布鲁纳的英文

• broune
• bruhner
• bruner, jerome
• brunner
• dick bruna
• jerome bruner

• "布"英文翻译    I cloth; textile
• "纳"英文翻译    receive; admit
• "布鲁纳蒂" 英文翻译 :    brunati
• "布鲁纳河" 英文翻译 :    bruna river
• "布鲁纳克" 英文翻译 :    brunacker
• "布鲁纳蒙蒂" 英文翻译 :    brunamonti
• "布鲁纳蒙特" 英文翻译 :    brunamonte
• "布鲁纳奇" 英文翻译 :    brunacci
• "布鲁纳奇尼" 英文翻译 :    brunaccini
• "布鲁纳沙地" 英文翻译 :    brunasandur
• "布鲁纳索" 英文翻译 :    brunasso
• "布鲁纳泰" 英文翻译 :    brunate
• "布鲁纳特" 英文翻译 :    brunate; brunert
• "布鲁纳托" 英文翻译 :    brunato
• "布鲁纳托娃" 英文翻译 :    brunatova
• "布鲁纳湾" 英文翻译 :    brunavik
• "布鲁纳腺" 英文翻译 :    brunner's glands; duodenal glands; glands of brunner
• "布鲁纳佐" 英文翻译 :    brunazzo
• "金斯布鲁纳" 英文翻译 :    kinsbruner; kinsbrunner
• "拉布鲁纳" 英文翻译 :    labruna
• "罗卡布鲁纳" 英文翻译 :    roccabruna
• "迈克布鲁纳" 英文翻译 :    mike bruner
• "斯坦布鲁纳" 英文翻译 :    steinbruner
• "安卡宗布鲁纳" 英文翻译 :    ankazomborona
• "布鲁纳华默尔" 英文翻译 :    brunahvammur

• Whisky , bruna , and double strong brandy
  威士忌，布鲁纳，还有双倍白兰地
• Try to analyse the theory of cognition and structuralism of j . s . bruner
  试析布鲁纳认知结构理论
• " i turned on the light and screamed , " brunacci , 38 , told the new york daily news . " it still makes my heart race .
  38岁的布鲁纳奇告诉《纽约每日新闻》 ： “我开了灯，然后尖叫起来。直到现在，我的心依然砰砰的跳个不停。 ”
• But in the author ' s view , preschool teachers should give ear to children ' s dramatic lives and stories and give priority to develop their narrative thinking
  本文介绍了布鲁纳提出的两种思维模式，指出幼儿的思维更多地具有叙事性思维的特征，叙事在幼儿社会性和认知发展上起着核心作用。
• In this chapter , there is also a thorough analysis on the theories of some important scholars such as piaget , vygotsky and bruner , who have established and developed the psychological foundation for the learning theory
  然后，对作为学习理论发展的心理学基础(主要对认知主义学习理论和建构主义学习理论的心理学基础)的主要学者(皮亚杰、维果茨基和布鲁纳)的思想进行分析。
• Psychologists such as herbert simon , r . m . gagne , d . p . ausubel , and j . bruner have made great efforts to probe the process of human learning from cognitive perspective , and have thrown light on the inner psychological mechanisms of learning
  加涅、奥苏伯尔和布鲁纳等为代表的心理学家以认知的观点，对人类知识的获得过程进行了深入的研究，全面揭示了学习的内部心理机制。
• At present , independent compulsory problem - based learning curriculum is the highlight of china ' s basic educational reform . it theoretically derives from dewey ' s experience - based studies , bruner ' s discovery learning , and schwab ' s enquiry learning
  目前，研究性学习课程(必修课)是我国基础教育改革的一道亮点，它传承于杜威所倡导的活动?经验课程，建构在布鲁纳、施瓦布的结构主义课程论基础之上。
• Since the early of 1950s , when some scientists like jerome seymour bruner and simon brought about the theory of learning strategies , the research about learning strategies has been developing rapidly , especially after j . h . flavell ' s metacognition appeared
  自上世纪50年代初，由布鲁纳、西蒙等人提出学习策略理论以后，为如何提高学生的学习效率指引了方向，尤其是弗拉维尔提出的元认知理论的介入，使学习策略的研究得到迅速发展。
• It is based on study theory of " construction idea " , j . dewey ' s theory of " problem teaching " , bruner , j ' s theory of " study of finding out " , c . r . rogers ' s theory of " study of humanism " , kong zi ' s teaching way of " inspiration and induction " , tao xing zhi ' s theory of " combination of teaching and learning " , ning hongbin ' s theory of " teach student to learn chinese " , qian menglong ' s theory of " student as main body , teacher as coach " , cai chengqing ' s teaching way of " inspiration "
  它以建构主义学习理论、杜威的问题教学理论、布鲁纳的发现学习理论、罗杰斯的人本主义学习理论、孔子的启发诱导的教学方法、陶行知的“教学做合一”的理论、宁鸿彬的“教会学生学习语文”的理论、钱梦龙的“学生为主体，教师为主导”的教学思想、蔡澄清的“点拨式”教学法为依据。
• The thesis , with theories of language learning , theories of learning foreign language , bruner ' s cognitive construction theory , the characters of linguistic competence and communicative competence etc . as theoretical guidance , proves it necessary to teach grammar in middle school base stage ; analyses two tendencies in gt with their flaws probed into ; expounds the nature of linguistic competence and communicative competence and their relationships with gt ; points out gt will be influenced and limited by students " ages , their language levels and characters etc . different teaching methods should be taken into use according to students " factors , teaching aims , study situations and teaching approaches . based on the discussion , finally we draw a conclusion that knowledge learning must be melted into skills training , that is , gt should be carried out in communicative activities
  本文以语言学习论、外语学习论、布鲁纳认知结构理论、语言能力与言语交际能力的本质等为理论基础，阐明了中学基础阶段语法教学的必要性；分析了从建国以来至今，中学基础阶段语法教学的两种不同倾向及教学实践中存在的弊端；论述了语言能力、交际能力的本质及与语法教学之间的关系；指出语法教学要受学生的年龄、学生现有的语言水平、学生的性格等的限制和约束，要视学生特点、教学目标、学习环境、教学方式等而采取不同的教学方法；并明确提出中学基础阶段语法教学必须融知识于技能训练之中，即将语言形式的教学通过以内容为中心的交际活动去进行。