这是为理解的教学模式的四个主要成分之一。
Is one of the four main elements of the Teaching for Understanding framework.
语法、语义分析为教学系统的基础，对语言的理解是第一步。
Grammar and semantic analysis are the foundation; understanding is the first step.
其中可理解性输入理论为我国外语教学提供了一个很好的理论框架。
The theory provides a good theoretical framework for China's foreign language teaching.
为操作系统的教学和辅导提供了有益帮助，加深了对处理器调度理论的进一步理解。
In order to the operating system teaching and counselling has provided the beneficial help, deepened to the processor scheduling theory further understanding.
教学价值被理解为是教学客体满足教学主体需要的一种关系，希望达致主体需要与客体属性的和谐统一。
Thus, teaching value is interpreted as a kind of relation which teaching-object harmoniously meets teaching -subject's needs.
理解科学素养和如何在物理教学中培养学生的科学素养，加强这两方面的教育和研究，为提高全民的科学素质和道德素质打下坚实的基础。
How to understand science literacy and how to cultivate students' science literacy in the physics teaching are stable basis to enhance people's science and moral diathesis.
认知心理学家所提出的图式论，为探讨英语阅读教学过程中背景知识与语言理解之间的关系提供了一个很好的理论框架。
The schema theory, proposed by the cognition psychologists, presents a very good theoretical frame for the relationship between background knowledge and language comprehension in English reading.
传统的英语阅读教学，以注重语言因素为甚，忽视了非语言因素对阅读理解的影响作用。
In the traditional English reading class, language elements are much stressed, while non-language elements are always neglected.
以话语分析为基础的阅读教学可达到高层次的理解，既有助于训练学生的思维，又有利于交际能力的培养。
Teaching reading based on discourse analysis can help students acquire higher level comprehension, train students' thinking and develop students' communicative abilities.
教育者如果把多元解读教学理解为一种教学形式，那么它的功能将大大削弱。
If Educators understand that the multiple interpretation of teaching as a teaching form, then its role will be greatly weakened.
首先以文献资料为主要呈现内容，科学的理解和归纳教学模式和网络环境下教学模式构建的意义、结构、特点及其阶段，提出本课题对以长沙市为代表的小学美术课堂建设的重要性。
The main work in the second part is to discuss how to build the instructional Model in the Net-based environment, which is favorable for art teaching in primary school.
本论文解释了自然语义元语言论如何促进对有文化特异性的词的跨文化理解，并提出跨文化词汇教学要以意义为导向。
This thesis demonstrates how the NSM approach can facilitate cross-cultural understanding of culture-specific words and proposes a meaning-oriented cross-cultural lexical teaching and learning.
本文概述了词汇量在第二语言习得中影响阅读理解的三个词汇学问题，并阐明了为实现词汇量阈值应采取的词汇教学方法和词汇习得策略。
In this essay the effects of 3 lexical problems on L2 reading comprehension are stated. Means of pedagogy and vocabulary acquisition strategy education are adopted to fulfill the vocabulary threshold.
过程教学法将写作理解为一个复杂的、创造性的过程，一个可探讨的和可生成的过程。
The process-based approach offers an understanding of writing as a complex, creative, recursive, exploratory, and generative process.
讨论了目前国内英语教学中文化教育存在的两大误区 ：一是把目的语文化简单、笼统地理解为西方文化、英美文化 ；二是把母语文化排除在外。
One is the overgeneralization of target language culture into western culture or British and American cultures, the other is the exclusion of Chinese culture.
讨论了目前国内英语教学中文化教育存在的两大误区 ：一是把目的语文化简单、笼统地理解为西方文化、英美文化 ；二是把母语文化排除在外。
One is the overgeneralization of target language culture into western culture or British and American cultures, the other is the exclusion of Chinese culture.
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