一句话，认知语言学家持有一种完型语言教学或学习观。
In a word, cognitive linguists take a holistic view of language learning or teaching.
文章主要从认知语言学中的范畴观、隐喻观、图形与背景理论和图式理论等角度来阐述认知语言学对英语教学的一些启示。
This paper tries to explore the implications of cognitive linguistics on the teaching of English from the cognitive notions of categorization. metaphor, figure and ground and schema.
教学设计不管以何种理论为指导，都不能回避三个问题，即知识观的问题，认知过程的问题，还有教学效率和效果的问题。
No matter what kind of theoretical guidance of instructional design, we can not evade the three questions: view of knowledge, the cognitive process, sufficiency and effectiveness of teaching.
基于认知语言学中的语言体验认知观理论，隐喻能力与英语写作教学有着紧密的关系。
Based on the embodied view of language in Cognitive Linguistics, metaphoric competence is an important factor in English writing.
基于此，论文首先阐述了教师课堂教学实践智慧生成的前提和基础，即与时代相切合的教师个人教学哲学观，重点论述了其构成要素知识观、认知观、学生观、自我观的转型和构建；
So this paper firstly elaborated the teacher's own philosophy as the premise to generate the wisdom of classroom instruction, which had better accordance with the new concepts about education.
基于此，论文首先阐述了教师课堂教学实践智慧生成的前提和基础，即与时代相切合的教师个人教学哲学观，重点论述了其构成要素知识观、认知观、学生观、自我观的转型和构建；
So this paper firstly elaborated the teacher's own philosophy as the premise to generate the wisdom of classroom instruction, which had better accordance with the new concepts about education.
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