找出问题的症结的英文

例句与用法

1. Now that the problem has been identified , appropriate action can be taken
   现在既已找出问题的症结，即可采取适当的行动。
2. Research evidence shows that difficulties in reading vary from person to person . problems may either result from lack of declarative knowledge or procedural knowledge . so long as they are diagnosed and solved , effective reading can be expected
   阅读的障碍可能出现在有关陈述性知识环节上，也可能涉及程序性知识的某个方面，只有找出问题的症结所在并加以有效的克服，才能提高阅读的效率。
3. Mainly by using the historically comparative experience method , and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories , and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development , this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy , etc . and finally by addressing the essential frameworks of the new curriculum standards , the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "
   在对我国小学语文识字教学历史经验进行回顾的基础上，分析其中的合理性与局限性，找出问题的症结所在，探索如何将汉字构字规律与学生的认知规律有机结合起来，提高识字教学水平，是本文的主要研究目的。本研究主要运用历史经验比较法，借鉴汉语言文字学、布鲁纳的结构主义和现代认知心理学的有关理论，在论述我国小学语文识字教学的学科结构和儿童的认知特点的基础上，反思我国小学语文汉字教学的实践，提出识字教学必须处理好几对矛盾：识字教学与小学语文教学体系、识字的阶段性与识字方法的多样性、拼音是识字教学的手段还是目的、识字的主要方法与次要方法等，结合新课程标准的基本精神，提出“教是为了不教”是识字教学的最终目标，也是我国小学语文教学改革的努力方向。