academic approach中文是什么意思

發(fā)音:

中文翻譯
造句

學術(shù)研究

academic adj. 1.學院的；大學的；學會的，(學術(shù)、文藝)協(xié)會 ...
approach vt. 1.向…接近，走近；使接近。 2.探討；看待，對 ...
approach of 駛近
approach to 接近；幾乎等于; 接近；近似，約等于; 接近；約等于; 接近于; 類似,辦法,通道; 駛近; 通往...的方法；接近
at the approach of 在快到的時候; 在…將到的時候
on the approach 在進場中
the approach 降落機場前
the approach of 在快到的時候
with the approach of 隨著….的臨近
approach approach 一再鍛煉的人
academic ability 學術(shù)能力; 學習能力
academic acceleration (優(yōu)秀學生)學習跳級(越級), 提前結(jié)業(yè); 優(yōu)秀學生學習跳級
academic accreditation 學歷評審; 學術(shù)評審
academic achievement 學術(shù)成就; 學業(yè)成績
academic activities 學術(shù)活動
academic activity 學術(shù)活動
academic administration 高等學校教務(wù)處
academic adviser （導師）：在學習上幫助學生并為其提供咨詢的教師。他們還在學生選課時程中給予協(xié)助。; 學術(shù)顧問; 學業(yè)導師
academic advisor 學期、學季等
academic appraisal 科學評議; 學術(shù)評價
academic aptitude 學術(shù)能力傾向; 學習資質(zhì)
academic arbitrage 理論套利
academic art 學院藝術(shù)派; 院

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例句與用法

On liang qichao ' s rational spirit and academic approach
梁啟超的理性精神與學術(shù)態(tài)度
Although the subject is racial discrimination , the director does no intend to lecture us or analyze the topic in an academic approach . the film is instead turned into a highly comical and whimsical farce
全片都以夸張幽默手法把杉原的不平遭遇帶出，編導猶其精于化暴力為幽默，多場格斗戲都拍得有聲有色，觀眾看時笑聲不絕。
Religious studies considers religion as part of human life , thinking and activity . it advocates an objective , scientific , and academic approach to the study of religious phenomena and the understanding of people s religious needs
宗教研究視宗教為人類生活、思想、活動的一部分，主張以客觀、科學及學術(shù)的研究方法掌握宗教現(xiàn)象并理解人的宗教訴求。
Through such practice and academic approach , we draw the initial conclusion that * the preschooler language acquisition environment that integrates seeing , listening and doing is effective for enhancing the interests of preschoolers towards language acquisition , enabling them to become active constructors of language and sense , and cultivating and promoting the language acquisition ability of preschoolers , which lays a theoretical and practical foundation for verifying this conclusion through the comparative experiments
在這樣的實踐和理論探討中，我們得出： “ ‘視、聽、做’一體化的嬰幼兒語言習得環(huán)境，對提高嬰幼兒語言習得興趣，使嬰幼兒成為語言意義的主動建構(gòu)者，培養(yǎng)和提高嬰幼兒語言習得能力具有明顯效果”的初步結(jié)論。為進一步從對比實驗的角度驗證這一結(jié)論奠定了相應的理論和實踐基礎(chǔ)。

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