教学语法的英文

• school grammar

• "教学"英文翻译    teaching; education teaching ...
• "语法"英文翻译    grammar; syntax
• "读一篇关于教学语法" 英文翻译 :    about teaching and learning grammar
• "科学语法" 英文翻译 :    scientific grammar
• "哲学语法" 英文翻译 :    philosophical grammar
• "教学语言" 英文翻译 :    language of instruction
• "中学语文教学" 英文翻译 :    language teaching in middle school
• "中学语文教学法" 英文翻译 :    chinese teaching method of middle school; teaching method of middle school chinese
• "计算机远程教学语言" 英文翻译 :    language for remote instruction by computer
• "浅析中学语文阅读教学" 英文翻译 :    talking about the reading teaching of middle school chinese
• "全埂学语文教学研究会" 英文翻译 :    national society for the study of teaching the chinese language in primary schools
• "全国小学语文教学研究会" 英文翻译 :    national society for the study of teaching the chinese language in primary schools
• "以英语为教学语言的班级" 英文翻译 :    english-medium class
• "以中文为教学语言的班级" 英文翻译 :    chinese-medium class
• "明显的语法教学法" 英文翻译 :    explicit grammar instruction egi
• "中学实施教学语言分组评估研究" 英文翻译 :    evaluation study on the implementation of medium of instruction grouping in secondary schools
• "交际法与英语语法教学" 英文翻译 :    communicative approaches and english grammar teaching
• "互动教学中语法教学的地位" 英文翻译 :    the role of grammar teaching in interactive teaching
• "以英语授课的班级；以英语为教学语言的班级" 英文翻译 :    english-medium class
• "以英语授课的教育；以英语为教学语言的教育" 英文翻译 :    english-medium education
• "以英语授课的学校；以英语为教学语言的学校" 英文翻译 :    english-medium school
• "语法" 英文翻译 :    grammar; syntax 传统语法 traditional grammar; 结构语法 structural grammar; 系统语法 systematic grammar; 交际语法 communicative grammar; 比较语法 comparative grammar; 功能语法 functional grammar; 语法成分 grammatical item; 语法错误 syntax error; 语法单位 syntactical unit; 语法分类 syntactic category; 语法分析 [计算机] syntax analysis; syntactic analysis; 语法规则 syntax rule; 语法结构 [计算机] syntactic structure; 语法树 syntax tree; 语法树图 grammar tree
• "学语言" 英文翻译 :    apprendre des langues
• "如何在语法教学中贯彻交际性原则" 英文翻译 :    how to implement the communicative principle in the grammar teaching
• "试论教师创新与英语语法教学" 英文翻译 :    on the relationshibetween teachers creativity and english grammar teachingg

• On the academic qualities in teaching grammar
  论教学语法的学术性
• On the establishment and specification of a grammar system in the oral teaching of chinese language
  汉语口语体口语教学语法体系的建立与量化
• A review of the thinking of the chinese grammar for teaching chinese as a second language . zu renzhi
  对外汉语教学语法体系研究思路述评从语言共性与个性的视角祖人植
• Teach the grammar point in the target language or the students ' first language or both . the goal is to facilitate understanding
  用目标语、学生母语或两者结合来教学语法，其目的是帮助理解概念。
• Which can reply to these problems : follow the modem chinese language grammar characteristics and the aims of language teaching in the high school to proleed the teaching ; reform the grammar marerials according to the students " mental development and recognition regularity , making a point of the early senior high school grammar teaching link up , and put forward to the tentative ideas of how to arrange the high school grammar teaching materials . in crease the high school teachers " characrer , improve the teaching method , join the static grammar teaching with the dynamic grammar teaching , enhance the practical function of teaching grammar , increase the acceptabitity of the teaching grammar in the large teachers and students , thus improve the embarrassed condition for a long time in the grammar teaching of high school , let the students learn and use the language efficiently by making use of the grammar
  笔者针对上述问题，对中学语法教学提出以下几点针对性的应对措施：遵循现代汉语语法特点和中学语法教学目的进行教学；对中学语法教材进行改革? ?遵循学生的心理发展与认知规律编写教材，注重初高中语法教学的衔接，并提出了自己对中学语法教材内容的编排设想；提高中学教师素质，改进教学方法，把静态的语法教学和动态的语法教学结合起来，切实加强教学语法的实用性，提高广大师生对教学语法的可接受性，改进长期以来中学语法教学令人尴尬的状况，从而让学生通过语法学习自主高效地学习和运用语言。
• The writer passes the fixed amount and qualitative analysis , the actuality investigates and theories study combines together , thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar , but many abuses exsisr hi the grammar research , thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching , people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations , the contents of the language grammar in the teaching material and arrangement also have certain limitations , such as do n ' t follow the students " regulation of cognition , there is no the contents of the grammar teaching in senior high school and the request , the grammar in junior high school does n ' t pass , in the senior high school then returns to living , gradually , etc ; furthermore , teacher ' s character and the teaching methods are n ' t well suited , do n ' t join the static grammar teaching with the dynamic grammar teaching , neglect the practical characteristics of the teaching grammar ; for a long time , the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly , either higher or lower etc . from here , the writer gets a conclusion : because of the existence of the above problems , cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation , but not grammar knowledge oneselt is useless , therefore , from now on the direction of the grammar reform in education is to resolve these problems , not desa linate and cancel
  在1898年马建忠撰写的第一部汉语语法专著《马氏文通》问世到现在的一百多年里，语法教学在中学语文学科中的地位始终没有确定下来， “淡化”甚至“取消”语法教学的观点时而浮现于语文教学的理论与实践中。问题的症结何在?笔者通过定量与定性分析，现实调查与理论探讨相结合，认为中学语法教学的主要症结在于：中学语法教学确立的目标脱离广大师生的教情与学情实际；中学语法内容体系来源于语法研究成果，而语法研究中存在着诸多弊端，从而直接或间接地影响着中学语法教学；人们对中学语法教学目的的认识也有一个不断趋向科学的过程：语法教材也存在着内容及编排的局限性? ?中学语法教材的依据语法体系本身具有局限性，语文教材中的语法的内容与编排也具有一定的局限性，诸如没有遵循学生的认识规律，高中没有语法教学的内容和要求，语法初中没有过关，高中则更趋回生等；再者，教师素质及教学方法不适应，没有把静态的语法教学与动态的语法教学结合起来，忽视了教学语法的实用性的特点；长期以来，中学语法教学的意义定位不准，不是偏高就是偏低等等，由此，笔者得出结论：由于上述问题的存在，导致了“语法无用”进而要求“淡化语法”甚至“取消语法”论调的产生，而并非语法知识本身无用，因此，今后语法教学改革的方向是解决这些问题，而不是淡化和取消。