查询词典 teaching plan

Pragmatic presupposition determines the choice of information focus and its position in a sentence,organizes the discourse into a coherent whole,concise,clear and smooth,and achieves the expected stylistic effects.in college english teaching,if teachers teach the knowledge about pragmatic presupposition in listening teaching,introduce the frequently-seen patterns of presupposition, increase the presuppositional sensitivity of students to certain words and structures,guide students to use the theory on presuppositional information to make forecasts on base of written listening material,listen purposefully,and get rid of the distraction of the minor and redundant information,the ability of students to obtain major information and linguistic inference will be strengthened and their listening competence will improve remarkably.george yule divided presuppositional triggers into factive presupposition,non-factive presupposition,counter-factive presupposition,existential presupposition,lexical presupposition and structural presupposition.presuppositional triggers are helpful for us to understand the true intention of the speaker or writer.in college english reading teaching,if teachers introduce the discourse organizing function of pragmatic presupposition and the relevant presupposition triggers,and teach students to use these triggers to communicate with the writer,the comprehension competence of students will be greatly enhanced.the essential function of presupposition is to build a framework for the further development of discourse.in college english writing teaching,teachers can use the theory on pragmatic presupposition to construct a handy training program for textual organization,increase the textual coherence, economy and structural perfection of the english writings by students.in college english translation teaching,teachers should focus on developing the pragmatic presuppositional thinking of students,enable them to grasp the presupposed information in source text / speech exactly,understand the original thoroughly,correctly reorganize and reproduce the pragmatic presuppositions in the target language,carry out the functional equivalence in translation and successfully realize the smooth and accurate communication.with the instruction of pragmatic presupposition in college english teaching,the complete understanding and integral acquisition of english and chinese of students will come true.in conclusion,to implement the curriculum requirements for college english teaching promulgated by the ministry of education of china,we should emphasize the instruction of the theory on pragmatic presupposition in college english teaching,carry it through from beginning to end.it's one of the important means to realize the college english teaching reform, improve the effects of college english teaching,strengthenr the practical and integrative language abilities of students,in order to cultivate the compound talents to adapt to the global integration and meet the requirements of the reform and opening in china.

在大学英语教学中，教师将语用预设知识贯穿于听力教学过程中，讲授一些常出现的预设类型，提高学生对一些特定的词语和结构的预设敏感度，引导学生运用预设信息理论对听力文字材料进行预测，有的放矢，排除次要、冗余信息的干扰，增强获取主要信息的能力和语言推理能力，从而提。。。更多高学生的听力理解水平。george yule将预设触发语分为事实预设、非事实预设、反事实预设、存在预设、词汇预设和结构预设，触发语有助于我们在阅读当中理解作者的真正用意。在大学英语阅读教学中，介绍语用预设的语篇组织功能和有关的预设触发语，并利用触发语来与作者进行交流，会极大地提高阅读理解能力。预设的基本功能就是为语篇的进一步发展建立一个框架。利用语用预设理论可以为大学英语写作教学构建一个易于操作的篇章组织训练方法，提高学生英语写作的语篇连贯性，经济性和结构优化。在大学英语翻译教学中，注重培养学生的语用预设思维，准确把握源语的前提信息，透彻理解原文，使语用预设在目的语中正确重组和再现，实现翻译的功能对等，交际的流畅性和准确性，并增强学生对英汉双语的全面性认识和整体性习得。综上所述，为更好地贯彻和实施教育部颁布的《大学英语课程教学要求》，在大学英语教学中重视语用预设理论的传授，使语用预设贯穿于大学英语教学的始终，是实现大学英语教学改革的重要手段，改善大学英语教学效果，增强学生的实用综合语言能力，培养符合全球一体化趋势，适应改革开放要求的复合型人才。

The author tries to review the individualized composition teaching guidedby the new curriculum based on current research and the author's seventeen years of experience in teaching Chinese, carries on historical introspection into the long lost "individualization" of composition teaching, tries to probe into the concept of composition teaching deeply, and explains the unique understanding of the individualized composition teaching, thecharacteristics of individualized composition teaching, the view of teaching and viewofrelationshipbetweenteachers and students in individualized composition teaching as well asthe requisition for Chinese teacher's accomplishments so as to probe into the way ofimplementing individualized composition teaching and the procedure of training, and tries toavoid the tendency of generalized and formularized traditional composition teaching.

个性化作文教学是语文教育理论和实践关注的&热点&问题之一，是社会发展和教育改革的产物，是新课程标准指导下的作文教学新理念。本文试图在现有研究的基础上，在新课程标准的背景下，结合自己十年来的语文教育实践，对个性化作文教学的问题进行反思，深入探讨个性化作文教学理念，阐释对个性化作文教学的独特理解，包括个性化作文的内涵，个性化作文的特征，个性化作文教学观、师生观，尤其强调创造性思维、和创作的主体性在个性化作文教学中的地位，同时建立新的作文评价体系等，旨在探索赋予个性的作文教学的培养方法，落实个性化作文教学的训练环节及实施途径。

Based on an analysis of 40 typical teaching plan for PE practice lesson since 1958, the author finds that the pattern, structure and design of teaching plan still remain unchanged. Therefore, the author proposes developing "Resources For Teaching Plan", transforming teaching plan from simplicity, formulism and inaccessibility into its variety, individuality and intellectuality, making effective use of "Resource for Teaching Plan".

：通过对1958年以来有代表性的40份体育实践课教案的分析，发现几十年以来教案的格式、结构、教学方案设计基本不变，针对这种现象，提出了应重视开发"教案资源"，把单一化、公式化、封闭性的教案设计向多样化、个性化、智力化的教案设计转变，以高效利用"教案资源"。

Has not been submitted to CH2MHILL Safety Department for review and approval prior to commence work, such as: Foundation Excavation Safety Plan, Scaffolding building and dismantlement safety plan, Piling Safe Work Plan, Crane Operation and lifting Safety Plan, Tower Crane Safety Operation Plan, Fall Prevention Plan, Site Waste Management Plan, Site Fire Prevention Plan, Formwork building and dismantlement safety plan, Emergency Response Plan, etc

比如：基坑开挖安全方案，脚手架搭设和拆除安全方案，打桩安全方案，吊车操作及起重安全方案，塔吊安全操作方案，防坠落预防安全方案，现场废物管理方案，现场火灾预防方案，模板搭设及拆除安全方案，现场紧急反应方案等。

Therefore, reviewing theory base on nationality ideas of Kodaly Zoltan, Karl orff and Emile Jaques-Dalcroze these three music education systems as a cut-in point, firstly use psychology, sociology and philosophy as basic theory to process macrocosmic comparative argumentation to three system music education ideas, then process microcosmic theoretic logic discursion to a few basic fields which influence sight singing and ear training course teaching aim, teaching content, teaching implementation and teaching valuation to confirm most correlative and effective information sources of teaching practice based on nation musicality of sight singing and ear training; once more describe actuality of teaching practice based on nation musicality of sight singing and ear training in our country and demonstrate these basic subjects (psychology, sociology and philosophy) with sight singing and ear training teaching relations and actual meanings of music teaching to further propose development direction and actual problems faced with teaching practice based on nation musicality of sight singing and era training in our country.

由于音乐学科教育学研究与哲学、美学、社会学、心理学、教育学、物理学、历史学、民族学等多种学科有着密切的联系和交叉，因此，从考察柯达伊、奥尔夫、达尔克罗兹(Emile Jaques-Dalcroze)三个音乐教育体系民族性理念的理论基础作为切入点，首先从宏观上对三个体系的音乐教育理念进行以心理学、社会学和哲学为基础理论的比较论证；继而从微观上对影响以视唱练耳课民族性教学的目标、教学内容、教学实施、教学评价的一些基本领域进行理论上的逻辑推理，确定与视唱练耳民族音感教学实践最相关的和最有效的信息来源；再对我国视唱练耳民族音感教学实践现状进行描述，论证这些基础学科与视唱练耳教学的种种关系及对音乐教学的实际含义，进一步提出我国视唱练耳民族音感教学实践所面临的具体问题和发展方向。

Main points of the thesis are as follows:(1) The main function models and information relations between these models in the CAPP system in the integrated CAD/CAM project are explained, a new process plan design method is mentioned based on analyses of process plan design. This method is based on the process plan prototype, and develops the prototype little by little until the perfect process plan is completed, the prospect of this method is discussed;(2) The feature abstracting rules and methods are studied, a feature coding system is developed based on GT, all the defined feature models are described by the mathematical methods;(3) The integrated method of CAD/CAPP based on features is mentioned, this method defines a feature exchanging model, and develops an interface software to exchange design data into technology data base, this technology data base includes the design and technology information of the parts;(4) The process plan reasoning method based on features is created, this method uses Mycin algorithm to solve the reasoning of the feature process plan. A process plan making system is developed. In this system part process plan is made by the semi-intelligent method, this method uses the feature reasoning, feature process chain searching and man-computer talking together;(5) The main structure of the HOPE system is introduced, a shaft drawing and its process plan made by this system are shown, the data process problem in process drawing making is also discussed;(6) A new method of describing process rule is introduced, this method uses IfThen rules and neural nets weight values together to describe process rules, the BP algorithm is adopted in this method;(7) The optimal machining sequence problem of the process steps on the same fixturing is discussed, optimal algorithms SA is applied to solve this problem, the result shows that this method is more efficient than the traditional method;(8) All jobs in the thesis are summarized. In order to carry out the research in the future, some rational proposals are given.

全文论述的内容主要有下列几个方面：(1)较为系统地阐述了CAD／CAM一体化工程项目中CAPP系统的主要功能模块及其信息流程，在分析工艺设计过程的基础上，提出了基于特征原型的渐进式工艺设计方法，并探讨了该方法的应用前景；(2)研究了零件特征提取的原则和方法，在成组技术的基础上，开发了一套基于特征的分类编码系统，并在提取零件特征的基础上，定义了零件特征的数据模型，开发了基于轴类零件特征的参数化设计系统；(3)研究了基于特征的CAD／CAPP集成的方法，通过定义零件特征数据模型的存储结构，开发了将设计数据转换到工艺数据库中的接口程序，为后续的CAPP系统提供必要的零件形状和工艺信息；(4)研究了基于特征的工艺推理方法，将Mycin算法应用到工艺决策中，开发了基于特征的工艺推理及工艺方案生成系统，在系统中综合运用特征推理、特征加工工艺链查询及人机对话相结合的半智能化方法确定零件加工工艺；(5)介绍了整个HOPE系统的总体结构，通过运行HOPE系统绘出了一轴类零件的零件图，并生成了该零件的加工工艺方案，初步探讨了基于特征的工序图生成技术中数据处理问题；(6)研究了工艺设计过程中知识如何有效表示的问题，提出了将显式的IF-THEN规则表示与隐式神经网络权值表示相结合的工艺知识表示方法，并利用BP算法进行了工艺知识表示的初步研究；(7)研究了工艺设计过程中同一安装下工步优化排序问题，利用神经网络中基于模拟退火的理论来解决该工步优化排序问题，实践证明该方法较传统的算法具有更高的效率；(8)总结了本文所进行的研究工作，为今后进一步开展工作提出了较为合理的建议。

This article uses the literature material law, the cut-and-try method, visits the survey procedure, the mathematical method of average and so on, in the back more -like high jump teaching, the use skill migration rule, begins from the interesting teaching to create the thin raw white silk and the design sports game, and utilizes it in the back -like high jump experiment teaching, through the teaching discovered utilizes the game teaching method in the back more -like high jump teaching, not only is advantageous to the student to complete technical movement grasping, moreover is advantageous to the change former back -like high jump teaching arid tasteless aspect, thus enhances the teaching effect.

本文采用文献资料法、实验法、走访调查法、数理统计法等，在背越式跳高教学中，利用技能迁移规律，从趣味性教学着手创编与设计体育游戏，并把它运用于背越式跳高实验教学中，通过教学发现在背越式跳高教学中运用游戏教学手段，不仅有利于学生对完整技术动作的掌握，而且有利于改变以往背越式跳高教学枯燥乏味的局面，从而提高教学效果。

Particularly, these strategies consist of the following two levels.On the macroscopic level, the "technical" strategy of teaching mainly reflects the effectiveness of teaching to adjust the content, approach and means of teaching , to satisfy with scientific and technical requirements of teaching goal; the "explanatory" strategy of the teaching mainly reflects the subjectivity and inter-subjectivity of the teaching subjects to increase understanding and acceptance in inter-person , to meet the requirements of humanistic spirits of teaching goals; the "emancipator" strategy of the teaching mainly reflects teachers' and students' personality development, also to achieve humanistic value .

这些策略分处两个层面：处于宏观层面的有：立足"技术的"教学策略，主要反思教学的有效性以调节教学的内容、途径和手段等，旨在满足教学目的的科学技术要求；立足"解释的"教学策略，主要反思教学主体的主体性与主体间性的发挥，增进人际的理解和认同，主要满足教学目的的人文要求；立足"解放的"教学策略，主要反思教学中师生个性发展问题，也是为了实现教学目的的人文价值。

The Guidant-independent Teaching Model of High School Biology sticks to the principle of student-oriented so as to build the classroom atmosphere of democratic, fair, free and open, active the effective teaching interaction and enable students to participate actively in classroom teaching and develop the activeness and independence of students. The Guidant-independent Teaching Model adheres to the rule of students-centered. It proposes teaching-after-self-learning, teaching-follow-self-learning, teaching-promote-self-learning and enables students to learn by themselves at first through reading, self-thinking, questioning, group-discussion and forum.Thus, the independence and imitativeness of students will be achieved.We also lay emphasis on the development of the abilities of self-study and co-operative study so as to get the teaching goal of "learn how to learn" and promote the development of the independence of students.

引导自主式高中生物课堂教学模式坚持以学生为主体，通过营造民主平等、自由开放的课堂教学氛围，实现有效的教学交往和互动，让学生主动参与到课堂教学中来，以发挥学生主体的积极性、主动性；引导自主式高中生物课堂教学模式坚持以学生为中心，主张先学后教、以学定教、以教促学，通过阅读、独立思考、质疑、小组讨论和集中交流等环节让学生自主先学，以充分发挥学生主体的能动性、创造性，培养学生自主学习和合作学习等能力，从而实现学会学习的教学目标和促进学生主体性的发展。

In design of system,we make the system have ability of development.there are 12 parts in the system.they are teaching,continue teaching,research,communion,research of teaching,clerk,teaching in network,schoolfellow,news,service for working,managing information,bbs.they are divided to three groups.teaching,continue teaching,research,communion,research of teaching,clerk,teaching in network,schoolfellow are fixed.the content of news and bbs can be changed and renovated.

其中教学、继续教育、科学研究、对外交流、教研室、教职员、网络教育、校友为固定扩展模块；新闻公告系统和教学BBS为交互扩展模块，我们可以用它随时进行新闻的发布、更新，实现教师和学生之间的交流与沟通功能。；网络办公服务平台、教学科研管理信息系统为管理信息模块，系部的一般事务、内部信息的发布都可以在这个模块进行处理。

Hanna: That's over now, isn't it?

都结束了，对吗

You must be ill. You look so pale.

你一定是病了，你的脸色苍白。