在下灬醉墨
introduction 的意思
介紹，名詞！
introduction 的意思
介紹，名詞！
Introduction是什麼意思
introduction
英[??ntr??d?k?n]
美[??ntr??d?k??n]
n. 介紹; 引言，導言; 采用，引進; 新采用的東西;
英文論文中的introduction是什麼意思，這部分是做什麼用的
introduction
簡介
雙語對照
詞典結果：
introduction[英][??ntr??d?k?n][美][??ntr??d?k??n]
n.介紹; 引言，導言; 采用，引進; 新采用的東西;
複數：introductions
以上結果來自金山詞霸
例句:
1.
Introduction to programming with ajax.
介紹如何使用ajax編程。
2.
America is speeding up the introduction of controversial new full-body scanners.
美國正加速引進備受爭議的新型全身式掃描。
Introduction是什麼意思
introduction
英 [??ntr??d?k?n] 美 [??ntr??d?k??n]
n.介紹; 引言，導言; 采用，引進; 新采用的東西;
[例句]A letter of introduction will ensure you an interview.
憑一封介紹信準保會接待你。
[其他]複數：introductions 形近詞： transduction adduction sexduction
introduction是什麼意思
introduction
生詞本
去背誦
英 [??ntr??d?k?n] 美 [??ntr??d?k??n]
n.介紹； 引言，導言； 采用，引進； 新采用的東西
網 絡
介紹；簡介；引言；前言
複數： introductions
雙語例句
1. Millions of words have been written about the introduction of the euro.
有關采用歐元的文章已經有很多。
2. On balance, the book is a friendly, down-to-earth introduction to physics.
總而言之，這是一本通俗而務實的物理入門書。
3. The camera has undergone only two minor tweaks since its introduction.
那款相機自從推出以來僅經過兩次小的改進。
4. He is best remembered for the introduction of the moving assembly-line.
他最為人銘記的創舉是率先采用流水裝配線。
5. Introduction of electronic point-of-sale systems is improving efficiency.
引進銷售點電子係統提高了效率。
Introduction是什麼意思
Introduction
美 [.?ntr?'d?k?(?)n]；英 [.?ntr?'d?k?(?)n]
n.引進；導論；引言；采用。
例句
1.Self-introduction weather today easy to float in the sky, several white cloud,but bright sunshine.
自我介紹今天天氣好，天空中飄著幾朵白雲，但陽光燦爛。
2.Introduction: The next key control around out feet , the endless instructions ,so that you could be overwhelmed .
上下左右鍵控製出腳，層出不窮的指令，讓你應接不暇。
英文論文中的introduction是什麼意思，這部分是做什麼用的？
樓主你好：Introduction就是類似引言的一個段落或一個章節。一般就是大體評論一下你接下來的整篇文章裏的內容，或者引導讀者進入這篇文章。有點像overview和orientation。^_^
i introduction是什麼意思
i introduction
我的介紹
雙語對照
例句:
1.
The?thesis?is?divided?into?six?chapters:?chapter?I?introduction,?the?main?features,advantages?and?status?development?of?the?system?on?personal?blog.
全文主要分為五個章節：第一章緒論，主要介紹個人博客係統的特點、優點、現狀和發展。
2.
Chapter?I?introduction?covers?the?motivation,?objects,?scopes,?methods,?and?thesisstructure?of?the?study.
論文提要第一章緒論說明本文研究之動機與目的、研究之範圍與方法與論文架構。
3.
I?read?the?introduction?of?the?bestseller.
我讀到過這本暢銷書的介紹.
英文論文中的introduction是什麼意思，這部分是做什麼用的
1: IntroductionGoger says‘ The only man who is educated is the man who has learned how to learn ; the man who has learned to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security.’(1969: 104) So the objective of teaching and learning has been accepted as ‘how to learn’ instead of just ‘what to learn’.
Over the last two decades, autonomy has taken on a growing importance in the fields of language education. Anita Wenden (1998) states that ‘fewer teachers will disagree with the importance of helping the language learners become more autonomous as learners. Definitions of autonomy have of course varied, but they have usually included these central features:
1) Students should take responsibility for their own learning. This is because all learning can in any case only be carried out by the students themselves and also because they need to develop the ability to continue learning after the end of their formal education.
2)‘Taking responsibility ’ involves learners in taking ownership of many processes, which have traditionally belonged to the teachers, such as deciding on learning objectives, selecting learning methods and evaluating process.
3) Formulated in this way, the concept of autonomy has associations with independence, self-fulfillment, freedom from external constraints and authoring one’s own world without being subject to the will of others. It is primarily these associations, which caused many writers to suggest that autonomy may have little relevance outside the ‘individualistic’ western contexts in which it first rose to prominence. In discussions about language teaching, it has joined a number of other concepts, which are often see as having only limited transferability to social-cultural context other than those where they originated. Thus Johns (1995:228) sees autonomy as ‘laden with cultural values, especially those of the west and unsuited for the traditional learning and teaching in East Asia’ However, there are some researches and articles arguing against this kind of idea. For example, Ho and Crookall (1995:235) made a research among students inHong Kong. They point out that autonomy appears to contradict the teacher-centered, authority-oriented traditions of Chinese education inHong Kong, but describe in their article how enthusiastically their students engaged in a project where much of the work was conducted in groups working independently of the teachers. Marshall and Torpey (1998) report similar experience inJapan. Also with the reference to the situation inJapan, Aoki and Smith (1996) identify specific forms of autonomy, which are supported by Japanese society and also detect in their students’ diaries, desires for autonomy which contradict the stereotype of the passive, teacher- dependent Japanese learner. They concluded that the most important issue is how negotiated versions of autonomy can be best enabled in all contexts, in varying ways.
The implication from the above would be that teachers inChinashould neither simply accept nor simply reject the outcomes of the discussions about the autonomy that have taken place in the west. Rather they should examine these discussions in relation to their specific contexts and try to match different aspects of autonomy with the characteristics and needs of the learners. It can be seen the study and practice of learner autonomy is possible inChina. The key issue is how teachers and educators find out ways that are appropriate to the characteristic and needs of their learners as well as the characteristics of their learning context.
The purpose of this paper is to explore the possible way to promote learner autonomy in EFLT in the classroom context.
1. Why is it needed to develop learner autonomy in current English learning?
Traditional English teaching activities pay great attention to instilling knowledge into the learners and learners are only the passive receivers of knowledge. Under the traditional cram teaching model, most students can not manage their learning process, they are lack of the ability of learning independently. With much time and efforts put into it, some learners still feel it no easy job to learn English as well as they wish to. On the other hand, in this knowledge and information age, people have to handle a great deal of knowledge and information, the knowledge received just at school is far from enough to be used all one’s life. Future society is a continual learning society that requires people to learn throughout one’s life. Only have the learning ability can people adapt to the changing society. Hence, it is necessary to cultivate the learner autonomy. Teaching should be changed from the traditional cram model to learner autonomy model.
The learner’s learning interests, special emphasis and strong point are different with the divergence in personality. For example, the extroverts can get more language input and practice chance, but they pay less attention to the language style；while the introverts pay more attention to the language style but neglect the practice of the language. If we neglect these divergences, just adopt the same teaching material, teaching method, the teaching would be lack of efficiency. According to these divergences, help should be given to make sure the learners can manage their own learning process efficiently.
2. What are the theoretical bases for developing learner autonomy?
The practice of encouraging learner autonomy is mainly supported by two theories, humanism and constructivism. Humanistic approach emphasizes the importance of inner world of the learners and affective factors in the learning process. Humanists believe teachers should pay attention to and respect learners, provide learners with some decision-making power. Constructivists believe that learners actively involve into learning and construct their own meaning out of learning process. Teachers should provide learners with enough learning opportunities and help them to learn. Both theories focus on learners and learning process. Implications of these theories for EFLT call for the development of learner autonomy in language learning.
3. How to promote learner autonomy?
The main purpose of this paper is to seek an appropriate way to help learners take control of their learning for the benefit of efficient language learning. Based on the exploration of these research questions, a three-step approach is presented. First, train learners to be more aware of and proficient in the use of a broad range of learning strategies, provide learners with skills of being more aware of their individual learning needs, and enhancing their use of the target language out of class. Second, create a positive and supportive learning environment, in which learners’ affective and emotional needs are met. Third, help learners reflect on their learning process to gain clear insights into their own English learning process and outcomes. Through this three-step approach, we expect to raise learner’s awareness of their own strengths, weaknesses, ways of learning in their learning process; to help learners to develop abilities to effectively take control of their language learning; to increase the efficiency of their language learning.
4.What is the relationship between meta-cognitive strategy training and learner autonomy?
During the last few decades, there has been a marked shift in the focus of language instruction. No longer does the teacher act as the locus of all instruction, controlling every aspect of the learning process. Rather, the learners themselves now, more than ever, are sharing the responsibility for successful language acquisition and, in doing so, are becoming less dependent on the language teacher for meeting their own individual language learning needs. By giving learners more responsibilities for their own language development, language programs are inviting the learners to become more autonomous, to diagnose some of their own learning strengths and weaknesses, and to self- direct the process of language development. In other words, learners are being encouraged to ‘learn how learn’ and ‘learn how to use’ a foreign language in a variety of instructional programs around the world.
Our point of view is that learning will be facilitated if learners are explicitly trained to become more aware of and proficient in the use of a broad range of learning strategies that can be utilized throughout the language learning process. When strategy training is included in the instructional package, learners can learn how to learn a foreign language while they are learning the language content. Learners can improve both their learning skills and their language skills when they are provided with the necessary tools to:
1) Self-diagnose their strengths and weaknesses in language learning.
2) Become more aware of what helps them to learn the language most efficiently.
3) Develop a broad range of problem solving skills.
4) Experiment with both familiar and unfamiliar learning strategies.
5) Make decisions about how to approach a language task.
6) Monitor and self-evaluate their performance
7) Transfer successful strategies to new learning contexts.
The process is one of having learners take responsibility for their own learning.ParisandLawton(1997) claims that autonomous learners possess the following strategies: first they should have 對自己論文思路的一個簡介！這是我的論文的一部分，希望有幫助。
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