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秋山燿平演講“快速掌握語言的秘訣”

October 24th, 2018 No comments


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What is Cocept-based Learning?

October 24th, 2018 No comments


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中文电影:搜索

October 16th, 2018 No comments


揭秘南北方人身高差距

October 9th, 2018 No comments

A Fish to Climb a Tree? – I JUST SUED THE SCHOOL SYSTEM !!!

September 21st, 2018 No comments


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中国的亲属称谓为何最复杂 | 大象公会

September 11th, 2018 No comments

中国的亲属称谓为何最复杂 | 大象公会

2015-05-22 09:59
为什么汉语的亲属称谓非常复杂,而有的文化亲属称谓则非常简单,今后中国的孩子会怎么称呼亲戚。
文/郑子宁
中国孩子在学说话时,正确掌握七大姑八大姨之类亲属的不同称谓,恐怕是件极难过的槛。中国亲属称呼之复杂举世罕见,仅与父亲同辈的男性有伯父、叔父、姑父、舅父、姨父五种称谓。虽然各地亲属称呼有所不同,但任何一个汉族社会都不会像英语那样把与父亲同辈的亲属男性用一个uncle就打发了。
更能体现汉语称呼复杂的还是同辈人,英语中用cousin大而化之的概念在汉语中则必须根据具体的亲属关系选用堂兄、堂弟、堂姐、堂妹、表兄、表弟、表姐、表妹这八个中的一个指代。
对亲属的称谓一般有类分法和叙称法两种类型。类分法将同等、同类的亲属用同一种名称表示,不管该亲属与自己的具体关系。英语中的cousin就是典型,只要是自己的同辈,不管是伯父、叔父还是舅舅、姨妈家的孩子,都是cousin。叙称法则正好相反,一个叙称法的称呼明确表示了该亲属与自身的关系,如汉语中的堂弟一定是父亲兄弟的儿子,而且比自己年纪小。
显然,一个社会类分法使用的越多,其亲属称谓系统越简单,而叙称法用得越多,则其亲属称谓系统就越复杂

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Math class needs a makeover | Dan Meyer (TEDxNYED)

September 10th, 2018 No comments


People don’t buy what you do, they buy why you do it!

August 31st, 2018 No comments

我要你的爱

August 30th, 2018 No comments

https://genius.com/Grace-chang-wo-yao-ni-de-ai-lyrics

[Chorus 1]
我 (我)
我要 (我要)
我要你 (我要你)
我要你的 (我要你的)
我要你的爱
你为什么不走过来

[Chorus 2]
我 (我)
我要 (我要)
我要你 (我要你)
我要你的 (我要你的)
我要你的爱
你为什么不说出来

[Chorus 3]
我 (我)
我要 (我要)
我要你 (我要你)
我要你的 (我要你的)
我要你的爱
你为什么不说出来

[Verse]
我要你 我要你
I’m the girl for you so you better start to face it
If I ever lose my love you know you never can replace it
It’s time for you to start to give me some loving
Carrying a torch for you it’s hotter than an oven
It’s time for you to give me a little tender love
Baby hold me tight and do what I tell you

[Chorus 4]
我 (我 )
我要 (我要)
我要你 (我要你)
我要你说
只要说上爱
你为什么不
为什么不
为什么不肯说

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Gender Equality Explained By Children

August 29th, 2018 No comments


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Elizabeth Loftus: How reliable is your memory? | TED Talk

August 28th, 2018 No comments


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Angela Lee (Duckworth): The key to success? Grit

August 26th, 2018 No comments


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Walter Mischel – The Marshmallow Test: Self Discipline

August 24th, 2018 No comments

 

A Tool for Analysing Dialogic Interactions in Classrooms

August 7th, 2018 No comments

A Tool for Analysing Dialogic Interactions in Classrooms

Understanding the way dialogue is used as a prime tool for teaching and learning in classrooms is of international importance, and offers both practical benefits and insights into the ways people think collectively. Our collaborative project with Mexican colleagues aims to produce, evaluate, refine and disseminate a powerful coding framework that attempts to represent and operationalise commonalities amongst some key theorists in the field concerning productive forms of educational dialogue. The Cam-UNAM SEDA (Scheme for Educational Dialogue Analysis) tool is intended to cover teacher-student and peer interactions in a wide variety of classroom settings and subject areas, including whole class and group work, across educational phases and settings with and without technology. The scheme has 33 codes which are clustered into 8 categories according to function of the acts and is used to highlight dialogic sequences within lessons.

Principal Investigators

Dr Sara Hennessy, Faculty of Education
Prof Sylvia Rojas-Drummond, National Autonomous University of Mexico

Cam-UNAM Scheme for Educational Dialogue Analysis (SEDA)

Full version of SEDA
Condensed version of SEDA
SEDA cluster scheme
Teacher SEDA scheme
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戴浩一: 中文構詞與句法的概念結構

July 10th, 2018 No comments

戴浩一: 中文構詞與句法的概念結構

http://www.ccunix.ccu.edu.tw/~lngsign/Tai2007.pdf

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