This thesis concludes three types of TCSL languages according to their different functions: classroom language, language for teaching content and language for teacher-learner interactions.
本文把对外汉语课堂教学语言从教学功能的角度归纳为课堂用语、教学内容用语和师生交流用语三种类型。
When teaching small children to read, for example, tightly scripted lessons, their exact content and timing honed by randomised trials, do best.
比如,在教小孩学习阅读的时候,严格按照脚本的课程效果更好,它们的内容和课时都是用随机试验确定的。
Students then recorded their teachers teaching and instruction for their content.
当时学生们各自记录了老师对于他们的教学与训诲内容。
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