各位好心人帮个忙啊,帮忙翻译一下
有很多无法翻译 所以用了专用软件 只要不是做报告文 一般是没问题的，很乐意为你服务。
“Seek help——Seek attention——Seek dominance” The preschool children generally are able to maximize their interactions with the teachers gaining access to their attempts to individualize and also gaining attention for their individual efforts。 Fieldnotes ...全部
有很多无法翻译 所以用了专用软件 只要不是做报告文 一般是没问题的，很乐意为你服务。
“Seek help——Seek attention——Seek dominance” The preschool children generally are able to maximize their interactions with the teachers gaining access to their attempts to individualize and also gaining attention for their individual efforts。
Fieldnotes indicate that more interactions take place between children and teachers than between the children themselves。
A group of older boys who frequently generated their own pretend play were the exception。
"求助--寻找电台--寻求主导权"学龄前儿童一般都能最大限度地获取与老师互动企图个体和个人的努力,也取得瞩目。
施测显示更多的儿童和教师之间相互作用发生过小孩的关系。 一群年长男生经常假装发挥自身产生的例外。
Verbal Communication Space is usually shared with adults and conversation is encouraged。
Frequently, verbal exchange is related to what the child has done to materials。
口头沟通与分享的空间,通常是鼓励成人和交谈。
常常是口头上的交流与孩子做什么材料。
Abstract Thinking Cohen (1969/76) presents the argument that abstract thought has three major components: breadth of knowledge, analytic abstraction, and the ability to extract information from an embedding context。
Although it was not possible to “get inside” children’s heads, their observable behavior could be seen to lay the ground work for such an orientation in their diversity or experience and use of a differentiating vocabulary in the multiple opportunities they had for experiencing concrete components of classifications (number, fruit, color, etc。
) and in the opportunities provided in which they could “pull out” of a material an aspect they wished to elaborate。
抽象思维柯恩(1969至1976年)列出论据抽象思维三大部分组成:知识广度、分析抽象, 提取信息的能力从一个嵌入。 虽然它不可能"走进"童话首长 他们的行为明显地可以看出工作奠定了这种取向多元化或经验的区分和使用多个词汇的机会,为他们遇到的具体内容分类(号码 水果,色彩, 等)和提供的机会,可以"掏"的物质,他们希望阐述的一个方面。
Though such experience seen only tangentially related to the requirements of public schooling , the teachers firmly believed that these experiences were what were appropriate for young children。
Interestingly when I returned to the classroom late in the year, the head teacher greeted me with pride: “Oh, I’m so glad you’re come to see us。
We’re so proud of our children。 Three of them are reading already。”
虽然这些经验仅切相关规定公立学校、 教师坚信这些经验是什么人适合小朋友。
有趣当我回到教室晚一年,迎接我的班主任满怀:"哦, 我很高兴你来看望我们。 我们引以为傲的下一代。 他们3位已经阅读。 "。收起
