讲授

Hua Jing , graduated in 1987,was a member of the graduate student class of Law Faculty of the China People's University. From Aug.1987 to 1995, during her being a docent of the Law Faculty of Beijing Commercial College, she had been the teacher of International Law, Contract Law and other courses. And she was active in theory investigation, and published several articles on agency law and the law of the administration of advertisement.

华静律师1987年毕业于中国人民大学法律系研究生班。1987年至1995年华律师在北京商学院法律系任讲师，曾担任国际法、经济合同法等课程的讲授工作，并参与各种学术研究活动，先后发表了有关代理法、广告管理法、反不正当竞争法等方面的文章。

The focus of the dissertation lies at exploring the problems of how the meaning of knowledge get lost in traditional teaching and learning which is characterized by teacher telling and students listening and drilling, and how we can recover the meaning of knowledge in learning to overcome the estrangedness of learning and innovating learning in school setting.

全文探讨的核心问题是：在传统的以教师讲授、学生听讲、操练为主要活动的教学中，知识的意义是如何丧失的？

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。

Gottfried Achenwall lectured in this fashion, coining the term statistics .

哥特弗里德Achenwall讲授这种方式，冲制的长期统计数据。

The dialogue is imitated . Teaching method: The text adopts the law of teaching by quizing channelling heuristically into.

对话模仿。教学方法：课文以启发式提问导入，采用讲授法。

He teaches British poem, the for instance poet's work, blurt out, without thinking, if turn over to open collection of poems to check against, 1 are also inerrable, astonishing its memory, make owner, include to oppose his, have to admit defeat, either.

他讲授英国诗，举例诗人作品，脱口而出，不假思索，如翻开诗集对照，一句也不会错的，其记忆力之惊人，使所有人，包括反对他的，也不得不折服。

Today (it shall, 1698), from Manchuria Yan Lassan Khutuktu preach,"photo category learning","kosa theory" and "solemn theory" and "meso-Mahayana theory" taught in a multi-Kang area 4 on the and its commentaries, with the upper and lower density homes the same teachings, but also self-cultivation Xianmi two laws, there are 500 monks, but also the three major monasteries of the wave rather Kang village monk the source.

现今（应即1698年），由满洲颜拉散呼图克图宣讲《摄类学》、《俱舍论》、《庄严论》和《中观大乘论》，在多康地区讲授的四论及其注疏，与上下密院的教法相同，而且修行显密二法，有五百名僧人，同时也是三大寺的波颇康村的僧源。

I'd like to offer you an review of a course I've recently gone through - the Happy For No Reason course by Marci Shimoff .

很高兴地向您推荐一门我最近参加的课程-由 Marci Shimoff 讲授的快乐没有理由。

Form、structure、characterization and function of prokaryotic、eukaryotic and molecular organisms;②nutrition and cultivation techniques of microorganisms;③physiological and metabolizable production of microorganisms;③theory of genetic variation and microbic breeding technique of microorganisms;⑤ecology and environmental protection of microorganisms;⑥Infection、 Immunity and biologics of microorganisms;⑦classification and identification of microorganisms and the international Code of Nomenclature of microorganisms.and microbial high-techs developing on these as the fundament of life sciences.

主要讲授：①原核微生物、真核微生物及分子生物的形态、结构、特点和功能；②微生物的营养和培养技术；③微生物生理及代谢产物；④微生物遗传变异理论和育种技术；⑤微生物生态和环境保护；⑥微生物传染、免疫和生物制品；⑦微生物分类鉴定和国际命名法则，以及在此基础理论上发展起来的微生物高新技术，是当代生命科学研究的基础。

To meet the gap between theory and practice, the reform of nomology may be conducted in two aspects, one of which is that the teachers are supposed to use creative methods to teach and guide the students to better understand the basic theories of nomology, and the other is that the teachers should use accessorial teaching methods to facilitate the students to study actively to improve their capability of solving practical problems.

为了弥合理论与实践的裂隙，法理学教学方法改革可以从两个方面展开：一方面，教师应当创造性地使用讲授的方法，引导学生深入理解法学基本原理；另一方面，教师还应当使用多种辅助教学方法，培养学生主动学习、解决实际问题的能力。

On the other hand, the more important thing is because the urban housing is a kind of heterogeneity products.

另一方面，更重要的是由于城市住房是一种异质性产品。

Climate histogram is the fall that collects place measure calm value, cent serves as cross axle for a few equal interval, the area that the frequency that the value appears according to place is accumulated and becomes will be determined inside each interval, discharge the graph that rise with post, also be called histogram.

气候直方图是将所收集的降水量测定值，分为几个相等的区间作为横轴，并将各区间内所测定值依所出现的次数累积而成的面积，用柱子排起来的图形，也叫做柱状图。