the students' integral abilities of using English.
     无论是《大学英语教学大纲》(1999)还是《高等学校教学质量与教学改革工程》总体方案(2003)和《大学英语课程教学要求》(试行)(2004),它们的核心内容就是重视阅读教学,培养学生综合应用英语的能力。 但是,本文作者认为我国阅读教学的现状与这些规定有较大的冲突,很难让学生达到既定要求。
短句来源
     According to the teaching aim and Oral English examination of COLLEGE ENGLISH TEACHING PROGRAN , this paper discusses how to strengthen Oral English teaching to the students whose major is not in English from the following six sides: intonation drill, language accumulation, Oral English lesson, western culture knowledge, Oral English practice, and Oral English examination.
     根据《大学英语教学大纲》的教学目标和大学英语口语考试的增设 ,从语音语调训练、语言积累、开设口语课、培养英语文化知识、增强口语练习和设置口语考试等六个方面探讨在大学英语教学中如何加强非英语专业学生的口语教学
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  相似匹配句对
     OPEN ARCHITECTURAL PROGRAMMES
     开放的建筑学教学大纲
短句来源
     A TENTATIVE APPROACH TO THE SYLLABUS FOR TEACHING COMPUTERS AT MIDDLE SCHOOLS
     中学计算机教学大纲初探
短句来源
     Compiling of the Teaching Outline for Thermodynamics and Statistical Physics
     《热力学·统计物理学教学大纲的编写
短句来源
     Studying the Syllabus, Aiming at the Undergraduate Course Teaching
     研读《教学大纲瞄准本科教学
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  teaching syllabus
A science department should be able to regard the course as a starting point from which they could develop their own teaching syllabus.
      
It must be emphasised that the syllabus is not intended to be used as a teaching syllabus, nor is it intended to represent a teaching order.
      
In this paper, three suggestions were made to add extra communicativeness to the teaching syllabus.
      


In this article the problems of combining theory with practice in the textbook "The Technology of Maohine-Building"are introduced. On the basis of the author's experience, It is demonstrated that theory comes from the practical experience, and from the summarized theoretical conception. Concerning the textbook "The Technology of Machine-Building", on one hand, its theoretical lever. should be raised. On the otherhand, theory must be combined with practice in production and directs it. And the position and function...

In this article the problems of combining theory with practice in the textbook "The Technology of Maohine-Building"are introduced. On the basis of the author's experience, It is demonstrated that theory comes from the practical experience, and from the summarized theoretical conception. Concerning the textbook "The Technology of Machine-Building", on one hand, its theoretical lever. should be raised. On the otherhand, theory must be combined with practice in production and directs it. And the position and function of the theoretical problems of the textbook, such as the theory of deflation, theory of stability, automatical weight- measuring, and control and regulation, etc., are stated in some detail. On this basis, in conclusion, author's ideas are presented to the teachin gand the content and arrangement of teaching materials of the textbook "The Technology of Machine-Building." And it can be referred to as a refrence material for the improvement of the present textbook.

本文根据作者多年参加生产实践和教学工作经验,对机械制造工艺学中理论与实际相结合问题进行了探讨。认为:一方面,机制工艺理论应根据生产实际需要进行概括和充实,以提高其理论水平;一方面,尤应着力于理论与实际的结合,应用理论以指导生产实践。文中就机制工艺中基准定位、尺寸链、误差理论、可靠性理论及自动测量控制与调整等问题的地位和作用,都作了较详细的阐述。在此基础上,对现行机制工艺学教学大纲和教材内容安排,提出了自己的意见。

In the hope of clearing up misunder-standings about stylistics it is proposedin this paper that stylistics should in the firstplace be kept strictly within the area wherethe two disciplines of linguistics and literarycriticism overlap. In other words, stylisticsmust take literature as the object of itsstudy and use linguistics only as a means tothat end. Secondly, being essentially an in-terprelative activity that relies to a consid-erable extent on our intuitive responses toliterature, stylistics must not be...

In the hope of clearing up misunder-standings about stylistics it is proposedin this paper that stylistics should in the firstplace be kept strictly within the area wherethe two disciplines of linguistics and literarycriticism overlap. In other words, stylisticsmust take literature as the object of itsstudy and use linguistics only as a means tothat end. Secondly, being essentially an in-terprelative activity that relies to a consid-erable extent on our intuitive responses toliterature, stylistics must not be (nor canit possibly be) purged of subjective in-trusions on the part of its practitioners toachieve what is supposed to be "pure"objectivity. And thirdly, as regards Inethodo-logy, it is emphasized that the awe-inspiringtechniques adopted in some stylistic analy-ses should be demystified and that any at-tempt to dissect a literary text for analyticalpurposes should refrain from murdering art.

随着语言学研究的开展,文体学的研究在欧美各国也取得了一定成绩。它吸取了传统的风格学和修辞学的某些成分,以语言学的理论和方法为依据,试图对各种类型、各种场合、为各种目的的语言的使用,从日常谈话到正式演说,从诗歌到散文,从新闻、广告到小说、戏剧,进行系统的分析研究,探讨语言风格上的特点,并寻求其规律。 尽管这门学问还在形成的过程中,理论探讨还在开展,它对语言研究和语言教学,无疑有很大的帮助,对于外语教学则尤其有益。外语教师往往感到,学生在掌握了语法和常用词汇,有了基本的听说读写能力之后,对文体风格的辨别便成了一个重要的问题。这时给他们讲些文体学知识,当然极有好处。 英语文体学在我国还是一个较新的领域。最近几年在一些大学英语专业开设了这门课程,在外语教学杂志上也发表了一些这方面的探讨文章,这是十分可喜的现象。 为了引起广大英语教师和研究者对这门学问的注意,为了推动这门新课的开设,教育部外语专业教材编审委员会于1984年审定了《英语文体学引论》一书。接着又在武汉召开会议,制定了英语文体学教学大纲。参加会议的各校教师在会上提出了关于英语文体学的论文。我们在本期发表教学大纲和一部分论文,以后再陆续...

随着语言学研究的开展,文体学的研究在欧美各国也取得了一定成绩。它吸取了传统的风格学和修辞学的某些成分,以语言学的理论和方法为依据,试图对各种类型、各种场合、为各种目的的语言的使用,从日常谈话到正式演说,从诗歌到散文,从新闻、广告到小说、戏剧,进行系统的分析研究,探讨语言风格上的特点,并寻求其规律。 尽管这门学问还在形成的过程中,理论探讨还在开展,它对语言研究和语言教学,无疑有很大的帮助,对于外语教学则尤其有益。外语教师往往感到,学生在掌握了语法和常用词汇,有了基本的听说读写能力之后,对文体风格的辨别便成了一个重要的问题。这时给他们讲些文体学知识,当然极有好处。 英语文体学在我国还是一个较新的领域。最近几年在一些大学英语专业开设了这门课程,在外语教学杂志上也发表了一些这方面的探讨文章,这是十分可喜的现象。 为了引起广大英语教师和研究者对这门学问的注意,为了推动这门新课的开设,教育部外语专业教材编审委员会于1984年审定了《英语文体学引论》一书。接着又在武汉召开会议,制定了英语文体学教学大纲。参加会议的各校教师在会上提出了关于英语文体学的论文。我们在本期发表教学大纲和一部分论文,以后再陆续刊登几篇,以飨读者。

This is a report read by the author at the 6th Congress of the International Association of Teachers of Russian Language and Literature (МАПРЯЛ). The report gives several figures whichshould be of interest to observers in that field: 26 schools of the tertiary level in China have Russian language departments, with a total en-rollment of 500. A curriculum of 4-5 years encompasses 2 stages, a Primary stage for the trainingof basic skills, and an advanced stage for linguistics and Russian culture and history. Academicallyoutstanding...

This is a report read by the author at the 6th Congress of the International Association of Teachers of Russian Language and Literature (МАПРЯЛ). The report gives several figures whichshould be of interest to observers in that field: 26 schools of the tertiary level in China have Russian language departments, with a total en-rollment of 500. A curriculum of 4-5 years encompasses 2 stages, a Primary stage for the trainingof basic skills, and an advanced stage for linguistics and Russian culture and history. Academicallyoutstanding universities have postgraduate courses for MA and PhD degrees. Since 1980 33 titles of Russian course books have been published. These include books ofaudiolingual teaching, and books on Soviet history and culture, and Rusaian literature. China Publishes over 20 Periodical journals related to foreign language teaching and researchand 700 papers on Russian language teaching came out 1980-1985. A national association of teachers of Russian was formed in 1981 with a membship of 1500.National as well as regional conferences are held biannually.

本文原系作者在国际俄罗斯语言文学教师协会(МАПРЯЛ)第六次世界大会和全体会员大会(1986.8.11—16,布达佩斯)上所作的报告。报告概述了近年我国的俄语教学与研究。 对外开放以来,我国外语教学,包括俄语教学在内,有了重大的发展。1978年全国外语教学会议提出了三项目标:提高外语教学质量,好中学外语基础,改进高校外语教学。 全国共有26所高等学校俄语系招生,每年招收人数近500名。学制4-5年。基础阶段打下语音、词汇、语法基础,全面培养听、说、读、写、译技能,而以口语训练为重点。提高阶段进一步提高言语能力,扩大语言学、国情学等方面的知识,并进行一定专业倾向的训练。近年来,开始在教学上应用语言国情学、话语语言学、功能修辞学等新学科的知识,有的开设了相应的课程。除培养本科生之外,重点大学的俄语系还开始培养硕士、博士研究生。 非外语专业的外语教学以英语为主,但许多高校也开设了俄语课,着重培养阅读专业书籍的能力。1985年举行了公共俄语教学讨论会。 为满足对俄语人材日益增长的需要,许多高校开办了俄语夜大学和函授部。四年制夜大学已纳入国家培养专业人材的体系。 国家教育委员会十分重视修订外语教学大纲和编...

本文原系作者在国际俄罗斯语言文学教师协会(МАПРЯЛ)第六次世界大会和全体会员大会(1986.8.11—16,布达佩斯)上所作的报告。报告概述了近年我国的俄语教学与研究。 对外开放以来,我国外语教学,包括俄语教学在内,有了重大的发展。1978年全国外语教学会议提出了三项目标:提高外语教学质量,好中学外语基础,改进高校外语教学。 全国共有26所高等学校俄语系招生,每年招收人数近500名。学制4-5年。基础阶段打下语音、词汇、语法基础,全面培养听、说、读、写、译技能,而以口语训练为重点。提高阶段进一步提高言语能力,扩大语言学、国情学等方面的知识,并进行一定专业倾向的训练。近年来,开始在教学上应用语言国情学、话语语言学、功能修辞学等新学科的知识,有的开设了相应的课程。除培养本科生之外,重点大学的俄语系还开始培养硕士、博士研究生。 非外语专业的外语教学以英语为主,但许多高校也开设了俄语课,着重培养阅读专业书籍的能力。1985年举行了公共俄语教学讨论会。 为满足对俄语人材日益增长的需要,许多高校开办了俄语夜大学和函授部。四年制夜大学已纳入国家培养专业人材的体系。 国家教育委员会十分重视修订外语教学大纲和编写外语教材的工作。1980年成立全国外语教材编审委员会以来,先后出版了

 
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