少慢差费 meaning in Chinese
achieve less, slower, worse and with less economical results; fewer, slow , poorer and more costly 短语和例子
Examples
- But during the teaching period these is always an appearance : high cost low efficiency , little slow bad and waste . the students learn it with little interest , read it with poor ability
但是在中学文言文教学中，一直存在着“高耗低效” “少慢差费”的现象，学生学习兴趣低，文言文阅读水平差。 - The lack , slowness , inferiority and waste of reading teaching has a high degree of influence on chinese teaching , hence the chinese teaching reformation behooved to take up reforming reading teaching
语文教学的少慢差费较大程度上是阅读教学的少慢差费。因此，语文教学的改革理应致力于阅读教学的改革。 - The chinese language education has been like a severe and lingering disease for one hundred years , its present condition is very worrying . reading teaching is the main battlefield of chinese language education . being lack , slow , poor , and waste
阅读教学作为语文教学的主阵地，其少慢差费的教学效果一直困扰着广大的语文教育工作者，如何改变阅读教学现状，提高教学效率，是语文教师探讨的课题。 - For a long time , the deviation , lying in grasping the purpose of traditional primary school word - learning teaching in china , has led to several serious problems in the teaching : ( 1 ) a few words ( 2 ) mechanical memorizing ( 3 ) memorizing in detail ( 4 ) one sided assessment , etc . consequently , all this results in the situation of small quantity , slow speed , bad effect and time consuming " in primary school word - learning teaching , which affects the whole word - learning , which affects the whole chinese teaching negatively
长期以来，我国传统的小学识字教学在目的把握上存在偏差，导致在教学中出现一些严重的问题：识字量少(达不到阅读的要求) ；机械识记(死记硬背，易忘，负担重) ；精细识记(识字过程分析讲解居多，整体认读难，在阅读过程中无法做到“识字自动化” ) ；评价片面(单纯以能写会默为评价标准) ，等等。因而造成了小学识字教学“少慢差费”的状况，对整个小学语文教学带来了很大的负面影响。 - This article analyses the causes of the little content - slow development - poor efficiency - energy wasting phenomenon in the current teaching of chinese reading comprehension in terms of its orientation and styles . it also puts in order some basic elements concerning the essence of reading , interpretation of the meanings of the reading materials and the relations between reading & writing . . the author holds the view that the traditional teaching methods lay too much emphasis on the knowledge acquired from reading & practical uses of reading itself , separating reading form speaking & writing and neglecting its " representation " and " development " functions
本文从阅读教学目标定位、教学范式取向两个方面分析了造成当前阅读教学“少慢差费”的原因，并从阅读的本质、文本意义的生成、阅读与写作的关系三个方面对阅读教学的一些基本问题进行了一番梳理，认为传统的阅读教学将教学目标定位在阅读自身的实用性和工具性上，教学范式取阅读本位、知识本位，孤立地强调阅读的重要性，将读、写、说截然分开，忽视了语文教学的“表现性”和“发展性”功能，这种“以阅读为本位”的“吸收实用”型阅读教学规范严重制约了阅读教学的健康发展。