基础阶段 meaning in English
foundation phase
stage 1---foundation stage
Examples
- The history of education in thailand , about 800years , can be divided into 4 periods : the traditional period , the formal basic period , the development and planning period and the innovation period
泰国教育的历史约有800年，主要经历了：传统教育阶段、学校教育基础阶段、国家发展完善教育阶段和国家教育改革新时期。 - Present discussions on the development and construction of the discipline of comparative literature are largely centered on the postgraduate stage , while discussions and exchanges on the teaching of this course at the undergraduate stage are relatively few
目前关于中国比较文学学科发展和课程建设的讨论，较多地关注研究生阶段的教学研究，而鲜有对本科基础阶段教学的讨论和交流。 - However , the new curriculum was advocated advanced teaching notions , together with a detailed explanation to oral ability testing , and considered by many experts as an important guide of english oral ability testing at the stage of fundamental education
《英语课程标准》反映了先进的教学理念，对口试有明确的说明，可以作为基础阶段英语口语测试的重要指导，因而各地口试实践蓬勃发展。 - Meanwhile , most aspects about this perspective are concerned , which include quantification of the soil water background of the plateau area , the regional spatial variation of soil water background and variation along the slope , mosaic structure and seasonal changes etc . the results show that : ( 1 ) for the fundamental circumstance for vegetation development is the original debilitated slope , so the perspective of soil water background specially for the loess plateau refers to the soil water conditions on the original slope . ( 2 ) the value of soil water background appears to be a descending trend from south to north based on the difference of vegetation zones . in the forest zone , soil moisture contents beneath 3m depth from the soil surface are more than 12 % usually ; in the forest - pasture zone , the values of soil moisture content beneath 4m depth underground are more than 6 % and stable , and tend to be ascending while the depth increases ; but the values in the dry pasture zone is lingering between 4 % to 6 % from the surface layer to sub - layers
发展了“土壤水分背景”的概念，并以之为基础对其各个方面进行了研究，使之形成一个相对独立和完整的体系，主要包括黄土高原土壤水分的背景值、土壤水分背景的区域分异、坡面分异、镶嵌结构及其季节分异等： ( 1 )由于植被生长发展、演替的基础阶段是天然草被群落，故认为黄土高原的土壤水分背景在概念上是特指该区天然草被群落下的土壤水分状况； ( 2 )黄土高原的土壤水分背景值，根据植被地带的不同表现出自南向北逐渐降低的规律：森林地带3米以下土层水分背景值普遍稳定地高于12 ，森林草原地带4米以下土层水分背景值稳定大于6 ，且均随土层的加深水分含量逐渐增加，而草原带的土壤水分背景值自土表至底土层一直在4 6之间徘徊。 - The thesis , with theories of language learning , theories of learning foreign language , bruner ' s cognitive construction theory , the characters of linguistic competence and communicative competence etc . as theoretical guidance , proves it necessary to teach grammar in middle school base stage ; analyses two tendencies in gt with their flaws probed into ; expounds the nature of linguistic competence and communicative competence and their relationships with gt ; points out gt will be influenced and limited by students " ages , their language levels and characters etc . different teaching methods should be taken into use according to students " factors , teaching aims , study situations and teaching approaches . based on the discussion , finally we draw a conclusion that knowledge learning must be melted into skills training , that is , gt should be carried out in communicative activities
本文以语言学习论、外语学习论、布鲁纳认知结构理论、语言能力与言语交际能力的本质等为理论基础，阐明了中学基础阶段语法教学的必要性；分析了从建国以来至今，中学基础阶段语法教学的两种不同倾向及教学实践中存在的弊端；论述了语言能力、交际能力的本质及与语法教学之间的关系；指出语法教学要受学生的年龄、学生现有的语言水平、学生的性格等的限制和约束，要视学生特点、教学目标、学习环境、教学方式等而采取不同的教学方法；并明确提出中学基础阶段语法教学必须融知识于技能训练之中，即将语言形式的教学通过以内容为中心的交际活动去进行。