再学习

A,an=not ab,abs=away ad,a,ac,ad,af,al,an,ap,as,at=to;at ambi=both ana=up ante=before anti=against auto=self be=do bene=good cata=complete cent=hundred circum=around co,com,con=together contra=against de=down,off dec,deka=ten dia=across dis=apart duo,di,twi=two dys=bad en=make ento=inside epi=upon equi=equal eu=good ex,ec,e=out fore=ahead hetero=different holo=complete homo=same hyper=above hypo=below in,il,im,ir=inside;not infra=below inter,intel=between intra,intro=within iso=same macro=big mal=bad medi=middle mega=giant meta=change micro=small mis=wrongly mono=one multi,poly=many neo=new nona,ennea=nine ob,oc,of,op=toward oct=eight omni=all orth=straight pan=all para=beside per=through peri=around post=after pre,pri=before prin=first pro=forward quad,tetra=four quint,penta=five re=back retro=back se=apart semi,demi,hemi=half sept,hepta=seven sext,hexa=six solo=alone sub,suc,suf,sug,sum,sup,sur,sus=under super,sur=over supra=above syn,sym=same tele=far trans,tra=across tri,ter=three un,ne,non=not uni=one ultra=beyond

成年人学英文的第一课和第二课刊出后，有数位读者写E-mail给我。有一位说道：「一篇文章的每一个单字都查到解释了，但整篇文章就是看不懂，怎麼办？」另一位说：「我的文法很差，没办法写完整的英文句子，要如何补救？」当发音和字汇都掌握住学习要领之后，剩下的就是「读」和「写」了，这才符合学习英文的正确步骤：听→说→读→写。台湾传统的学习方式由「写」开始，再「读」，然后才「说」，最后再去补救「听」力，可以说是背道而行，难怪效果不彰。那麼学习「读」的要诀是什麼呢？当然最重要的是能够了解整个句子的涵义。记得初中的时候背了很多文法规则，考试的分数虽然很高，但是对「读」的能力没有帮助。连那个时候流行的「英语九百句型」，也从来没有耐心读完过。然而我们今天能够看懂中文的文章，难道是因为我们熟悉中文的文法吗？答案是否定的。同样地，一个美国人虽然能阅读报纸，但是要求他做「英文文法分析」，他可能也会傻眼。英文的句子其实不需要去靠文法书中的规则去了解，文法书只应当作参考书，在有疑惑的时候才去查阅。平常应养成「约定成俗」的习惯，就是看别人怎麼用，然后「依样画葫芦」，日积月累，文法规则就化为无形了。因此，要训练「读」的技巧，不应该是靠文法规则，而是要多读。但是在读之前，要具备「了解句子」的基本能力，这就是我们的第三课─了解英文句子的要诀。了解英文句子的关键，在於先抓住「主词」和「动词」。看到一句很长的英文句子，不要害怕：先找主词，再找动词。动词如果是「及物动词」，再去找「受词」。主词、动词、受词之外，剩下的通通当做修饰语，有的修饰主词，有的修饰动词，有的修饰受词，有的修饰全句；任何两个完整的句子都可以用连接词连接起来。以上简单几句话，就是了解英文句子的基本观念。了解英文句子的第二步是熟悉英语的五种基本句型，其中前两种与不及物动词有关，后三种与及物动词有关。以下的句子中，用大括号表示{主词}或{受词}，中括号表示，剩下的部份都是修饰语。第一种与不及物动词有关的基本句型叫做「简单不及物句型」（Intransitive Verb，简称I），请背住以下五个句子

E-Learning becomes more important to companies, government and common people due to the development in information technology. They use e-Learning not only for training employees but also for acquiring common knowledge. However, planless development in e-Learning introduces some problems. For example, in public sectors, there are many similar platforms and courses, which makes part of investment become a waste and unnecessary.

数位学习随著资讯科技的发展及普及渐渐受到政府及产业的重视，不管是企业内部的教育训练、一般民众或是公务员的再进修，采用数位学习的比例都不断提高，然而，没有经过整体规划的发展却会带来一些问题，像是企业可能必须面对内部多个分散的数位学习资源，台湾的公部门数位学习网站也因为没有经过整体规划造成各单位独自发展，产生许多重复的课程以及目标、功能类似的平台，造成资源浪费。

Objective To use an ischemical reperfusion injury rat model by pulsinelli-4-VO andobserve the changes of the expression of Glu, N-methy-D-asparagic acidreceptor subunits NR_1 and NR_(2B) and ability of learning and memory after procerebrum ischemic reperfusion injury, and approach the pathogenesy of learning andmemory disorder induced by ischemic reperfusion injury, and the intervention ofginsenoside Rg_2 on the learning and memory disorder after procerebrumischemic reperfusion injury.

目的利用pulsinelli四血管法体建立脑缺血／再灌注损伤模型，观察前脑缺血损伤后谷氨酸、N-甲基-D-天门冬氨酸受体亚单位NR_1、NR_(2B)表达的变化及学习记忆的改变，从兴奋性氨基酸的兴奋毒作用尤其是其受体的表达方面探讨脑缺血／再灌注损伤引起的学习记忆功能障碍的发生机制，并观察人参皂苷Rg_2对脑缺血缺氧损伤引起的学习记忆障碍的干预机制。

If I say that Henry Green taught me how to write it implies that I learned, and it is not a business one learns—unlearns, rather, the premature certainties and used ecstasies unraveling as one goes, with each day new blank paper to confront.

头两句表达了作者对学习写作的看法：他不认为学习写作是先学习，再忘掉所学的；而是每一天都是新的，都要面对未知的&白纸&，学习是揭示以前的疑惑。

The purpose of this study was to understand the real skill learning conditions in workshop and relative factors such as self-learning efficiency, personnel variables for students of vocational schools. The methodology included a "quality research" to explore skill learning difference that can be used to analysis the research frame-work as well as to develop the available questionnaire.

本研究旨在探讨高工学生技能学习适应方式的实际状况及其与自我学习效能、个人因素、家庭因素和学校因素等变项的关系，研究方法主要透过质的研究，探讨学生技能学习变异情况，以分析技能学习适应的概念架构，再以量的研究来发展学习领域的适切性模式。

They were trained with Bobath method and motor relearning program, once a day, 45 minutes for each time, and 6 times every week.

采用Bobath法和运动再学习法进行训练，1次/d，45 min/次，6次/周。

Aim: To explore the influence of motor relearning training on recovery of walking ability and balance function of the cerebral infarction patients.

目的：探讨运动再学习训练对脑梗死患者的步行和平衡能力的疗效。

Motor relearning programe helped in-patients of the cerebral infarction to improve activities of daily living, walking ability and balance function.

运动再学习训练有利于脑梗死患者的生活自理能力、步行功能和平衡能力的恢复，提高患者生活的质量。

Although the lessons learned from the Soviet story have made China cautious in relearning, the United States has become the exemplary model of China in the reform era.

虽然从苏联的经验教训教训的故事在中国取得了再学习谨慎，美国已成为中国改革时代的典范。

I personally took advantage back then of it and went to lvl 4 skill but I see that now you cant anymore learn it without having WIS.

我个人利用了当时的资讯科技及前往拉特4技能，但我看到，现在你不能再学习，而不必育龄妇女信息系统。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。