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   口语教学 在 成人教育与特殊教育 分类中 的翻译结果: 查询用时:0.193秒
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口语教学
相关语句
  oral teaching
    Oral teaching and bilingual teaching in schools for the deaf
    浅谈聋校口语教学与双语教学
短句来源
    Oral Teaching and Bilingual Teaching in Schools for the Deaf
    谈聋校口语教学与双语教学问题
短句来源
    The Position and Role of Lip-reading Training in Chinese Oral Teaching
    看话训练在我国口语教学中的地位与作用
短句来源
    In the new trend, we should insist on the oral teaching while improving it continuously in practice.
    在新形势下,应该坚持口语教学,并在实践中使之不断发展、完善。
短句来源
  “口语教学”译为未确定词的双语例句
    Investigations and researches on the degree of hearing damage , the selection of communicative language,training condition of language recovery using of gesture learning ,the present situation of the teachers in special education are made by the author and the result shows that the main problems of language teaching in deaf education school are that the oral-subject-teaching idea needs reforming .
    笔者在长期的特教实践中通过对聋生的听损程度、沟通语言的选择、语言康复训练情况、手语学习使用情况以及特教师资现状等进行调查研究,认为目前聋校语言教学存在的主要问题是以口语教学为主的教学理念急需革新;
短句来源
    Howev er, in China, verbal system is the main medium for teaching in classroom practic e of the deaf education.
    我国聋教育主要是以口语教学为主。
短句来源
  相似匹配句对
    Oral teaching and bilingual teaching in schools for the deaf
    浅谈聋校口语教学与双语教学
短句来源
    Howev er, in China, verbal system is the main medium for teaching in classroom practic e of the deaf education.
    我国聋教育主要是以口语教学为主。
短句来源
    Effective teaching
    有效教学
短句来源
    A Tentative Discussion on Teaching Method
    教学方法浅析
短句来源
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Compared with the hearing children, the level of the deaf children's cognitive development is much lower, especially on abstract thinking, which is u sually thought a result of their lower level of oral language development. Howev er, in China, verbal system is the main medium for teaching in classroom practic e of the deaf education. But there is little discussion and study on the relatio nship between oral language and cognitive capabilities of the deaf, and for the relationship between their sign language...

Compared with the hearing children, the level of the deaf children's cognitive development is much lower, especially on abstract thinking, which is u sually thought a result of their lower level of oral language development. Howev er, in China, verbal system is the main medium for teaching in classroom practic e of the deaf education. But there is little discussion and study on the relatio nship between oral language and cognitive capabilities of the deaf, and for the relationship between their sign language and cognitive development. This paper a ttempts to expound, from the perspectives both of theories and realities, that t he use of sign language is most rewarding for cognitive development of those dea f children handicapped by hearing disabilities.

和健听儿童相比 ,听觉障碍儿童的认知发展水平要低 ,主要表现为抽象逻辑思维水平低。造成这一结果的主要原因通常被认为是语言的发展不良。我国聋教育主要是以口语教学为主。但是 ,单纯的发展口语是不是最适合听力障碍儿童的认知发展 ?听力障碍儿童使用手语对他们认知发展有何影响 ?本文试从理论剖析和现实中的事例来说明 :对那些不能通过听觉通道来获得口语的听力障碍儿童来说 ,手语的使用在他们的认知发展中有积极的作用

In recent years, some articles about improving the "bilingual teaching" in Schools for the Deaf have been released in succession. Aiming at some points of view in these articles, I put forward following standpoints: it is obvious that we have reached many achievements during our practice for decades on oral teaching in Schools for the Deaf, and at the same time some new thoughts have emerged in theory, which merits our research and inheritance. In the new trend, we should insist on the oral teaching while improving...

In recent years, some articles about improving the "bilingual teaching" in Schools for the Deaf have been released in succession. Aiming at some points of view in these articles, I put forward following standpoints: it is obvious that we have reached many achievements during our practice for decades on oral teaching in Schools for the Deaf, and at the same time some new thoughts have emerged in theory, which merits our research and inheritance. In the new trend, we should insist on the oral teaching while improving it continuously in practice. Meanwhile, this article oppugns some viewpoints appeared on some articles introducing the bilingual teaching of the Occident.

近年来,一些推行聋校“双语教学”的文章陆续发表。本文针对其中的某些观点,提出:几十年来,我国聋校口语教学在实践上是有成绩的,应该肯定;在理 论上有开创性建树,值得研究、继承;在新形势下,应该坚持口语教学,并在实践中使之不断发展、完善。本文并对某些介绍欧美“双语教学”观点的文章提出质疑。

In recent years, some papers on improving the “bilingual teaching”in schools for the students with hearing impairment have been released in succession. Referring to some points of view in these papers, author argues that many positive results have been obviously achieved during the practice for decades on oral teaching in schools for the students with hearing impairment and some new opinions have raised which is valuable for researchers to study. In the future, the oral teaching should be undertaken continuously...

In recent years, some papers on improving the “bilingual teaching”in schools for the students with hearing impairment have been released in succession. Referring to some points of view in these papers, author argues that many positive results have been obviously achieved during the practice for decades on oral teaching in schools for the students with hearing impairment and some new opinions have raised which is valuable for researchers to study. In the future, the oral teaching should be undertaken continuously and being perfect day by day. Furthermore, this paper queries some viewpoints appeared on some essays introducing the bilingual teaching of the Occident.

近年来 ,一些推行聋校“双语教学”的文章陆续发表。本文针对其中的某些观点提出 ,几十年来 ,我国聋校口语教学在实践上是有成绩的 ,应该肯定 ;在理论上有开创性建树 ,值得研究、继承 ;在新形势下 ,应该坚持口语教学 ,并在实践中使之不断发展、完善。本文并对某些介绍欧美“双语教学”的文章观点提出质疑。

 
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