言语发展 meaning in Chinese
speech development
verbal development
Examples
- Common childhood developmental problems include attention deficit , hyperactivity disorder , dyslexia , autistic spectrum disorder , language delay , developmental delay , mental retardation , developmental coordination disorder , cerebral palsy , as well as visual and hearing impairment
常见的儿童发展问题包括专注力失调、过度活跃症、读写障碍、自闭症、言语发展障碍、发展迟缓、智力障碍、动作协调障碍、脑麻痹、视障及弱听。 - So , it is the author ' s motive to attempt to seek the ways of changing the poor areas " education status quo . beginning with promoting the language competence of preschool children , the writer tries to study the change of teaching mode and pedagogical ideology . the main causes lie in : 1 ) organize the language education activity to improve the language ability of preschool children ; 2 ) the class is chinese - oriented , but the aim of teaching and children ' s development is unclear ; 3 ) restricted by economy and culture , the language development in these areas is in an unfavorable position ; 4 ) compared with the field of arts , the teachers available now is more qualified for language teaching , so it is easier to change the form of language activity ; 5 ) children ' s language acquisition is not only confined to chinese class - teaching , but also penetrated into the other activities , such as art , handwork , and games
本研究以促进学前班儿童的言语发展为突破口，改变贫困地区农村学前教育的现状，原因主要有以下几点： ( 1 )组织语言教育活动，促进儿童言语发展，是幼儿教育的主要任务之一； ( 2 )学前班以语文课堂教学的形式实施语言教学，但教学目标和儿童发展的目标不明确； ( 3 )受经济、文化等因素制约影响，农村贫困地区儿童言语发展处在不利境地； ( 4 )与艺术等教育领域相比，现有教师的知识储备更能胜任语言教育，因此，改变语言活动形式的设想更易实现； ( 5 )儿童语言教育研究工作者明确提出，儿童语言教育并不仅仅局限于“语文”课堂教学，而应渗透到其它活动当中去，故借开展语言教育活动之际，可以适当地开展艺术、手工、游戏等教育活动，以丰富活动内容。 - The study selects the preschool children in ganzanggou primary school in biezang town of jishishan baoan , dongxiang , sala automomous county in lin xia hui automomous prefecture of gansu province as the subjects , and tries to transform the teaching mode of preschool by converting the teacher ' s ideology , improving the teacher ' s capability and organizing the language acquiring activities
本研究选取临夏回族自治州积石山保安族、东乡族、撒拉族自治县?藏学区甘藏沟小学学前班儿童为实验对象，通过转变教师观念，提高教师能力，组织语言文学、谈话、听说游戏、讲述和早期阅读等语言活动，促进儿童言语发展，转变学前班教学模式。 - Through interviewing elementary - school teachers , the researchers propose five basic dimensions to evaluate children ' s school readiness in china , including bodily and movement development , emotional and social development , the abilities and skills with studies , spoken language development , and cognitive development and general knowledge foundation
摘要本文通过对小学一年级教师的访谈研究，对我国儿童入学准备提出5个基本维度，即身体和运动发展、情结与社会性发展、学习相关、言语发展、认知发展和一般知识基础。