文章通过建设数字化“综合日语”课程思政教学资源库,探索了思政目标的实现路径。课程资源库建设主要包括五方面内容,每一部分都设定明确的思政育人目标,并通过行之有效的举措,实现“育人和育才”相统一的人才培养目标。坚持‘立德树人...文章通过建设数字化“综合日语”课程思政教学资源库,探索了思政目标的实现路径。课程资源库建设主要包括五方面内容,每一部分都设定明确的思政育人目标,并通过行之有效的举措,实现“育人和育才”相统一的人才培养目标。坚持‘立德树人,服务国家’的教育理念,推动“综合日语”课程的数字化进程,增强课程教学的吸引力和感染力,构建“价值塑造、语言知识传授、能力培养”三位一体的“综合日语”课程思政体系,并将课程思政真正落实到教学活动的全过程。This paper explores the pathways to achieve ideological and political education goals through the construction of a digital resource library for the “Comprehensive Japanese” course. This construction mainly consists of five aspects, and each of which sets clear ideological and political education goals and contributes to achieve the unified goal of talent development through effective measures. These pathways we explore, adhering to the educational philosophy of “cultivating individuals with integrity to serve the nation,” can promote the digitalization process of the “Comprehensive Japanese” course, enhance the attractiveness and persuasiveness of the curriculum teaching, construct an ideological and political system of “value shaping, language knowledge imparting and competence cultivating”, and implement truly ideological and political education throughout the entire teaching process.展开更多
以「控える」和「抑える」为研究对象,借助在线检索系统NINJAL-LWP for BCCWJ(NLB)语料库,按照出现类型中「…を控える/抑える」「…に控える/抑える」「控える/抑える?動詞」的顺序,将定性研究与定量研究相结合,比较「控える」和「抑...以「控える」和「抑える」为研究对象,借助在线检索系统NINJAL-LWP for BCCWJ(NLB)语料库,按照出现类型中「…を控える/抑える」「…に控える/抑える」「控える/抑える?動詞」的顺序,将定性研究与定量研究相结合,比较「控える」和「抑える」在词语搭配中表现出来的语义特征和用法区别。研究发现:「控える」多表示时间或空间上的临近、靠近,暂时不做某事或饮食上节制、控制,「控える」与后续动词主要是内容关系;「抑える」多表示阻止、控制事态发展,忍住某种情绪或将结果控制在某个范围内,「抑える」与后续动词之间的意义关系更为广泛。展开更多
文摘文章通过建设数字化“综合日语”课程思政教学资源库,探索了思政目标的实现路径。课程资源库建设主要包括五方面内容,每一部分都设定明确的思政育人目标,并通过行之有效的举措,实现“育人和育才”相统一的人才培养目标。坚持‘立德树人,服务国家’的教育理念,推动“综合日语”课程的数字化进程,增强课程教学的吸引力和感染力,构建“价值塑造、语言知识传授、能力培养”三位一体的“综合日语”课程思政体系,并将课程思政真正落实到教学活动的全过程。This paper explores the pathways to achieve ideological and political education goals through the construction of a digital resource library for the “Comprehensive Japanese” course. This construction mainly consists of five aspects, and each of which sets clear ideological and political education goals and contributes to achieve the unified goal of talent development through effective measures. These pathways we explore, adhering to the educational philosophy of “cultivating individuals with integrity to serve the nation,” can promote the digitalization process of the “Comprehensive Japanese” course, enhance the attractiveness and persuasiveness of the curriculum teaching, construct an ideological and political system of “value shaping, language knowledge imparting and competence cultivating”, and implement truly ideological and political education throughout the entire teaching process.
文摘以「控える」和「抑える」为研究对象,借助在线检索系统NINJAL-LWP for BCCWJ(NLB)语料库,按照出现类型中「…を控える/抑える」「…に控える/抑える」「控える/抑える?動詞」的顺序,将定性研究与定量研究相结合,比较「控える」和「抑える」在词语搭配中表现出来的语义特征和用法区别。研究发现:「控える」多表示时间或空间上的临近、靠近,暂时不做某事或饮食上节制、控制,「控える」与后续动词主要是内容关系;「抑える」多表示阻止、控制事态发展,忍住某种情绪或将结果控制在某个范围内,「抑える」与后续动词之间的意义关系更为广泛。
