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《小雪花(小学生成长指南)》2003,(7)
马大哈总算把上次的日记改正确了,今天,他又要到杂货店买东西。于是,给店主写了张购物单。可店主左看右看,大多看不明白,弄不清马六哈都想买嘟些东西。多急人啊!你赶紧来帮帮他吧! 相似文献
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《小雪花(小学生成长指南)》2003,(4)
上次马大哈把爱吃的东西写得一塌糊涂，好心的同学总算帮他改了过来。这回，马大哈到动物园去参观，大饱了眼福。回头写日记时，却又错误百出。赶紧帮他检查一下吧！Isawmanyanimalsinthezoo．Theyarebird（鸟），house（马），snak（蛇）andcrokodile（鳄鱼）．Tigger（虎）isfierce（凶猛的）．Sheap（羊）istame（温顺的）．Ilikeallofthem！clever baby 以上红色的单词，哪些是错误的呢？请当回cleverbaby，把下面的表格填好（表格可复制），寄给爱马虎的马大哈吧！来信请寄：哈尔滨市南岗区阿什河街１１号《小雪花》（小学趣… 相似文献
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Bruce A. Murray Mary Jane McIlwain Chih‐hsuan Wang Geralyn Murray Stacie Finley 《Journal of Research in Reading》2019,42(1):123-136
Learning irregular words involves mental marking of irregular letters in the spelling, a process not fully understood. In a within‐subjects experiment, we manipulated the type of scaffolding given to beginning readers to evoke mental marking. We pretested to sort 103 kindergarten and first‐grade participants into sequential decoders, who decode letter by letter, and hierarchical decoders, who recognise vowel patterns. In the control phase, children read irregular words in sentence contexts with minimal scaffolding. In the experimental phase, participants read additional irregular words in sentence contexts by ‘operating on the word’ to mark irregular letters. Results indicated that the experimental condition induced better untimed word reading, but it did not improve spelling or reading in a flash presentation. Hierarchical decoders were significantly more successful than sequential decoders in untimed word reading, spelling and reading in the flash presentation. These results suggest that learning hierarchical decoding predisposes readers to learn irregular words. 相似文献
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中英文中不乏字面、意义相一致的表达方式,如: 万抽.5娜吐looderth田,初践如.事实胜于雄辩。 F越1眠运此m叫比rJ一.失败乃成功之母。 Far示”11eye,far丘即1抽叫.眼不见为净。 F汕in加曲1曰w以曰旧.混水摸鱼。 中国学生以此类推,往往将“eat,’5 words”理解为“食言”,其实.这个词组是“收回前言、承认错误”的意思。 例洲伟卿咖han坛讯‘d~以川”记at咧脚邢,hat坛,峨k山即、砚d比云初找坛. 他们对他说他是什么事都做不成的,但他使他们承认说错了话。 “洲刘洲”、耐”也是这个意思。_ 那么如何用英语表达“食言”呢?其实,“食言”的表达… 相似文献
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韩国栋 《太原教育学院学报》1999,(3)
一位英语爱好者拿来一份英语读物,从中选了两个问题,希望给以解释：1．KarMarxwasalovmgMer．2．ThesceneryofQinduoisveryinviting.他说：第二句还能懂个大概意思,而第一句呢？没有一个生词或难词,可就是看不懂,更不能译成通顺的汉语了。我给他译为汉语：l．卡尔·马克思是个非常爱孩子的人。2．青岛的山水是好客的（风光是引人入胜的）。他提出为什么如此译,我又补充了两个句子。3．Mr以阿把．Isaresp比tedt68Cher．4．MrJohnsonisadevotedhusband．他将第三句译为：张先生是受人尊敬的老师。第四句译为：约翰逊先生是个忠实的… 相似文献
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词汇是语言知识目标之一，是语音，词形，词义和用法的文字载体，是语句的基本单位．人类的思维活动，思想交流都是由词汇构成的句子来实现的。《新课标》指出：小学英语教学的目的旨在激发和培养学生对英语学习的兴趣，使学生树立自信心，养成良好的英语学习习惯和形成有效的学习策略，培养其一定的语感和良好的语音、语调基础，使学生掌握一定的听、说、读、写技能， 相似文献
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Eighteen-month-olds' spatial categorization was tested when hearing a novel spatial word. Infants formed an abstract categorical representation of support (i.e., placing 1 object on another) when hearing a novel spatial particle during habituation but not when viewing the events in silence. Infants with a productive spatial vocabulary did not discriminate the support relation when hearing the same novel word as a count noun. However, infants who were not yet producing spatial words did attend to the support relation when presented with the novel count noun. The results indicate that 18-month-olds can use a novel particle (possibly assisted by a familiar verb) to facilitate their spatial categorization but that the specificity of this effect varies with infants' acquisition of spatial language. 相似文献
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马彦 《中国科教创新导刊》2013,(3):200-200
sight words,就是一入视觉就立即反应的词汇,是儿童阅读初级的常用词,掌握了这些词汇,配合适当难度等级的书进行阅读练习,就会极大地提高阅读速度以及流利性,并进而有助于其对阅读内容的理解,提高孩子的英语阅读效率。 相似文献
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《英语自学》2005,(1)
London 24 November 2004 Mother is the most beautiful word in the English language, according to a survey of over 40,000 overseas voters and learners of English atBritish Council teaching centres. The survey was conducted by the British Council to coincide with its 70th anniversary celebrations.The British Council asked over 7,000 learners in 46 countries what they considered to be the most 相似文献
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Enigmas in School Science: students’ conceptions for scientifically associated words 总被引：1，自引：0，他引：1
Master's students were involved in the design, and later the administration, of a questionnaire for 500 junior secondary students in Botswana and Lesotho, to buildup a picture of student perceptions of science and technology. Responses to mainly open‐ended questions were categorised according to key phrases mentioned by the students. There was some confusion over the differences between science and technology, but they were overwhelmingly perceived as subjects appropriate to both sexes. Science and technology were seen in broad socio‐economic terms, enabling people to cope in the modern world, gain employment in both the formal and informal sectors, and contribute towards national development. Although science and technology were judged to have enhanced the quality of life, they had introduced conflicts into traditional beliefs and cultures, in part as a result of increasing female emancipation. The attitudes of the students towards the two subjects, and to the impact they have had on everyday life, were congruent with the philosophical aims of the science and technology syllabuses of both countries and with global initiatives such as Project 2000 +. 相似文献
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Kendall Richards Nick Pilcher 《International journal of qualitative studies in education》2013,26(5):604-625
Key ‘generic’ assessment task words such as ‘discuss’ and ‘critically evaluate’ are integral to higher education assessment. Although sources such as study skills guides give generic decontextualised glossaries of these words, much research rightly argues for greater dialogue between students (particularly ‘non-traditional’ students) and lecturers to help students understand and use such words. This paper presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for such dialogue, where many of these words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. We propose these factors be used in an ‘anti-glossary’ approach, which we describe here. This approach is not against glossaries per se, but counteracts the assumption that glossary definitions are explicit, and adopts a social constructivist contextualisation of the task words through teacher-led dialogue. 相似文献
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Educational Studies in Mathematics - Visuospatial representations of numbers and their relationships are widely used in mathematics education. These include drawn images, models constructed with... 相似文献
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《Educational Philosophy and Theory》2012,44(2):159-169
AbstractImages of brains circulate today as rationales for decision-making and selectivity in policies, curriculum, preservice teacher education and inservice professional development. The excitement over brain-based research, its visual reach and authorizing role accompanies longstanding debates in which the status attributed to biology, physiology and allied psychological approaches has been considered prejudicial. This article traces a series of dislocations in the linkages forged between discourses of vision and epistemic authorization, and how they still inhere in contemporary debates over brain imaging. The critical history that the article offers within the general framework of Visual science and technology studies requires questioning some of the core tenets of visual culture, including what gets to count as the visual, ‘its’ role in legitimation, and the primacy assigned to looking and observation as strategies of truth-production. 相似文献
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The protagonist in Invisible Man experiences many painful incidents and gradually grows into a mature individual. He undergoes the transformation from with self-oriented ambition to racial-oriented ambition, and then to self-oriented ambition in a new sense. The process of his transformation can be seen from his changing contemplations on words by his grandfather. The process of his transformation is also a process of pursuing his identity. 相似文献