共查询到19条相似文献，搜索用时 125 毫秒
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袁竹筠 《辽宁教育行政学院学报》2009,26(9):80-82
汉语语法的一个重要特点就是量词十分丰富,而英语词类中却并没有明确划分出这样的一种词类.而正是这个原因,量词成了许多外国学生学习汉语的难点. 相似文献
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Parsamyan Evelina 《现代语文》2015,(2):98-100
量词是汉语中非常重要的词类,而俄语中没有明确地划分出量词这一词类,因此量词成为以俄语为母语的学习者掌握汉语的难点之一。本文通过对汉俄语量词的初步比较,梳理了两种语言中量词使用的异同,并在此基础上提出针对母语为俄语的学习者汉语量词教学建议。 相似文献
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量词是汉藏语系特有的词类,是留学生学习汉语过程中最先接触且最常接触的词类,是对外汉语教学的重点.本文以对外汉语教学中的量词教学为基本点,从量词本体研究等方面对前人的研究成果和经验进行了总结,并对对外汉语量词教学的研究现状进行了梳理. 相似文献
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汉语量词是我国汉语中十分活跃而又极普通的一种词类。在汉语中量词是作为实词的组成成分之一存在于词类体系中。一般情况下,汉语量词有两种：计算实体事物的是物量词;计算动作行为的是动量词。动量词指“次、趟、回、顿、阵”这些词。表示时间段落和某些表示器具的名词常被用来表示动量（玩了一天、住了一年、咬了一口、砍了一刀）。然而在传统英语语法中,没有独立的量词词类,那些表示人或事物单位的词及少量表示动作的词都划在名词之列。虽然英语中量词没有像汉语量词一样成为独立的词类,但并不妨碍量词作为一种普遍的现象在英语中的客观存在（包括动量词）。 相似文献
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量词作为汉语词类的一种,是汉语区别与其他语言的重要特点之一。近些年来量词的新类——时量词的出现更是掀起了汉语语法界的千层巨浪,这让本就独树一帜的量词显得更有特殊性和研究价值。本文将对时量词的定义,语法特性及来源理据做一些简单介绍及分析,以期对大家今后学习时量词有一定帮助。 相似文献
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邓帮云 《乐山师范学院学报》2009,24(1):79-82
有丰富的量词是汉语的重要语法特征。汉语量词作为汉语重要词类,具有自己的语法特征。元代汉语量词是汉语量词发展史上重要组成部分,是古代汉语量词向现代汉语量词过度的重要阶段。较之唐五代,元代汉语量词更接近现代汉语了。反映在语法特征上,就是语法特征更为成熟。当然和现代汉语量词相比,元代汉语量词在语法特征上还保留了自己的一些特点。 相似文献
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汉英表量差异中的文化因素 总被引：1，自引：0，他引：1
蒋雪挺 《上海师范大学学报(哲学社会科学版)》2004,33(3):122-126
文章对汉语和英语中的表量结构进行了对比和分析,并从文化差异的角度对其 异同做出解释,旨在揭示存在于语言与非语言的知识、信念之间的紧密联系。 相似文献
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The purpose of this study was to examine and elaborate upon elementary prospective teachers’ (PSTs) conceptions of partitive division with fractions. We examined the degree to which PSTs’ conceptions were connected (i.e., capable of translating between representations correctly; aware that partitive division generates a unit rate for its quotient) and flexible (i.e., capable of differentiating between opportunities to partition or iterate (or both) when solving a partitive division task; aware that partitioning or iterating (or both) could be associated with the operation of division, as appropriate). Seventeen PSTs participated in task-based interviews prior to instruction in a mathematics content course for teachers. These PSTs demonstrated disconnected conceptions of partitive division with fractions when they incorrectly translated between representations and either inconsistently or did not express awareness that the purpose of the task was to generate a unit rate. These PSTs demonstrated rigid conceptions of partitive division with fractions such that they did not express awareness that the process of iterating could be associated with the operation of division, even when they obtained a correct answer by iterating. Results extend prior research by looking beyond PSTs’ performance on tasks to elaborate upon PSTs’ conceptions of the operation of partitive division. This study contributes new insights into PSTs’ conceptions that can be used by mathematics teacher educators to inform the design of future instructional interventions. 相似文献
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Taxonomies for classifying children's partitioning strategies have generally focused on the contexts in which the strategies
occur and whether the strategies generate fair shares. Therefore, the overall aim of this study was to increase our knowledge
about young children's partitioning strategies by setting out not only to identify new partitioning strategies but also to
develop a taxonomy for classifying young children's partitioning strategies in terms of their ability to facilitate the abstraction
of the partitive quotient fraction construct from the concrete activity of partitioning objects and/or sets of objects. Clinical
interviews were conducted with twelve purposely-selected Year Three students. Each student was presented with a unique set
of realistic partitioning tasks. The paper concludes with a taxonomy for: (i) qualitatively evaluating a child's progress
towards the abstraction of the partitive quotient fraction construct, and (ii) planning and implementing teaching interventions
commensurate with the child's level of progress towards the abstraction of the partitive quotient fraction construct. This
taxonomy provides researchers and teachers with means of better utilising children's informal partitioning strategies as the
foundation upon which to further develop their understandings of the partitive quotient fraction construct.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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量的概念在不同语言中的文字表现形式是不同的。在语言形式上英语不存在独立的量词,利用所谓的表量结构为不可数名词计量。于是表量结构被认为是英语的量词,或是应该独立为英语的量词。本文从英语的句法规则、语言发展历史、语言形式和语言范畴化要求四个方面阐述了英语不需要独立量词的原因。 相似文献
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Dagmar Neuman 《Educational Studies in Mathematics》1999,40(2):101-128
Interviews with 72 pupils in grade 2–6 were used to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally and formally experienced. The research approach was phenomenographic. Most second graders counted or made drawings, and related these methods to the situation described in the problems. Several of the older children, on the contrary, experienced a conflict between computation and situation in partitive division. Most second graders, but also some third, fourth and sixth graders, could still not carry out repeated addition, the precursor of multiplication. The data are finally viewed from two theoretical perspectives other than phenomenography. It was concluded that formal division, understood as related to everyday situations, only develops in interplay with informal knowledge.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
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This study examined patterns of individual differences in young children's early understanding of division. Two hundred and thirty-seven 5- and 6-year-old children completed division tasks that assessed their understanding of the direct and inverse relations in division in two different situations – partitive and quotitive. Two main results emerged from our latent profile analyses. First, all children who had good performance in the inverse-relation problems also performed well in the direct-relation problems, but the converse was not true. Second, all children who performed well in the inverse-relation problems in quotitive situations also performed well in the inverse-relation problems in partitive situations, but not vice versa. The findings highlight the importance of situations in determining children's success in recognizing the inverse relation in division. Several theoretical implications for the development of children's division concepts and educational implications for assessment and teaching are discussed. 相似文献
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训诂学是我国传统语言学的一个组成部分,它研究的主要对象是古代的字义和词义。字词教学是中学语文教学的基本内容。训诂学对中学语文字词教学特别是文言文字词教学有重要指导作用。 相似文献