正文

imposed翻譯（imposes翻譯）

發(fā)布時(shí)間：2023-03-19 10:24:15 稿源：創(chuàng)意嶺閱讀： 70 問大家

大家好！今天讓創(chuàng)意嶺的小編來(lái)大家介紹下關(guān)于imposed翻譯的問題，以下是小編對(duì)此問題的歸納整理，讓我們一起來(lái)看看吧。

開始之前先推薦一個(gè)非常厲害的Ai人工智能工具，一鍵生成原創(chuàng)文章、方案、文案、工作計(jì)劃、工作報(bào)告、論文、代碼、作文、做題和對(duì)話答疑等等

只需要輸入關(guān)鍵詞，就能返回你想要的內(nèi)容，越精準(zhǔn)，寫出的就越詳細(xì)，有微信小程序端、在線網(wǎng)頁(yè)版、PC客戶端

官網(wǎng)：https://ai.de1919.com

本文目錄:

1、求翻譯 a Turkish dictator imposed European custume upon his subjects under pain of death
2、中譯英··各位英語(yǔ)高手們幫幫忙吧，幫我翻譯下面幾段文字吧，我始終相信人多力量大的···萬(wàn)分感激··
3、Pay cuts, unheard of during times of growth, may even be imposed 翻譯。
4、求助高手,幫忙翻譯成英文

imposed翻譯（imposes翻譯）

一、求翻譯 a Turkish dictator imposed European custume upon his subjects under pain of death

你好！

a Turkish dictator imposed European custume upon his subjects under pain of death土耳其獨(dú)裁者歐洲用戶強(qiáng)加給他的臣民在痛苦的死亡

二、中譯英··各位英語(yǔ)高手們幫幫忙吧，幫我翻譯下面幾段文字吧，我始終相信人多力量大的···萬(wàn)分感激··

1, constructivism learning theory basis

Constructivism is a branch of cognitive theory of cognitive development areas, the oldest of the most influential have life psychologists piaget J.P iaget) (proposed in the 1960s. He used in internal and external interaction studies from the perspective of the cognitive development of children, child is found in and around environment reciprocity process, gradually construct knowledge about the external century, which makes its own cognitive structure developed. Later many psychologists and educator, such as vigos dimitrios base (vygotsky), such as Bruner Ausubel, from the cognitive structure and the nature and development condition, the human society environment on the influence of the psychological development, and individual initiative in constructing the important role of cognitive structure process aspects enriched and developed the constructivism theory for its concrete application, create conditions in the teaching process.

As a kind of constructivism learning theory, that knowledge is not taught, learning do not like behaviorism puts it is an exciting - reaction process, but learners in certain contexts, using the necessary study material, through interaction with the environment and others, cooperation, and the process of gradual actively building information. The new information for trainees meaning of the original construction experience; on the other hand, modification or restructuring. And teacher's role is to provide the opportunities and construct knowledge motive, is significance construction helper, promoters and knowledge navigator.

1-2 constructivist teaching

Bruna think in the teaching process, the student is a positive inquirers, teacher's role is to form a kind of let students independent inquiry situation, not with a ready-made knowledge. Constructivist teaching notes the traditional teaching for students to create more management own opportunity, requests the student to the real situation in complex to complete the task. In addition, constructivism also attaches great importance to the teachers and students, between students and students social interactions. Their task through cooperation and discussion, so that students can see things in all its aspects.

1-3 constructivism learning

Constructivism is about how people understand and how to know philosophical and epistemology. The constructivism thoughts and people learning activities relate to a language acquisition and second language acquisition research field of indisputably Switzerland significant impact psychologist piaget. The Dutch university of Michigan roots, with different learning theory (reappear learning and construct learning theory and application of learning theory) learners conducted experiments, the results showed that the structured learner can in three learning (surface study, the thorough study and specific learning) results best result affections. Therefore, "build configurations most with the essence of learning, learning the most favorable to the development potential." human brain

One-three-one constructiveness learning

Constructivism holds that every meaningful learning are actively constructing knowledge for learners process. In the study learners must new information and other information, associate in keep it simple information at the same time, understand complex information. Constructivism stressed that learners is not merely, passively combining display "indoctrinate" knowledge teacher, the other is based on previous cognition structure, socialist and selective perception external information, construct the meaning of things.

1-3-2 goal of learning. Guide

Constructivist learning is goal orientation, because only clearly realized his learners' learning goals and achieve the desired results, the study to just can say is successful. But the constructivist learning guidance is not the goal from outside, but by others formed imposed by the internal learning process, the self-conscious. Determined learners' In constructivism learning, learning goals on learners' learning plays the role of overall orientation. Therefore, in the dynamic in the learning process should encourage learners to establish their own learning objectives, and assess myself to achieve progress acquired during the process.

1-3-3 context learning

Constructivism holds that learning is a close contact with the situation of independent operating activities. Situation creation is the necessary premise significance construction. The situation should be learning happens the true situation learning tasks. In this really's situation, the learners' knowledge structure and multiple memory way is to measure whether characterized learning is the key point of success. Constructivism stressed the study should focus on various situations of knowledge representation (semantics and the plot and action), and make the connection between the knowledge, memory characterization and diversified situation inter-related.

三、Pay cuts, unheard of during times of growth, may even be imposed 翻譯。

有可能 (May even be imposed) 平時(shí)在生意發(fā)展的時(shí)候不會(huì)發(fā)生的 (unheard of during times of growth) 扣薪水 (Pay cuts) 手段，

四、求助高手,幫忙翻譯成英文

要做到這些，教師需要從以下幾個(gè)方面努力：

1、更新教育觀念，轉(zhuǎn)變教師角色。美國(guó)人本主義心理學(xué)家羅杰斯認(rèn)為，人的認(rèn)知活動(dòng)總是伴隨著一定的情感因素，當(dāng)情感因素受到壓抑甚至抹殺時(shí)，人的自我創(chuàng)造潛能得不到發(fā)展和實(shí)現(xiàn)；而只有用真實(shí)的、對(duì)個(gè)人的尊重和理解學(xué)生內(nèi)心世界的態(tài)度，才能激發(fā)起學(xué)生的學(xué)習(xí)熱情，增強(qiáng)他們的自信心。然而，傳統(tǒng)的課堂教學(xué)就是教師作為傳授者、組織者、控制者，向?qū)W生傳授知識(shí)并組織和控制課堂教學(xué)的進(jìn)程。教師給學(xué)生一種“居高臨下”的感覺，學(xué)生是被動(dòng)的知識(shí)學(xué)習(xí)者，教學(xué)幾乎是一種單向傳遞的方式，教師把自己的“需要學(xué)什么”和“應(yīng)當(dāng)怎樣學(xué)”的標(biāo)準(zhǔn)強(qiáng)加給學(xué)生，滿足于“要學(xué)生跟我學(xué)”。這種教育觀念的長(zhǎng)期存在，必然會(huì)導(dǎo)致課堂教學(xué)缺乏情感交流，陷入一種無(wú)生氣的狀態(tài)，導(dǎo)致學(xué)生上課參與意識(shí)不強(qiáng)、英語(yǔ)學(xué)習(xí)興趣不濃。

教師應(yīng)是“引導(dǎo)者”，是“幫助者”，幫助學(xué)生學(xué)，創(chuàng)造條件讓學(xué)生學(xué)。從某種意義上說(shuō)，外語(yǔ)教師有時(shí)又是一個(gè)“交際合作者”。教師應(yīng)經(jīng)常和學(xué)生進(jìn)行交際，同學(xué)生保持平等的身份，使學(xué)生感到輕松愉快，解除思想顧慮，教師要在友好的氣氛中幫助學(xué)生提高外語(yǔ)交際水平。教師還是“心理治療者”，要幫助學(xué)習(xí)困難的學(xué)生找出困難原因，分析消極因素的影響，并從心理上幫助他們克服阻遏外語(yǔ)學(xué)習(xí)的消極因素，使他們放下包袱，充滿信心，學(xué)好外語(yǔ)。

To achieve this, teachers need the efforts from the following aspects:

1, update their concepts of education, the changing role of teachers. Rogers and psychologists of the Americans believe that human cognitive activity is always accompanied by a certain degree of emotional factors, emotional factors when depressed or even denied, the person's self-development and creative potential is not realized; and only use true, on the respect for and understanding of individual students the attitude of the inner world in order to arouse the enthusiasm of students and enhance their self-confidence. However, traditional classroom teaching is to teach teachers as perpetrators, organizers, control, and passing on knowledge to students and to organize and control the process of classroom teaching. Teachers to the students a kind of "down" feeling, the knowledge students are passive learners, teaching is almost a one-way transmission mode, teachers to their own "need to learn what" and "how to learn" standard imposed on students to meet in the "follow me to the students." This long-term existence of the concept of education, classroom teaching will inevitably lead to a lack of emotional exchange, into a state of lethargy, leading to participation in the awareness of students do not have a strong interest in learning English is not strong.

Teachers should be the "guide" and "help" to assist students to learn, to create conditions for students to learn. In a sense, sometimes a foreign language teacher is a "social partners." Teachers and students should always be communication with the students to maintain equal status, so that students feel relaxed and happy, the lifting of the ideological concerns that teachers have in a friendly atmosphere to help students raise the level of foreign language communication. Teachers or "psychological treatment", to help children with learning difficulties to find out the reasons for the difficulties to analyze the impact of negative factors, and to help them overcome the psychological repression of the negative factors in foreign language learning, so that they lay down their burdens, and confidence in learning a foreign language.

2、課堂上要注重形象鼓勵(lì)、語(yǔ)言鼓勵(lì)，爭(zhēng)取與學(xué)生平等相處，增進(jìn)師生間情感溝通。英語(yǔ) 教學(xué)是個(gè)復(fù)雜的過(guò)程，課堂上師生交流頻繁。一名優(yōu)秀的教師應(yīng)利用這有利的條件，加強(qiáng)與學(xué)生的交流，增進(jìn)師生感情。例如教師可用形象鼓勵(lì)、語(yǔ)言鼓勵(lì)等方式，對(duì)學(xué)生的點(diǎn)滴進(jìn)步都要給予及時(shí)的肯定和鼓勵(lì)。當(dāng)學(xué)生回答問題時(shí)，教師一定要注意形象鼓勵(lì)，要面帶微笑，認(rèn)真傾聽，讓學(xué)生感到教師非常重視他，以此拉近師生的關(guān)系，而不是顯得滿不在乎，漫不經(jīng)心；若學(xué)生回答問題正確了，教師要給予表?xiàng)睿篏reed/Interesting/That is a good idea/I’m glad to hear that/That’s what I thought.…教師的話會(huì)給予學(xué)生成功的喜悅，從而不斷強(qiáng)化學(xué)生參與交際的信心。若學(xué)生回答錯(cuò)誤了，教師不能只是簡(jiǎn)單的說(shuō)“no”，而是輔以關(guān)心、激勵(lì)的表情，使學(xué)生體會(huì)到溫暖和力量。教師還要使用一些建議性的、易于接受的、委婉的表達(dá)方法：“You need work harder and pay more attention to you…”而不是說(shuō)那些傷害學(xué)生自尊、挫傷積極性的話語(yǔ)：“You aren’t studying hard.”“you’re so stupid/numb/stubborn/dumb.”

2, we should pay attention to the image of the classroom to encourage, language encouragement for equality with the students, to promote emotional communication between teachers and students. English teaching is a complex process, the classroom teacher-student exchange. Teachers should be a good use of these favorable conditions to strengthen the exchange of students, teachers and students to promote feelings. For example, the image can be used to encourage teachers, language, etc. to encourage the students should be given the little progress in a timely affirmation and encouragement. When students answer questions, teachers must pay attention to the image of encouragement with a smile to seriously listen to, so that students feel that teachers attach great importance to him, as a closer relationship between teachers and students, rather than appear nonchalant, casual; if students answer questions correctly and teachers should be given in table Yang: Greed / Interesting / That is a good idea / I'm glad to hear that / That 's what I thought. ... If the teachers will give students the joy of success, so as to continuously strengthen the students to participate in communication confidence. If the answer to the wrong students, and teachers can not simply say "no", but with concern, encouraging expression, to enable students to appreciate the warmth and strength. Teachers would also like to use some of the recommendations in nature, easily acceptable, euphemistic expression: "You need work harder and pay more attention to you ..." rather than hurt the students said that the self-esteem, discourage the enthusiasm of the words: "You aren't studying hard. "" you're so stupid / numb / stubborn / dumb. "

3、采取靈活多樣的教學(xué)方法，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。外語(yǔ)學(xué)習(xí)動(dòng)機(jī)是人類行為動(dòng)機(jī)之一，它表現(xiàn)在渴求外語(yǔ)學(xué)習(xí)的強(qiáng)烈愿望和求知欲。它是直接推動(dòng)外語(yǔ)學(xué)習(xí)的一種內(nèi)部動(dòng)因，是外語(yǔ)學(xué)習(xí)者在外語(yǔ)學(xué)習(xí)狀態(tài)中的一種自覺能動(dòng)性和積極性的心理狀態(tài)。有動(dòng)機(jī)的外語(yǔ)學(xué)習(xí)，學(xué)習(xí)效果好，而無(wú)動(dòng)機(jī)的外語(yǔ)學(xué)習(xí)往往成為一種負(fù)擔(dān)，學(xué)習(xí)效果不佳。有些學(xué)生外語(yǔ)學(xué)習(xí)差，其根本原因是自己沒有強(qiáng)烈的外語(yǔ)學(xué)習(xí)動(dòng)機(jī)。教師首先要利用學(xué)生本身固有的動(dòng)機(jī)，如好奇心、對(duì)成功和自尊的渴望、樂玩(love or fun)及好動(dòng)等，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。同時(shí)，要根據(jù)不同的教學(xué)內(nèi)容采用多種多樣的教學(xué)方法，特別是充分發(fā)揮現(xiàn)代信息技術(shù)在英語(yǔ)教學(xué)中的作用，為學(xué)生創(chuàng)設(shè) 一個(gè)良好的學(xué)習(xí)環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)動(dòng)機(jī)。

3, to adopt a flexible and diverse teaching methods, to stimulate their motivation to learn. Motivation to learn a foreign language is one of the motives behind human behavior, it reflected in the desire to learn foreign languages and a strong desire to thirst for knowledge. It is the direct promotion of foreign language learning of an internal dynamics, is a foreign language learners in foreign language learning in a conscious state initiative and a positive state of mind. Motivated to learn a foreign language, learning, and not motivated to learn a foreign language often becomes a burden, poor learning outcomes. Some students learn a foreign language difference, the fundamental reason for this is not their strong motivation to learn a foreign language. First of all teachers to take advantage of inherent motivation of students, such as curiosity, self-esteem on the success and the desire to play music (love or fun) and a good move and so on, to stimulate their motivation to learn. At the same time, the teaching content according to different variety of teaching methods used, in particular, give full play to the modern information technology in the role of English language teaching for students to create a good learning environment to stimulate students interest in learning and motivation.

以上就是關(guān)于imposed翻譯相關(guān)問題的回答。希望能幫到你，如有更多相關(guān)問題，您也可以聯(lián)系我們的客服進(jìn)行咨詢，客服也會(huì)為您講解更多精彩的知識(shí)和內(nèi)容。