数学语言学的英文

• mathematical linguistics

• "数学"英文翻译    mathematics
• "语言学"英文翻译    linguistics; philology
• "科学语言学" 英文翻译 :    linguistics of science
• "文学语言学" 英文翻译 :    literary linguistics (ma)
• "哲学语言学" 英文翻译 :    philosophical linguistic
• "数学语言" 英文翻译 :    mathematical linguistics
• "发生学语言学" 英文翻译 :    genetic linguistics
• "学语言不同于学数学" 英文翻译 :    learning language is different from learning mathematics
• "学语言" 英文翻译 :    apprendre des langues
• "数学语义" 英文翻译 :    mathematical semantics
• "语言学" 英文翻译 :    linguistics; philology 工程语言学 engineering linguistics; 共时语言学 synchronic linguistics; 宏观语言学 macrolinguistics; 计算语言学 computational linguistics; 理论语言学 theoretical linguistics; 历时语言学 diachronic linguistics; 历史语言学 historical linguistics; 普通语言学 general linguistics; 社会语言学 sociolinguistics; 微观语言学 microlinguistics; 心理语言学 psycholinguistics; 应用语言学 applied linguistics; 语言学家 linguist; philologist
• "教学语言" 英文翻译 :    language of instruction
• "科学语言" 英文翻译 :    scientific language
• "文学语言" 英文翻译 :    1.[语言学] (标准语) standard speech2.(文学作品里所用的语言) literary language
• "诺丁汉大学语言学院国际学生项目负责人" 英文翻译 :    responsible for international students in the school of english studies
• "【语言学】结构语言学。" 英文翻译 :    structural linguistics
• "【语言学】历时语言学。" 英文翻译 :    diachronic linguistics
• "语言及语言学" 英文翻译 :    part one language and linguistics
• "【语言学】调型。" 英文翻译 :    intonation pattern
• "【语言学】根词。" 英文翻译 :    radical word
• "【语言学】拟声说。" 英文翻译 :    bowwow theory
• "【语言学】阳性。" 英文翻译 :    masculine gender
• "比较语言学" 英文翻译 :    comparative linguistics; comparative method
• "病理语言学" 英文翻译 :    clinical linguistic
• "传播语言学" 英文翻译 :    communication linguistics

• 1 . incomplete perception is the starting point of pd occurred in ml
  感知的不全面是形成数学语言学习的心理偏差的开端。
• Errors in the information process is the main reason resulting in pd in ml learning
  信息加工过程中的错误是造成数学语言学习的心理偏差的根源。
• The wrong knowledge and experience gained before are two kinds of factors affecting the formation of pd in ml learning
  已有的错误知识经验是数学语言学习的心理偏差的形成因素。
• By studying the process of information process and meanful theories of leaning , we think the formation of pd in ml learning has its reason
  通过对信息加工过程与有意义学习理论的研究，我们认为数学语言学习的心理偏差有它的形成机制： 1
• Pd in ml learning has its own forms of expression . on the basis of ml analysis , separately discuss the forms of expression of pd in learning mathematics word language , signal language and graph language
  数学语言学习的心理偏差有它表现的形式，在对数学语言含义分析的基础上，分别讨论了学习数学文字语言、符号语言、图形语言时心理偏差的表现形式。
• To correct students " pd can fulfil students cognition structure to mathematics , implement students morality education function of mathematics , carry out quality education in mathematics teaching
  纠正数学语言学习的心理偏差，可以完善学生的数学认知结构，培养学生的数学思维能力，激发学生的数学学习兴趣，落实数学的思想品德教育功能，实施数学素质教育。
• The final forms of mental representation dominate students " cognition to it . the faults occurred in every period of inner process of ml all will cause incomplete mental representation , and then form pd of ml learning . 3
  数学语言的最终表征形式决定学生对它的认识，而数学语言在内部加工的每一阶段出现的失误，都将导致表征的不全面，从而形成数学语言学习的心理偏差。
• To carefully study students psychological deviation to ml , to know the process of forming of pd , to get a clear understanding to the factors that results in pd in ml learning and to correct these pd effectively has positive and realistic meaning
  仔细研究数学语言学习的心理偏差，了解其形成的过程，认清造成数学语言学习的心理偏差的因素，从而有效地纠正这些心理偏差，这具有积极的现实意义。
• According to the constituting of mathematics language ability , and the level of structure , and expressing differently , the mathematics language can be divided into the mathematics language identifying barrier , the comprehending barrier , transforming barrier , structuring barrier , organizing and expressing barrier etc . through the test and survey of students , and the interview to teachers in wuhan , xiantao and xiaogan , we have understand that the senior high school students are not good at exploring hidden factor of symbolic language and solving a mathematics problem by image , and mathematics language expression barrier is outstanding , and the transforming barrier in solid geometry is prominent
  根据数学语言能力的组成成分，按照层次、表现的不同，可分为数学语言识别障碍、理解障碍、转译(或转换)障碍、构造障碍、组织、表达障碍等。针对这些问题，分析成因。通过对湖北省武汉、仙桃、孝感等地部分学生的测试、调查和教师的访谈，了解到高中生数学语言学习方面存在不善于发掘符号语言的隐含条件，不善于利用图式解题，数学语言表达障碍突出，立体几何中数学语言的转换障碍等问题。