Examples for language teaching to the language of errors毕业论文翻译.docx
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Examplesforlanguageteachingtothelanguageoferrors毕业论文翻译
Examplesforlanguageteachingtothelanguageoferrors
Newcurriculumdecade,languageeducatorsaroundthelanguagecurriculumstandards>><<conductedaseriesTeaching,whichisprobablythemostadmirablehumanlightandheavysubvertthetraditionallanguageeducationtoolatime,holdingpeoplebannertextlanguageclassroomhasbecomecommonpracticeinthevastland,however,whenweconstructacriticalvisiontore-examinethis“initiative”,butfounditabitoverkill,afterall,thelanguagecurriculumstandards>><<natureoflanguagerepresentationis“Languageisatoolofunityandhumanity.”inlanguageteachingpractice,nomatterwhattypeoflearning“choosearticles”,allholdhighthebannerofhuman,justgrab“Articlecontents”,neglectorevenfromtheinstrumentallanguagelearningisnotonlyaone-sidedunderstandingofthecurriculumstandards,andisnotconducivetotheimprovementofstudents’literacy,SouthChinaNormalLanguageTeachingMasterInstructorProfessorZhouXiaopengaddressedthisissue,said:
“NowourlanguageeducationinthehumanitiesEducationisessentiallyempty,lackeffectiveness,andinstrumentalknowledge,educationandtrainingisnotinplace.“Infact,anypatternlanguageclassroomshouldbetoallowstudentsto”quicklyandeffectivelymasterthenationallanguage“asthegoalYetthemomentthisre-lighttoolhumanitieslanguageclassroom,apparentlyoverlookedthispointitsoutstandingperformanceisthe“gotolanguage”phenomenon.
“Golanguage”phenomenon,thatis,inthecontextofthenewcurriculum,becausethecontentsofthepreviouslanguageteachingoverkillneglectinteachingpractice,dilutelanguagelearning,languageliteracyaffectstudentbehaviortoimprovetheteachingofaphenomenoninlanguageteachinglanguagespecificperformancepracticeaccumulateddesertification,languageproductsExplicitsuperficialandinefficienciesoflanguagetraining.
First,thelanguageofaccumulateddesertification<<>>Languagecurriculumstandardsinthecurriculumofbasicconceptsrelatingtolanguagelearningobjectivestatementis:
“Languagecoursesshouldinspireandnurturestudents’thoughtsandfeelingsofloveforthemotherlandlanguage,languagestudentsaccumulatewealth.”Intheteachingpartoftheformulationisrecommended:
“Chineselanguageteachingshouldfocusontheaccumulation.”curriculumstandardshighlightedlanguageteachingshouldpayattentiontotheaccumulationofthelanguage,butinheavy“humanity”ofthebigcontext,languagetextbookwritersandlanguageteachers,buttheaccumulationoflanguageisprohibitive,inteachingcandoisfocusonthe“text”content,digtextinherent“humanspirit,”thelanguageoftheclassroomaccumulationbecomeadesert.
ToPEP>><<curriculumstandardtextbookseventhgradethenextvolume,forexample,inthetextbookwritersclearlymarkedtransferstudentstorecitethearticle(removeextratenancientpoetryrecitationonlyfour(<<lifecheatsYouMulan>><<>><<>><<KuaFuGongGongangertouchill-Hill>>Thisisaclassicalfourinthree,aforeigntranslationpoetry.CouldthisadditionoftextbookstheaccumulationofforeignstudentsisnotworthyofwonderfulmodernChineselanguage?
whenwecarefullyreadthesetextbooks,theyfoundthatmanyofthemthetextqualityandbeautyofamodelformodernChinese,suchas<<FromHerbstomusicgiantSanweishuwu>><<Beethoven>><<>><<FlauberthomeSundayAnsaiwaistdrumdanceconceptinmind>><<>>etc.,whycannottheeditorofthesewritingsandtransferstudentstorecitethewonderfullabelsegmentit?
classroomteachershaveakindofcollectiveunconscious,thatisnotmarkedreciteallmaterials,andgenerallydoesnotrequirestudentstorecite,evenifitisveryexcitinglanguage.senseoflanguageteachingschoolsrepresentativesHongzhenTaoteacheremphasizeslanguageteachingmustpayattentiontothelanguageofaccumulation,toenablestudentstoTakibacksomeofthemulti-paradigmlanguage,butlanguageteachersandsomestudents,butignorethelanguagemodelofaccumulation,theaccumulationofeventhewordsaretobeabandoned.
Ihadtowatchateacherteach>><<greattragedy,thefirstlinkistosortout“tragedy”plot,thesecondaspectisthegeneralizationofthesadtragedy,andthethirdpartofthetragedyofthestudentsreadwhatgreatnessisjustaroundalessonarticlesummarizesthecontentsofdifferentangles,neitheraccumulationofrawterms,andnoaccumulationoffinetextlanguageaftertheendofthislesson,studentsrememberthestoryinadditiontooutside,inthelanguageoflearninggainsminimal.languageofsothename“language”,isthatlanguagelearningisnotonlytograspthemessageofthelanguage,butalsotodeliverinsightintothelanguageofthemessageform.Mr.LvShuxiangsaid:
“Thelanguageteachinginschools,shouldbothspokenandwrittenlanguage.”Infact,greattragedyfor<<>>wearestillabletodothe“languageandtextsimultaneously.”suchastheaccumulationoftextthatcanfollowthewordsdescribedifferenttargets,wouldbeclassifiedasfollows:
①DescriptionAntarctic“snow”words(andwindy,phagocytosis,gloomy,etc.,②descriptionAntarctic“ice”words(deserted,thevast,creepy,etc.,③described“adventureman”words(anxiety,perseverance,camped,etc.Afterclassification,thestudentsfromthewordsthatcontrasttoexperience“nature’spowerfulandweakhumanbeings.”
TheaccumulationoflanguagewecanchoosealinewithScottfightthehostilenaturediscourse,suchas:
Becomeincreasinglyharshweather,coldseasoncameearlierthanusual.Snowundertheirfeetfromsofttohard,formingathickice,-theycannotadmirableheroism.
Languageaccumulationisthebasisforlanguagelearning,Mr.ZhangZhigongsaid:
“poor,languageproficiencyisfatal.”Sinceancienttimes,China’seducationemphasizesextensive,requiringstudentsto“erudite,interrogationof,thedeliberative,discernment”.“CookedReadThreeHundredTangPoems,doesnotwritepoetry“isthelanguagespokenaccumulationtruth.FamousgradeteacherIreflectedwaveistheadvocateofthetexta”splitintegration“,startingfromthedetailsfromthelocalresearchtexts,thecontentofthetextsplitintothe“languageparts”pickandchooseandregroup,andfoundanoverallperspectivefromthetextdifficulttofindgreatcontent,soastopromotestudents’languageaccumulation.
Second,thearticleanalyzesthesuperficiallanguageLanguagecurriculumstandards<<>>Inthefourthstudysection“Reading”sectionwithsuchastatement:
“Inreadingthroughthetext,basedonclearthinking,understandthemaincontent,tasteandrefinementimportantwordsinthelanguageofthesignificanceandroleoftheenvironment.“Thisstatementhighlightstheteachingofreading,notonlytounderstandthetext,butalsotoscrutiny,toappreciatethesignificanceandroleoflanguage,thatis,goodsforlanguageanalysis.analysisoflanguageistheaccumulationofproductimprovementanddevelopmentoflanguage,Itsaimis“toguidestudentstocorrectlyunderstandandapplythemotherlandlanguage,languagesense,thedevelopmentoflanguageskillswhiledevelopingthinkingskills.”However,inthelanguage“humannature”overwhelming“tool”ofavoice,fromthepreparationofteachingmaterialstothelanguageclassroompractice,linguisticanalysisproductsstagnatedatonlyscratchthesurfaceofthestage.
AlsotothecurriculumstandardtextbookPEP<<>>seventhgradethenextvolume,forexample,inthe“discussionandexercises”involved“tasteandrefinementimportantwordsinthelanguageofthesignificanceandroleoftheenvironment,”thetextisonlynine,whichinvolved“tasteandrefinementroleoflanguage,”thelandoftheoathisjusta<<>>,andnotbasedonasingletopicappears.theirdesignisthis:
Carefullyread“WhenIwaslyingonthegroundwhen-wildernesseeriewind”section,answerthefollowingquestions:
1slightly.
(2)Theauthorsusedalotofwordstodescribeallthethingsnortheasternregion,whatdoyouthinkthewordsusedwell,cancauseyourrichimagination?
3Somesaythesewordstoomanywordsarearranged,simpleenough,somesentencescanbedeleted,suchas“rubyface,blackjadeeyes”,“foxfairyfalsechargelate-nightspeech,wildernesseeriewind”Doyouagreewiththisview?
Why?
Question2writersareintendedtoallowstudentsto“carefullytastemodificationeffectoftheseadjectivesandemphasizelanguagecausedbyLenovo,thefocusofthestudents’imaginationinplay,tastelanguage.”Question3authorsaimistoenablestudents“forpersonalizedstyleoflanguagewritertocomment.“likethisdesign,sothatstudentsunderstandthemeaningofwordsbasedoncarefullytastewords,understandthesubtletiesoflanguage,initsappraisalofimprovingthequalityofstudents’thinking,developtheirlanguageskills,reallyIngenious!
Unfortunately,asthisingeniousdesign,thetextbookistoosmall!
Inteachingpractice,this“imaginative”languageproductdesignproblemanalysisisalmostextinct.Someteachersdonotaskindiscriminatetext,aslongastheybroughtingoodsanalysis,thestudentsaretonoavail,tendtofocusontheunderstandingofthecontent,donotfocusonthelanguageintheformofscrutiny.knowingtheformisthecontentofthecarrier,soinlanguageteaching,weshouldattachimportancetothelanguageoftheircontent,b