This study follows "analyzing theory-developing tool-investigation andstatistics-displaying relationship-proving hypothesis", defines the connotation ofteaching aesthetic ability by methods of literature research, questionnaire investigation and factor analysis, explores the structure of teaching aesthetic ability which comprises perceptibility, design ability, operation ability, apprehension ability and evaluation ability by exploratory and confirmatory factor analyses; And develops "Teacher"s teaching aesthetic ability appraisal scale in primary and middle school" and "Teacher"s aesthetic conception and consciousness questionnaire", analyses the developmental characteristics of teachers

本研究遵循"理論分析——研制工具——調(diào)查統(tǒng)計(jì)——揭示關(guān)系——驗(yàn)證假設(shè)"的思路h网站在线看免费，采用文獻(xiàn)研究、問卷調(diào)查一级WWW、因素分析等方法黄色片一级免费的，界定了教學(xué)審美能力的內(nèi)涵，通過探索性因素分析和驗(yàn)證性因素分析精品一区二区无码不卡aⅴ，探索出了教學(xué)審美能力是由教學(xué)審美感知能力成熟老妇肥婆XX00中国、教學(xué)審美設(shè)計(jì)能力、教學(xué)審美操作能力91欧美激情、教學(xué)審美理解能力久久国产久视频、教學(xué)審美體驗(yàn)?zāi)芰徒虒W(xué)審美評價(jià)能力六個(gè)因素構(gòu)成的整體結(jié)構(gòu)；并在此基礎(chǔ)上編制了"中小學(xué)教師教學(xué)審美能力評價(jià)量表"亚洲欧美淫秽性生活视频免费看，解決了中小學(xué)教師教學(xué)審美能力測量工具缺乏的問題野狼社区在线，具有科學(xué)性和實(shí)用性。

The results showed that preschooler's Theory of Mind and emotion understanding increased with the age.

研究結(jié)果表明：(1)幼兒的心理理論和情緒理解在3～5歲期間發(fā)生了巨大的變化谁有最新日韩黄色网，在5歲的時(shí)候大多數(shù)的幼兒已經(jīng)基本上具備了心理理論和情緒理解的能力好男人视频社区www影院，4歲是幼兒心理理論和情緒理解能力發(fā)展的關(guān)鍵年齡；(2)幼兒的心理理論和情緒理解的相關(guān)顯著一级片,，即使在控制了語言和年齡的影響后www.在线三级.com，心理理論能力仍然和情緒理解能力在總體上相關(guān)顯著；(3)在排除了語言和年齡的影響后黄色网站欧美内射，對他人錯(cuò)誤信念的理解能力和情緒觀點(diǎn)采擇能力的相關(guān)也仍然顯著在线免费看avav。

The aim of the study is to test the ability of reading comprehension for the students who are in 3～4 grades in the primary school, to improve the teaching methods of reading for school and also to provide tools for the clinic diagnosis and curriculum reform.

研究目的旨在檢測三麻豆免费在线观看视频、四年級小學(xué)生語文的閱讀理解能力，有針對性地幫助學(xué)生提高閱讀理解能力一级欧美黄色网站，為學(xué)校提供改進(jìn)閱讀教學(xué)的方法国产模特性爱无码视频，為臨床診斷和治療提供篩選工具。

The students can exercise their expressive ability, resolving power, understanding ability, and especially the teamwork spirit.

在游戲中鍛煉學(xué)生的表達(dá)能力免费国产黄网站在线观看，分析辨別能力免费视频h片免费，理解能力，還有更重要的一點(diǎn)——團(tuán)隊(duì)協(xié)作精神亚洲欧美激情小说另类。

raises student's reading understanding ability, should first raise student's power of thought that develops student's in reading thought potential and analysis question ability.

培養(yǎng)學(xué)生的閱讀理解能力国产黄色性爱视频，就應(yīng)首先培養(yǎng)學(xué)生的思維能力，開發(fā)學(xué)生在閱讀中的思維潛能和分析問題的能力奇米第四色888。

Most of the e-learning research topics focus on metadata of learning object. These studies extract useful information from metadata, and use them to organize the LOs. However, to understand the metadata is not enough to organize the multimedia-style LO in meaningful manner. The comprehensive multimedia-style LO is especially useful for mobile learners to choose what they really demanded. In order to attack the problem, this project uses multi-agent technique to develop a personalized hyper-seamless learning environment for managing LOs comprehensibly. Following that, the proposed environment coordinates two agents: Content Reorganize Agent, and Zone Agent to provide mobile learners the efficient multimedia-style learning experience. The CRA is responsible for reorganizing the discovered critical multimedia content by analyzing learner』s behavior and the multimedia』s annotation. The ZA is designed for terminal devices to monitor the learning behavior, and it sends the collected behaviors to CRA for evaluating. Moreover, the ZAs can communicate with each other, and they can self-organize as a group for sharing learning resources. Due to the cooperation of the two agents, the learning environment can give the properly multimedia-style LO for learners without bandwidth squandering. Finally, we expect this project can construct a comprehensive multimedia-style LO map for efficient personalized seamless learning.

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This paper discusses the contradictive situation between the importance of listening comprehension in English teaching and learning in senior high school and students'poor ability of listening comprehension.

本論文討論了高中英語教學(xué)中聽力理解的重要性和學(xué)生聽力理解能力普遍低下兩者間的現(xiàn)實(shí)矛盾并提出假設(shè)：背景知識是否是影響高中生的英語聽力理解能力的一個(gè)因素？

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.

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Certain vocabulary and syntax more skilful analysis capabilities is the basis of a correct reading comprehension, and better reading skills and methods will help improve reading comprehension ability and speed.

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Development of the general selective attention parallels with the development of verbal mental age in DS children, while visual perception and shape discrimination are underdeveloping the verbal mental age. No difference is found in switching attention except error response of shape. DS children have worse performance in terms of sustained attention. Compare to verbal mental age, there is an uneven pattern of the development of attention.

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be above one's head：超出某人的理解能力

be at the end one's tether 江郎才盡, 智窮力衰 | be above one's head 超出某人的理解能力 | pick someone's brains 向某人請教某事

apprehension span：領(lǐng)悟廣度, 理解域(指閱讀能力而言)

apprehensible | 可理解的, 可了解的 | apprehension span | 領(lǐng)悟廣度, 理解域(指閱讀能力而言) | apprehension | 理解, 憂懼, 拘捕

Cluster sampling：集群取樣

研究發(fā)現(xiàn)閱讀理解能力高的學(xué)生比一般或低閱讀理解能力的學(xué)生,會作更多的邏輯推理(Winne,(二)正式評量卷的研究對象:本研究以大臺北地區(qū)之國小五年級1024手机在线看片基地、國中一年級和高中二年級學(xué)生為母群體,采隨機(jī)取樣(Random sampling)與集群取樣(Cluster sampling)的方式進(jìn)行抽樣.

Verbal comprehension：語言理解能力

236 Validity 效度 | 237 Verbal comprehension 語言理解能力 | 238 Vesting 既得利益

Ability to analyze and conceptualize：良好的分析和理解能力

Ability to drive own career. 對個(gè)人的職業(yè)發(fā)展有清晰的認(rèn)識.... | Ability to analyze and conceptualize. 良好的分析和理解能力. | Excellent verbal and written communications skill. 良好的口頭和書面溝通技巧...

out of one's depth：水深過頭;超越自己的能力;理解不了的

. On occasion, we feel like celebrating and have a party. 有時(shí),遇必要時(shí) | . On one occasion, he landed in a deserted car park. 曾經(jīng),有一次 | out of one's depth 水深過頭;超越自己的能力;理解不了的

Writing：寫作能力

這些技能包括聽力理解能力(listening),只有能夠聽懂外國人在說些什么才有可能跟他們溝通和交流;表達(dá)自己觀點(diǎn)的技能(Speaking),一個(gè)有思想的人必須具備正確表達(dá)自己的能力;寫作能力(Writing);閱讀并理解文章的技能(Reading);

acatamathesia：(言語)理解不能, 感覺能力缺乏

identification problem 識別問題 | acatamathesia (言語)理解不能, 感覺能力缺乏 | fixed range marker 固定距離刻度

Comprehending：理解

"理解"(Comprehending)部分通過四個(gè)選擇體檢測學(xué)生對本文核心問題的理解:地球上生命的起源和延續(xù)需要哪些條件?隨后通過排序的方式幫助學(xué)生理解本文的行文線索,也就是地球上生命起源和發(fā)展歷程. 最后提出兩個(gè)問題,考察學(xué)生深層理解和推斷能力.

Similarities：求同(理解相關(guān)性并形成概念的能力)

1 Information常識(一般性常識,要求經(jīng)驗(yàn)和學(xué)歷) | 3 Similarities 求同(理解相關(guān)性并形成概念的能力) | 5 Arithmetic 算術(shù)(處理數(shù)字,應(yīng)用計(jì)算的能力)