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词汇的力量不在词汇本身,而在词汇的应用。一个音节嘹亮的长单词,就其本身的学术性和新奇感来说,可能是令人叹赏的,然而,把它放在某句上下文之中,说不定倒会牛头不对马嘴。这是因为要确切表达作者的意图,关键并不在文词是否华丽、堂皇,而在于文词是否切合内容;正像在建筑中,要使拱门坚固,关键不在于材料的大小和光泽,而在于它们用在那里是否恰好严丝合缝。因此,在建筑物中,螺钉有时竟与大件木料同等重要,而其支撑作用肯定远远胜过那些徒有其表、不切实际的装饰部件。我讨厌那些白占地方的东西,讨厌一大堆空纸盒装在车上招摇过市,也讨厌那些写在纸面上的大而无实际内容的字眼。一个人写文章,只 相似文献
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杨坤生 《天津师范大学学报(基础教育版)》2005,6(3):50-52
课程改革成败的关键不在教师，而在于理论上是否能克服知识型课程的片面性，建立统合化的能力型课程理论；实践上，是否能开发实施新课程的现代教育教学技术，解决课程实施和教师教育缺乏技术支持等问题。 相似文献
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判断一个绩效管理体系成功与否的关键不在于你是否给你的员工打了分，分了等，不在于你是否制造了员工为应付绩效考核而忙乱的局面，而在于绩效管理的过程是否得到了有效的控制，直线经理在绩效管理的过程中是否体验到了由此带来的成就感，是否体验到了管理的快乐，愿意为绩效管理而付出更多，理由是他们需要这么做，这么做对他们有利， 相似文献
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根据我们对现代教育理论的理解，对中国历史专题这类传统课程的改革，关键不在于改造它本身的内容，而在于我们如何把现代教育理论运用于传统课程教学中。对学生作业和考试的改革是课程改革的重点，改革课堂教学形式是课程改革的关键。 相似文献
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网络环境下学校德育模式的构建，首先应追求学校德育质量的提升。构建网络环境下的学校德育模式关键不在于是否采用现代化的技术手段，而在于构建的模式是否营造了一种新的学校德育文化生活和精神追求，是否按照道德审美的规律，使学生在所构建的德育模式中不断自主地组织、重组自己的认知结构，实现学生道德人格的不断完善、提升。 相似文献
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贾春生 《湖北广播电视大学学报》2009,29(3):81-82
“法律的发展重心不在立法、不在法学、也不在司法判决,而在社会本身”这一命题的基础就是把法律与秩序等同,这就忽视了法的自我衍生功能而认为国家法的无用。在把这一命题与马克思主义法学一个命题的比较后作者认为法律制度是法律发展的关键,尽管这个结论也是现象性的。 相似文献
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随着改革开放的不断深入,我国与世界各国的往来日益频繁。英语作为国际间交往的重要工具,受到越来越多人的重视。学英语的浪潮一浪高过一浪。然而,在广大的农村学校,初中英语教学还是不太理想,费时多,效率低。如何提高英语教学质量,一直是我们这些英语教师所苦恼和探讨的问题。我觉得关键不在教学条件,而在于教师本身。 相似文献
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丁丹群 《中国教育研究与创新》2005,2(10):53-54
语文本来难教，新课程背景下似乎更加难教。语文老师的病症往往在于角色错位，认为自己是一个“教学生语文的老师”，急着去“传道授业解惑”，急着去做学生的“良师益友”。笔者认为，平时精讲精批，扮演在而不在、不在而在，有中有无、无中有有的灵动的角色，才能满足不同需要，真正体现新课程背景下“让学习过程本身成为价值”的教学理念。 相似文献
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在外语教学中,我们常常会发现学习者在学习过程中因词汇量不够或想不起来等,又急于表达,就创造了一些外语中原本没有的词或者表达方法。本文将这一现象定义为生造非词现象,并从心理语言学心理词汇的角度对这一现象进行初步的阐释,以其出发点可分为按词形生造和按意义生造两大类。在实践中,应尽量避免生造非词现象。 相似文献
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An experiment is reported which investigates the perceptual span available to skilled readers in a single fixation. After adult readers had listened to an incomplete sentence they were presented tachistoscopically with a word which they were to name aloud. Congruency between sentence and word facilitated naming, but the presence of an unattended word in the right visual field confounded this relationship. If the unattended word was also congruent, then the naming response was further facilitated, but a congruent unattended word interfered with the naming of an incongruent attended word. This relationship did not hold for unattended words which were presented in the left visual field, and which did not appear to have been processed for meaning. An effect of an unattended word upon the naming of a fixated word suggests that skilled readers recognize the meanings of more words than are fixated. Skilled readers may use the meanings of words ahead of fixation to enrich their interpretation of the text, or use those words more simply as markers to guide future eye-movements to the location of the next useful fixation. 相似文献
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李善邦 《广西师范大学学报(哲学社会科学版)》2005,41(1):80-85
绝大多数的联绵词采用的是形声字。和所有独立成义的形声字一样,它也能通过字的形符起表意作用。形符是它的意义标记,产生并且标示一定的词的意义信息。不同的只是,连绵词是以类聚表意的方式方法,通过外在形符的联合隐托与强调内在的意义,通过同形符字的组合反映一个完整内涵。因此,联绵词不但“义存于声”,“因声知义”,也义存于形,因形显义。传统训诂学以形推义的办法,同样适用于联绵词。 相似文献
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姚娣 《广东教育学院学报》2014,(4):51-55
汉语众多流行热词并不都是新造词语,而是固有词语经过词义演变而来。汉语固有词语在网络语用环境中发生变异,产生同原来固有词义相区别的理性义和色彩义。热词"土豪"经历网络用语的浪潮洗涤,在理性义和色彩义两方面发生改变,如今得到超强流行,是社会现实、人们心理与语言运行机制三大因素共同作用的结果。"土豪"等流行热词词语生命力如何,这需要未来语用的验证。 相似文献
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Word learning in children: an examination of fast mapping 总被引：1，自引：0，他引：1
Children may be able to gain at least partial information about the meaning of a word from how it is used in a sentence, what words it is contrasted with, as well as other factors. This strategy, known as fast mapping, may allow the child to quickly hypothesize about the meaning of a word. It is not yet known whether this strategy is available to children in semantic domains other than color. In the first study, 2-, 3-, and 4-year-olds were introduced to a novel color, shape, or texture word by contrasting the new term with a well-known word from that domain. They were then tested for their ability to produce and comprehend the new term and for whether they knew what semantic domain the word referred to. The results show that even 2-year-old children can quickly narrow down the meaning of a word in each of the semantic domains examined, although children learned more about shape terms than color or texture words. A second study explored the effects of several variables on children's ability to infer the meaning of a new term. One finding of this study was that if the context is compelling, children can figure out the meaning of a new word even without hearing an explicit linguistic contrast. 相似文献
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This research examined the function within lexical access of the main morphemic units from which most Arabic words are assembled, namely roots and word patterns. The present study focused on the derivation of nouns, in particular, whether the lexical representation of Arabic words reflects their morphological structure and whether recognition of a word involves recognition of its morphological constituents. The morphology of Arabic language constitutes two main systems: inflectional morphology and derivational morphology. Inflectional morphology is used to express grammatical relations and derivational morphology deals with the formation of new words in language; it contains two types of word patterns: verbal and nominal. In this study, it was assumed that roots are lexical entities that can facilitate lexical access to a large cluster of words that derive from them, whereas word patterns are not lexical entities and have no role in access to words assembled by them. The lexical representations of the main morphemic units were examined in four experiments using skilled readers applying masked priming technique tasks: lexical decision and naming. The results indicated that previous exposure to a word sharing the same word pattern had no marked facilitating effect on lexical decision or on naming. The main conclusion of this study on the morphology of Arabic is that roots and word patterns have no essential role in word organisation in the mental lexicon. In addition, words in nominal pattern in derivational morphology are represented in their whole shape in the mental lexicon and each word has an independent representation. 相似文献
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Philip B. Gough 《Reading and writing》1993,5(2):181-192
It is widely agreed that children recognize their first words in a different way than they later decode. One hypothesis is that sight words are recognized as wholes, another that they are recognized by parts. Two experiments were devised to compare these hypotheses. In one, children were taught a sight word accompanied by a salient extraneous cue and then tested for recognition of the word and the cue. In the other, children were taught sight words, then tested for recognition of each half of the word. The children were found to recognize the cue but not the word; they recognized one half of the word but not the other. The results support the idea that first words are recognized by selective association. 相似文献
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F.N. Potter 《Journal of Research in Reading》1987,10(1):43-56
Data are presented which show striking differences between the characteristics of oral reading errors made to content and function words. Content word errors tend to be graphically similar but contextually unacceptable, whereas the reverse is true for errors made to function words — which are contextually acceptable but graphically dissimilar. This was true for two samples: for one child reading a total of 2,588 words, and for 12 children reading about 450 words each. There were however differences between the samples, and reasons for these are discussed. It is argued that some errors are better viewed not as errors in word recognition, but as post-recognition errors — that is, errors which occur even when the word has been correctly identified. The errors in this study are also compared with those made by an adult with acquired deep dyslexia reading words in isolation, and similarities between the two sets of errors were observed. Finally it is concluded that teachers and researchers should (1) categorize errors into visual, semantic, derivational and function word errors, (2) should calculate the proportion of function word errors, and (3) bear in mind that oral reading errors may occur even when words are correctly recognised. 相似文献
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This study examined whether 12‐month‐olds will accept words that differ phonologically and phonetically from their native language as object labels in an associative learning task. Sixty infants were presented with sets of English word–object (N = 30), Japanese word–object (N = 15), or Czech word–object (N = 15) pairings until they habituated. Infants associated CVCV English, CCVC English, and CVCV Japanese words, but not CCVC Czech words, with novel objects. These results demonstrate that by 12 months of age, infants are beginning to apply their language‐specific knowledge to their acceptance of word forms. That is, they will not map words that violate the phonotactics of their native language to objects. 相似文献