第一篇：淺析認(rèn)知心理學(xué)對(duì)兒童語(yǔ)言教學(xué)的啟示中英文對(duì)照

淺析認(rèn)知心理學(xué)對(duì)兒童語(yǔ)言教學(xué)的啟示中英文對(duì)照

Cognitive psychology to language teaching for children's enlightenment is analysed.In both Chinese and English

隨著認(rèn)知科學(xué)的興起和發(fā)展，學(xué)者們認(rèn)為要從認(rèn)知語(yǔ)言學(xué)、心理語(yǔ)言學(xué)的角度研究語(yǔ)言習(xí)得。Skehan認(rèn)為以前的研究從某種程度上忽視了心理語(yǔ)言學(xué)的作用，特別是沒(méi)有從當(dāng)代認(rèn)知心理學(xué)所重視的信息處理和認(rèn)知能力兩方面進(jìn)行研究［１］。我以認(rèn)知心理學(xué)理論為基礎(chǔ)，分析兒童語(yǔ)言習(xí)得的特點(diǎn)，對(duì)語(yǔ)言教學(xué)提出意見(jiàn)。

With the rise and development of cognitive science, the scholars thought that it would be from the perspective of cognitive linguistics, psychology linguistics research and language acquisition.Skehan that previous studies in some extent, ignored the role of psychological linguistics, especially not from contemporary cognitive psychology attaches great importance to the two aspects of information processing and cognitive study [1].I based on the theory of cognitive psychology, analyzing the characteristics of children's language acquisition to the language teaching put forward their opinions.一、兒童語(yǔ)言習(xí)得的過(guò)程

A, the children's language acquisition process

許多語(yǔ)言學(xué)家和心理學(xué)家根據(jù)兒童年齡的特點(diǎn)從不同角度對(duì)兒童語(yǔ)言習(xí)得的過(guò)程做出了解釋。相關(guān)的理論有：斯金納的刺激—反應(yīng)論，喬姆斯基的天賦論，皮亞杰的認(rèn)知論，等等。

Many linguists and psychologists according to the characteristics of the child's age to children from different angles, and explained the process of language acquisition.Related theory are: skinner's theory of stimulusformed by imitating simple and specific characterization of schemata to acquire language, for effective language teaching.三、認(rèn)知心理學(xué)理論對(duì)兒童語(yǔ)言教學(xué)的啟示

Three enlightenments to the teaching of children's language, cognitive psychology theory

通過(guò)上述分析，我們發(fā)現(xiàn)：教師要根據(jù)兒童的認(rèn)知心理特點(diǎn)，針對(duì)不同的教學(xué)內(nèi)容，創(chuàng)造相關(guān)的教學(xué)環(huán)境，采用相關(guān)的教學(xué)方法，達(dá)到兒童教學(xué)的目的。通過(guò)學(xué)習(xí)和觀察發(fā)現(xiàn)：對(duì)兒童的語(yǔ)言教學(xué)應(yīng)采用模像直觀、實(shí)物直觀、語(yǔ)言直觀等直觀的教學(xué)方式，實(shí)現(xiàn)以人為本、因材施教的目標(biāo)。

Through the above analysis, we found that: teachers should according to the cognitive psychological characteristics of children, according to different teaching content, create the related teaching environment and adopt relevant teaching method, reach the purpose of teaching children.Through learning and observation found that for children's language teaching mode should be adopted as intuitive and practicality intuitive and direct language intuition teaching mode, realize the goal of humanist, according to their aptitude.認(rèn)知心理學(xué)告訴我們，兒童不斷模仿生活中的事情，所以我們可以采用模像直觀和語(yǔ)言直觀的具體、簡(jiǎn)單的教學(xué)方法。教師可以根據(jù)相關(guān)的教學(xué)內(nèi)容，找到相應(yīng)的視頻材料或自己編排小節(jié)目、小游戲，把學(xué)習(xí)內(nèi)容豐富有趣地展示給兒童。例如，在教兒童學(xué)動(dòng)物詞匯的時(shí)候，教師可以采用播放與動(dòng)物有關(guān)的視頻或做一些動(dòng)物的習(xí)慣動(dòng)作，來(lái)引導(dǎo)兒童模仿視頻中出現(xiàn)的動(dòng)物詞匯和動(dòng)物的動(dòng)作；然后讓兒童扮演小動(dòng)物，模仿它們的動(dòng)作，讓其他兒童來(lái)猜出該動(dòng)物詞匯。這樣就讓詞匯和動(dòng)作形成了一個(gè)表征圖式，很容易被兒童記住。

Cognitive psychology tells us, children imitate things in life, so we can take the mould as specific, simple, intuitive and visual language of teaching methods.The teacher can according to the

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http://www.tmdps.cn/http://www.tmdps.cn/ teaching content, find the corresponding video materials or their small programs, games, learning content to show interesting for children.For example, when teaching children to learn animal words, the teacher can use broadcast video related to the animal or animals to do some habit of action, to guide the children to imitate animal words and animal movement appeared in the video;And then let the children play a small animals, imitate their movement, let the other children to guess the animal words.So let the words and actions forms a representation scheme, children are easy to remember.另外，教師還可以采用實(shí)物直觀的教學(xué)方法，這也是提高兒童語(yǔ)言教學(xué)質(zhì)量的有效方法之一。此教學(xué)方法也可以結(jié)合語(yǔ)言直觀的教學(xué)方法一起使用。例如，在學(xué)習(xí)各種水果名稱的時(shí)候，教師可以拿來(lái)一些水果，一邊展示，一邊說(shuō)水果的詞匯，讓學(xué)生邊看邊模仿說(shuō)這些水果詞匯，進(jìn)行反復(fù)練習(xí)。這樣，各種水果的事物圖像及詞匯就會(huì)一起出現(xiàn)在他們的表征圖式中，通過(guò)模仿并建立相關(guān)來(lái)習(xí)得語(yǔ)言。而且，在學(xué)與顏色相關(guān)詞匯的時(shí)候，教師可以繼續(xù)運(yùn)用各種實(shí)物水果，因?yàn)樗鼈兇聿煌念伾\(yùn)用以上方法，水果和顏色的詞匯就會(huì)形成新的表征圖式出現(xiàn)在兒童的腦海中，有效地達(dá)到語(yǔ)言教學(xué)的目的。

In addition, teachers can adopt physical the intuitive teaching method, which is one of the effective methods to improve the quality of children's language teaching.The intuitive teaching method can combine language teaching methods are used together.When learning a variety of fruits, for example, teachers can take some fruit, side show, said the fruit words, let the students imitate said the fruit words by watching them, to practice over and over again.Things in this way, all kinds of fruit images and words will appear together in their representation scheme, and establish related to acquire language by imitation.And learning associated with color words, the teacher can continue to use all kinds of real fruit, because they represent different color, using the above method, fruit and a color words will form new representation schema in the mind of children, effectively achieve the goal of language teaching.因此，從事兒童語(yǔ)言教學(xué)的教師應(yīng)從學(xué)生的認(rèn)知心理角度出發(fā)，多思考、多研究，把教學(xué)內(nèi)容串聯(lián)起來(lái)，讓它們形成一個(gè)表征圖式，采用直觀的教學(xué)方法，讓這些表征圖式根植于兒童心中，做到寓教于樂(lè)，既讓兒童在潛移默化中習(xí)得語(yǔ)言，又使語(yǔ)言教學(xué)質(zhì)量有顯著提高。

Engaged in children's language teaching, therefore, teachers should begin from the students' cognitive psychology perspective, more thinking, more research, the teaching content together, make them form a representation scheme, using the intuitive teaching method, make the representation schema rooted in the children's heart, and make others laugh and learn, let children acquire language in imperceptible already, and make the language teaching quality has improved significantly.http://www.tmdps.cn/http://www.tmdps.cn/

第二篇：心理學(xué)名詞中英文對(duì)照（推薦）

教育碩士備考之心理學(xué)名詞中英文對(duì)照

感覺(jué)記憶（SM）—sensory memory短期記憶（STM）—short-term M.長(zhǎng)期記憶（LTM）—long-term memory復(fù)誦---rehearsal

預(yù)示(激發(fā))----priming童年失憶癥---childhoodamnesia 視覺(jué)編碼（表征）---visual code(representation)聽(tīng)覺(jué)編碼—acoustic code

運(yùn)作記憶---working memory語(yǔ)意性知識(shí)—semantic knowledge 記憶掃瞄程序—memory scanning procedure竭盡式掃瞄程序-exhaustive S.P.自我終止式掃瞄—self-terminated scanning程序性知識(shí)—procedural knowledge 命題（陳述）性知識(shí)--propositional（declarative）knowledge

情節(jié)（軼事）性知識(shí)—episodic K.訊息處理深度—depth of processing 精致化處理—elaboration登錄特殊性—coding specificity 記憶術(shù)—mnemonic位置記憶法—method of loci

字鉤法—peg word（線）探索（測(cè)）(激發(fā))字—prime 關(guān)鍵詞---key word命題思考----propositional thought心像思考---imaginal thought行動(dòng)思考---motoric thought

概念---concept

原型----prototype屬性----property特征---feature

范例策略--exemplar strategy語(yǔ)言相對(duì)性（假說(shuō)）—linguistic relativity th.音素---phoneme詞素---morpheme

(字詞的)外延與內(nèi)涵意義—denotative & connotative meaning

（句子的）表層與深層結(jié)構(gòu)—surface & deep structure

語(yǔ)意分析法---semantic differential全句語(yǔ)言—holophrastic speech 過(guò)度延伸---over-extension電報(bào)式語(yǔ)言—telegraphic speech 關(guān)鍵期----critical period差異減縮法---differencereduction 方法目的分析---means-ends analysis倒推---working backward

動(dòng)機(jī)---------motive自由意志------free will

決定論------determinism本能-----------instinct

種屬特有行為-----species specific驅(qū)力----drive

誘因------incentive驅(qū)力減低說(shuō)---drive reduction theory

恒定狀態(tài)（作用）—homeostasis原級(jí)與次級(jí)動(dòng)機(jī)—primary & secondary M.功能獨(dú)立—functional autonomy下視丘側(cè)部（LH）—lateral hypothalamus 脂肪細(xì)胞說(shuō)----fat-cell theory下視丘腹中部（VMH）—ventromedial H 定點(diǎn)論---set point theory.CCK───膽囊調(diào)節(jié)激素

第一性征---primary sex characteristic第二性征---secondary sex characteristic 自我效能期望—self-efficiency expectancy內(nèi)在（發(fā)）動(dòng)機(jī)—intrinsic motive 外在（衍）動(dòng)機(jī)—extrinsic motive成就需求---N.achievement

需求層級(jí)—hierarchy of needs自我實(shí)現(xiàn)---self actualization

沖突----conflict多項(xiàng)儀---polygraph

膚電反應(yīng)----------GSR(認(rèn)知)評(píng)估---(cognitive appraisal臉部回饋假說(shuō)---facial feedback hypothesis(生理)激發(fā)----arousal

挫折-攻擊假說(shuō)---frustration-aggression hypothesis 替代學(xué)習(xí)----vicarious learning

發(fā)展------development先天-----nature

后天-----nurture成熟-------maturation

(視覺(jué))偏好法-----preferential method

習(xí)慣法-----habituation視覺(jué)懸崖-----visual cliff

剝奪或豐富(環(huán)境)---deprivation or enrichment of env.基模----schema

同化----assimilation調(diào)適-----accommodation

平衡----equilibrium傳承---generativity

感覺(jué)動(dòng)作期----sensorimotor stage物體永久性----objective permanence 運(yùn)思前期----preoperational st.保留概念----conservation

道德現(xiàn)實(shí)主義---moral realism具體運(yùn)思期-----concrete operational 形式運(yùn)思期----formal operational st.前俗例道德---pre-conventional moral 俗例道德----conventional moral超俗例道德----post-conventional moral 氣質(zhì)----temperament依附---attachment

性別認(rèn)定---gender identity性別配合----sex typing

性蕾期---phallic stage性別恒定----gender constancy 戀親沖突—Oedipal conflict認(rèn)同-----identification

社會(huì)學(xué)習(xí)----social learning情結(jié)---complex

青年期----adolescence青春期---puberty

第二性征---secondary sex characteristics認(rèn)同危機(jī)---identity crisis

定向統(tǒng)合---identity achievement早閉型統(tǒng)合---foreclosure

未定型統(tǒng)合---moratorium迷失型統(tǒng)合---identity diffusion 心理動(dòng)力------psycho-dynamics心理分析------psychoanalysis

行為論-------behaviorism心理生物觀---psycho-biological perspective 認(rèn)知---------cognition臨床心理學(xué)家-clinical psychologist 諮商--------counseling人因工程-------human factor engineering 組織--------organization潛意識(shí)---------unconsciousness

完形心理學(xué)---Gestalt psychology感覺(jué)------------sensation

知覺(jué)--------perception實(shí)驗(yàn)法--------experimental method 獨(dú)變項(xiàng)-------independent variable依變項(xiàng)--------dependent V.控制變項(xiàng)------control V.生理------------physiology

條件化---------conditioning學(xué)習(xí)------------learning

比較心理學(xué)---comparative psy.發(fā)展-------------development

社會(huì)心理學(xué)---social psy.人格--------------personality

心理計(jì)量學(xué)—psychometrics受試(者)---------subject

實(shí)驗(yàn)者預(yù)期效應(yīng)—experimenter expectancy effect

雙盲法-----double—blind實(shí)地實(shí)驗(yàn)--------field experiment 相關(guān)-----------correlation調(diào)查-------------survey

訪談-----------interview個(gè)案研究-------case study

觀察-----------observation心理測(cè)驗(yàn)-------psychological test 紋理遞變度-----texture gradient注意------------attention

物體的組群---grouping of object型態(tài)辨識(shí)—pattern recognition

形象-背景----figure-ground接近律--------proximity

相似律--------similarity閉合律-------closure

連續(xù)律--------continuity對(duì)稱律-------symmetry

錯(cuò)覺(jué)-----------illusion幻覺(jué)----------delusion

恒常性--------constancy大小----------size

形狀-----------shape位置----------location

單眼線索-----monocular cue線性透視----linear-perspective 雙眼線索-----binocular cue深度---------depth

調(diào)節(jié)作用-----accommodation重迭----superposition

雙眼融合-----binocular fusion輻輳作用-----convergence

雙眼像差-----binocular disparity向度---------dimension

自動(dòng)效應(yīng)-----auto-kineticeffect運(yùn)動(dòng)視差-----motion parallax

誘發(fā)運(yùn)動(dòng)----inducedmotion閃光運(yùn)動(dòng)-----stroboscopic motion 上下文﹑脈絡(luò)-context人工智能------artificial intelligence A.I.脈絡(luò)關(guān)系作用-context effect模板匹配------template matching 整合分析法---analysis-by-synthesis豐富性---------redundancy

選擇性---------selective無(wú)意識(shí)的推論-unconscious inferences 運(yùn)動(dòng)后效---motion aftereffect特征偵測(cè)器—feature detector

激發(fā)性---excitatory抑制性----inhibitory

幾何子---geons由上而下處理—up-down process 由下而上處理---bottom-up process連結(jié)者模式---connectionist model 聯(lián)結(jié)失識(shí)癥---associative agnosia臉孔辨識(shí)困難癥---prosopagnosia

意識(shí)--conscious（ness）識(shí)改變狀態(tài)---altered states of consciousness 無(wú)意識(shí)----unconsciousness前意識(shí)---------preconsciousness 內(nèi)省法---introspection邊緣注意---peripheralattention 多重人格-----multiple personality

午餐排隊(duì)(雞尾酒會(huì))效應(yīng)—lunch line(cocktail party)effect

自動(dòng)化歷程----automatic process

解離----dissociate解離認(rèn)同失常----dissociative identity disorder 快速眼動(dòng)睡眠----REM dream非快速眼動(dòng)睡眠—NREM dream

神志清醒的夢(mèng)----lucid dreaming失眠---insomnia

顯性與隱性夢(mèng)---manifest & latern content心理活動(dòng)性psychoactive

冥想------meditation抗藥性----tolerance戒斷----withdrawal 感覺(jué)剝奪---sensory deprivation物質(zhì)濫用----substance abuse

成癮--------physical addiction物質(zhì)依賴----sub.dependence

戒斷癥狀----withdrawal symptom興奮劑--stimulant

幻覺(jué)（迷幻）劑----hallucinogen鎮(zhèn)定劑---sedative﹐

抑制劑—depressant酒精中毒引起譫妄—delirium tremens 麻醉劑---narcotic催眠----hypnosis

催眠后暗示----posthypnotic suggestion催眠后失憶 posthypnotic amnesia 超心理學(xué)---parapsychology超感知覺(jué)extrasensory perception ESP 心電感應(yīng)---telepathy超感視---clairvoyance 預(yù)知---precognition 心理動(dòng)力—psycokinesis PK受納器-----receptor

絕對(duì)閾----absolute threshold差異閾----------difference threshold

恰辨差--------JND

韋伯律---------Weber's law心理物理-----psychophysical

費(fèi)雪納定律---Fechner's law頻率-----frequency

振幅----------amplitude音頻-------pitch

基音----------fundamental tone倍音-----overtone

和諧音-------harmonic音色------timbre

白色噪音----white noise鼓膜-----eardrum

耳蝸----------cochlea卵形窗—oval window

圓形窗-------round window前庭-----vestibular sacs

半規(guī)管-------semicircular canals角膜-------cornea

水晶體-------lens虹膜------------iris

瞳孔----------pupil網(wǎng)膜---------retina

睫狀肌-------ciliary muscle調(diào)節(jié)作用---accommodation

脊髓---------spinal cord反射弧--------reflex arc

腦干---------brain stem計(jì)算機(jī)軸性線斷層掃描--CAT 或CT PET---正子放射斷層攝影MRI-----磁共振顯影

延腦----medulla橋腦-----pons小腦----cerebellum

網(wǎng)狀結(jié)構(gòu)---reticular formationRAS----網(wǎng)狀活化系統(tǒng)

視丘----thalamus下視丘----hypothalamus

大腦----cerebrum腦（下）垂體（腺）—pituitary gland 腦半球---cerebral hemisphere皮質(zhì)---cortex

胼胝體----corpus callosum邊緣系統(tǒng)------limbic system

海馬體----hippocampus杏仁核--------amygdala

中央溝---central fissure側(cè)溝-----------lateral fissure

腦葉------lobe同卵雙生子----identical twins 異卵雙生子—fraternal twins

古典制約--classical conditioning操作制約---operant conditioning 非制約刺激—(USunconditioned stimulus非制約反應(yīng)—(UR)unconditioned R.制約刺激---(CS)conditioned S.制約反應(yīng)----(CR)conditioned R.習(xí)(獲)得-----acquisition增強(qiáng)作用------reinforcement

消除(弱)------extinction自(發(fā)性)然恢復(fù)----spontaneous recovery 前行制約—forward conditioning同時(shí)制約--simultaneous conditioning 回溯制約---backward cond.痕跡制約——trace conditioning

延宕制約—delay conditioning類化(梯度)---generalization(gradient)區(qū)辨------discrimination(次級(jí))增強(qiáng)物-------(secondary)reinforcer 嫌惡刺激---aversive stimulus試誤學(xué)習(xí)---trial and error learning

效果率-----law of effect正(負(fù))性增強(qiáng)物—positive(negative)rei.行為塑造—behavior shaping循序漸進(jìn)-----successive approximation 自行塑造—autoshaping部分(連續(xù))增強(qiáng)—partial(continuous)R 定比(時(shí))時(shí)制—fixed ratio(interval)schedule FR或FI

變化比率(時(shí)距)時(shí)制—variable ratio(interval)scheduleVR或VI

逃離反應(yīng)---escape R.回避反應(yīng)—avoidance response習(xí)得無(wú)助----learned helplessness頓悟--------insight

學(xué)習(xí)心向—learning set隱內(nèi)(潛在)學(xué)習(xí)---latent learning 認(rèn)知地圖---cognitive map生理回饋------biofeedback

敏感遞減法-systematic desensitization普里邁克原則—Premack's principle 洪水法----flooding觀察學(xué)習(xí)----observational learning 動(dòng)物行為學(xué)----ethology敏感化—sensitization

習(xí)慣化---habituation)聯(lián)結(jié)---association

認(rèn)知學(xué)習(xí)----cognitional L.觀察學(xué)習(xí)---observational L.登錄﹑編碼----encoding保留﹑儲(chǔ)存-----retention 提取------retrieval回憶----(freerecall

全現(xiàn)心像﹑照相式記憶---eidetic imagery﹑photographic memory

舌尖現(xiàn)象（TOT）—tip of tongue再認(rèn)----recognition

再學(xué)習(xí)--------relearning節(jié)省分?jǐn)?shù)----savings

外顯與內(nèi)隱記憶--explicit & implicitmemory

記憶廣度---memory span組集--chunk

序列位置效應(yīng)---serial position effect起始效應(yīng)---primacy effect 新近效應(yīng)-----recency effect凝固理論—consolidation

心(情)境依賴學(xué)習(xí)---state-dependent L.無(wú)意義音節(jié)—nonsense syllable 順向干擾---proactive interference逆向干擾---retroactive interference 閃光燈記憶---flashbulb memory動(dòng)機(jī)性遺忘----motivated forgetting 器質(zhì)性失憶癥—organic amnesia阿茲海默癥---Alzheimer“s disease近事（順向）失憶癥—anterograde amnesia舊事（逆向）失憶—retrograde A.高沙可夫癥候群—korsakoff”s syndrome

第三篇：兒童對(duì)色彩的認(rèn)知心理

兒童對(duì)色彩的認(rèn)知心理

年齡與色彩

據(jù)心理學(xué)家研究表明:年齡為2~3歲的幼 兒期兒童喜愛(ài)艷麗明快的顏色,尤其是對(duì)比明顯的顏色,有部 分孩子對(duì)新鮮顏色的偏愛(ài)程度會(huì)持續(xù)整個(gè)兒童階段。因此,為 這一年齡段的兒童做設(shè)計(jì)時(shí),應(yīng)更多地使用明度高與純度高的 色彩。實(shí)踐證明,兒童在紅、橙、黃、綠、藍(lán)、紫、棕、黑、白、灰等 10種顏色中,兒童更多地偏愛(ài)紅、黃、綠色,較少偏愛(ài)黑、灰、棕 色。兒童在1~5歲期間,對(duì)顏色愛(ài)好的差異并不顯著,但6歲 之后,還表現(xiàn)出性別差異。男性最喜愛(ài)黃、藍(lán)兩色,其次是紅、綠兩色;女性則最喜愛(ài)紅、黃兩色,其次是橙、白、藍(lán)三色。充滿 童趣的女孩們鐘情于淺色調(diào),而男孩們認(rèn)為深色或穩(wěn)重色調(diào)較 適合他們。據(jù)丁秀玲研究?jī)和矢惺芙Y(jié)果表明: 65%的4歲 兒童能感受到色彩的冷暖性。隨年齡增長(zhǎng), 5 ~6歲兒童色彩感受度己達(dá)到74%和 77%,但就整個(gè)學(xué)前階段兒童而言,兒童普遍表現(xiàn)為喜歡暖色 調(diào)。兒童從4歲開(kāi)始就己具有相當(dāng)明顯的先天直覺(jué)美感,因而 對(duì)色彩均衡和諧也有較好的感覺(jué),其百分比為4、5、6歲兒童分 別為78%、61%、70%,從中不難看出4歲兒童比5、6歲兒童具 有更強(qiáng)的審美感受。另外,兒童的審美趣味會(huì)伴隨年齡增長(zhǎng)表 現(xiàn)為由色彩鮮艷、對(duì)比強(qiáng)烈向協(xié)調(diào)、柔和方向轉(zhuǎn)變。因而,為年 齡大一些的兒童作設(shè)計(jì)時(shí)色彩對(duì)比應(yīng)有所調(diào)整[2]。1.2 兒童對(duì)玩具包裝圖形的識(shí)別能力 兒童的內(nèi)心世界是相當(dāng)豐富精彩的,他們具備超乎常規(guī)的 想象力,他們對(duì)萬(wàn)物充滿了好奇,哪怕是一塊斑斕的色彩、一個(gè) 古怪的圖形、一根彎曲的線條,都會(huì)令他們駐足半晌,想象聯(lián) 翩。研究表明: 6~7歲兒童的空間知覺(jué)一般己有所發(fā)展,在形 狀知覺(jué)方面,他們一般都能辨認(rèn)正方形、長(zhǎng)方形、圓形、菱形、三 角形等等。當(dāng)兒童接觸到產(chǎn)品自身或包裝上的圖形時(shí),總是和 具體事物聯(lián)系在一起來(lái)認(rèn)識(shí),他們常把不熟悉的抽象圖形與具 體實(shí)物聯(lián)系在一起認(rèn)知。如果是熟知或熟悉的圖形,他們馬上 會(huì)迷上一段時(shí)間去觀察和想象其情景內(nèi)容[3]。現(xiàn)在市場(chǎng)上兒童食品包裝從食品本身固有的顏色出發(fā)，對(duì)其色彩進(jìn)行提煉與升華，看上去更加五彩繽紛、生動(dòng)活潑，很能吸引兒童的視線。在色彩設(shè)計(jì)上。兒童食品就大多采用鮮紅、嫩黃、金色、蘋果綠、淡紫或玫瑰色等。因?yàn)槿?duì)比色搭配比較適合兒童的視覺(jué)心理，也能影響到兒童的色彩記憶。每種色彩都會(huì)給人不同的味覺(jué)暗示，關(guān)于色彩的感覺(jué)，日本色彩學(xué)家內(nèi)藤耕次郎通過(guò)實(shí)驗(yàn)得出甜是黃、白、桃紅，酸是綠色，苦是茶、灰、黑，咸是白、藍(lán)、茶、青色。色彩學(xué)家埃斯比爾克的實(shí)驗(yàn)結(jié)果為：甜是橙紅，酸是綠色、藍(lán)綠色，苦是黑色，咸是藍(lán)色。哥林支的實(shí)驗(yàn)結(jié)果為：甜味是粉紅，酸味是綠，苦味是藍(lán)紫色，咸味是藍(lán)色。包裝色彩直接影響到兒童對(duì)食品口味的選擇，因而要在理解色彩味覺(jué)特點(diǎn)的基礎(chǔ)上進(jìn)行色彩設(shè)計(jì)。答案補(bǔ)充

有人作過(guò)統(tǒng)計(jì)：兒童大多喜愛(ài)極鮮艷的顏色。嬰兒喜愛(ài)紅色和黃色，4～9歲兒童最喜愛(ài)紅色，9歲的兒童又喜愛(ài)綠色，7～15歲的小學(xué)生中男生的色彩愛(ài)好次序是綠、紅、青、黃、白、黑；女生的愛(ài)好次序是綠、紅、白、青、黃、黑。隨著年齡的增長(zhǎng)，人們的色彩喜好逐漸向復(fù)色過(guò)渡，向黑色靠近。也就是說(shuō)，年齡愈近成熟，所喜愛(ài)色彩愈傾向成熟。這是因?yàn)閮和瘎傋呷脒@個(gè)大千世界，腦子思維一片空白，什么都是新鮮的，需要簡(jiǎn)單的、新鮮的、強(qiáng)烈刺激的色彩，他們神經(jīng)細(xì)胞產(chǎn)生得快，補(bǔ)充得快，對(duì)一切都有新鮮感。隨著年齡的增長(zhǎng)，閱歷也增長(zhǎng)，腦神經(jīng)記憶庫(kù)已經(jīng)被其他刺激占去了許多，色彩感覺(jué)相應(yīng)就成熟和柔和些。2．色彩心理與職業(yè)有關(guān) 體力勞動(dòng)者喜愛(ài)鮮艷色彩，腦力勞動(dòng)者喜愛(ài)調(diào)和色彩；農(nóng)牧區(qū)喜愛(ài)極鮮艷的，成補(bǔ)色關(guān)系的色彩；高級(jí)知識(shí)分子則喜愛(ài)復(fù)色、淡雅色、黑色等較成熟的色彩。

性別與色彩

一般來(lái)說(shuō)，男性多用穩(wěn)重沉著的色彩，色彩變化不大；女性則多用華美鮮艷的色彩，色彩變化萬(wàn)千。女性多少有些幻想氣質(zhì)，羅曼蒂克的色彩，往往最能觸動(dòng)她們善感的神經(jīng)。女性的優(yōu)雅與柔媚，需要夢(mèng)幻般的色調(diào)來(lái)表現(xiàn)。最常用的色彩有蒼白、淺色和帶淺灰的色調(diào)，常用的色彩有清晰的粉紅、帶黃的粉紅，這是表達(dá)甜美的夢(mèng)；奶油色和檸檬黃，表達(dá)女性的肌膚和柔媚的性情。還有一些多彩的蒼白色調(diào)，如稍黯淡的綠色、淺青色、淡紫色，這適合表達(dá)五彩斑斕的夢(mèng)境。還有透明感的灰褐色、銀灰色，表達(dá)透明的知性美。但是近些年來(lái)男女服裝用色的距離越來(lái)越接近，女裝男性化和男裝女性化的情況經(jīng)常可以看到。地域與色彩

在我國(guó)古代，天人合一的思想同樣體現(xiàn)在傳統(tǒng)的色彩文化上。“天有六氣，發(fā)有五色”。“五色”是色彩的本原之色，是一切色彩的基本元素。《周禮·考工記》曰：“畫繢之事，雜五色。東方謂之青，西方謂之白，南方謂之赤，北方謂之黑，天謂之玄，地謂之黃。”在戰(zhàn)國(guó)時(shí)期，五色被認(rèn)為可與五行、五時(shí)、五聲、五態(tài)互相對(duì)應(yīng)，相互轉(zhuǎn)化，而這里的五氣指寒、熱、風(fēng)、燥、濕，五時(shí)指冬、夏、春、秋、長(zhǎng)夏，由此可見(jiàn)，古人已經(jīng)把色彩和自然氣候聯(lián)系起來(lái)，把它們看作一個(gè)可以相互轉(zhuǎn)換、彼此依存的整體。

第四篇：大學(xué)校園應(yīng)該對(duì)游客開(kāi)放(中英文對(duì)照)范文

The university campus should be open to tourists

In fact, there are many royal gardens and parks, all of them obviously better than the scenery in the Universities.Why do you think people prefer visiting here with their children? The atmosphere of famous universities can motivate students visitors to seek more knowledge.That is because it is a dream goal for many Chinese parents and young ambitious students.Besides this, as more tourists come to visit universities, these universities can widen their influence as well and they can also make some profit from the tourism.some people argued that it is a good thing for the students to visit the famous university campus in that it can enable the middle students to get more information about the university and they can have enough time and opportunity to prepare themselves with the chance to get into the university.The merits of this is obvious.In the first place, Openning the University Campus to Tourists is propitious to enhance our university fame.In the second place, the tourists increase a scenery to visit.The university campus should be open to tourist for visiting well-known university campus always likes to relive their college dreams.Especially the majority of tourists will together with their children.They say let their children visit the well-known university which is an important thing to their children’ future further on broaden children's horizon.On the other hand, University campus should open word is bound to cause all sorts of security lapses, Such as fighting and fire and so on.Everyone want to visit well-known university campus.But we should make something be in order.Then the university could limit the quality of tourists and opening time.Tourists and the university both have a responsibility to make campus's environment wonderful.With the coming of great number of tourists ,universities may obtain a lot of money to renew and modernize teaching buildings,consequently improve the whole campus environment.Second ,middle school students can have a good impression of the universities ,which will set a good definite goal for themselves.I used to hear a story that one naught boy did not like study at all ,but one day his wise parents brought him to visit peking university ,he has completely overturned by the culture and intellectual ambiance.In my opinion, I think university should be open to public,since it is our government that spend the money on college education.what is more,there are many royal gardens and parks, all of them are obviously better than the scenery in the Universities.Why do you think people prefer visiting here with their children? That is because it is a dream goal for many Chinese parents and young ambitious students.Besides this, as more tourists come to visit universities, these universities can widen their influence.At the same time,school should strengthen the management of campus security and insure that students' learning life will not be affect.In summary: First, the university is open to visitors, not only to ease the tension tourist attractions, but also to satisfy people for scientific, cultural, humanistic spirit of admiration.This is without investing to have good social investment, the country's good.Second, the university as a social welfare agency, the government invested a lot of money, the university can promote economic development and opening up nearby, operating properly, can bring some benefits to the school, both to meet the tourists, but also conducive to the school, can be described as a double-win behavior.Third, the university as a cultural organization, both social choice, cultural heritage sites specifically, but also innovation, culture, an important base for radiation.Therefore, the university functions, not only transport technology and talent to the community, it should be spread culture to the community, so bring the whole social and cultural development.Fourth, practice makes perfect, the Open University is not only able to provide the opportunity for students to practice what they have learned, and contact with the community, but also reflects the university inclusive concept, and ultimately to promote social and cultural development, just as China's reform and opening up in1978, we can’t stop the advance because of fear problems, as long as the open, some of the problems will be solved naturally.Fifth, the famous universities should assume their social responsibilities,and in a timely manner show a broad open humanistic care for people.Through scientific management, reasonable ease, visitors also will be able to set a good example, really fall into the hearts of the academic temple, quietly feel charm from knowledge.Sixth, the Chinese Ministry of Education in 2013, according to statistics, in addition to the military, diplomatic and other institutions, above 90 percent of Chinese university are open to visitors, there is a reasonable, objective data that best describes the problem, so open is the trend, not facts argue.第一，大學(xué)向游客開(kāi)放，既緩解了旅游景點(diǎn)的緊張，又滿足了人們對(duì)于科學(xué)、文化、人文精神的景仰之情。這是無(wú)須投資就有良好社會(huì)效益、利國(guó)利民的好事。

第二，大學(xué)作為社會(huì)公益機(jī)構(gòu)，政府投入了大量資金，大學(xué)開(kāi)放可以帶動(dòng)附近的經(jīng)濟(jì)發(fā)展，經(jīng)營(yíng)得當(dāng)，也能為學(xué)校帶來(lái)部分收益，既滿足了游客，也利于學(xué)校，可謂雙贏。

第三，大學(xué)作為文化組織，既是社會(huì)選擇，傳承文化的專門場(chǎng)所，又是創(chuàng)新，輻射文化的重要基地。因此，大學(xué)的功能，不僅在于向社會(huì)輸送科技和人才，更應(yīng)是向社會(huì)傳播文化，從而帶動(dòng)整個(gè)社會(huì)文化的發(fā)展。

第四，實(shí)踐出真知，開(kāi)放大學(xué)不僅能夠?yàn)閷W(xué)生提供實(shí)踐所學(xué)的機(jī)會(huì)，接觸社會(huì)，而且體現(xiàn)大學(xué)兼容并包的理念，最終推動(dòng)社會(huì)文化發(fā)展，就如同中國(guó)當(dāng)年的改革開(kāi)放一樣，不能因?yàn)閼峙聠?wèn)題而停止前進(jìn)的步伐，只要開(kāi)放了，一些問(wèn)題自然會(huì)迎刃而解。

第五，這些名校應(yīng)承擔(dān)自己的社會(huì)責(zé)任，及時(shí)向人們展現(xiàn)博大開(kāi)放的人文關(guān)懷。通過(guò)科學(xué)管理，合理疏導(dǎo)，游客們也定能做好表率，真正走進(jìn)心中的學(xué)術(shù)圣殿，靜靜感受它的美好。

第六，據(jù)2013年中國(guó)教育部統(tǒng)計(jì)，除軍校、外交等院校外，中國(guó)近90%以上的大學(xué)都對(duì)游客開(kāi)放，存在即合理，客觀的數(shù)據(jù)最能說(shuō)明問(wèn)題，所以開(kāi)放是大勢(shì)所趨，不可爭(zhēng)辯的事實(shí)。

1)Each candidate gives an opening statement to illustrate your viewpoint clearly.(1 minute each)2)Two candidates debate on the issue by asking and responding to the opponent for more details.Each candidate should have an adequate background of the positions and arguments that you will be proposing.(5-6minutes)3)Each candidate gives a final conclusive argument/statement at the end of the debate.(1 minute)

第五篇：對(duì)出國(guó)留學(xué)的看法(中英文對(duì)照)

In recent years, studying abroad has been popular.More and more students leave their own country to go abroad for their further education.They say that they can develop better with advanced and teaching methods in those modern schools.By communicating with foreign students or staying a long time with them, a profitable experience is available to them.By the time they come back home, they are supposed to have a great advantage over the students at home in many ways.I quite agree with what they say.There are many advantages.Firstly, going abroad will broaden our horizons and seeing those developed countries will motivate us to study harder.Secondly, studying abroad will gain us a lot of knowledge, which is hardly possible to be learned in our own country.Thirdly, as we are alone when study abroad, it invisibly enhances our abilities to depend on ourselves.Fourthly, it provides us with a good opportunity to make friends with foreigners, which will benefit us lifelong.Last but not the least, when we finish our schoolship, we will be offered with better job and it means we could welcome a colorful future.But one fact I'd like to remind them of is that quite a number of overseas students stay abroad disappointed as they can't obtain what they hope for, let alone success.When they are abroad, they are helpless and have to be independent, which is quite contrary to what it is at home.They lack independence;they can't even tell right and wrong apart, and as a result some of them even commit crimes.Therefore, whether it is good or not to study abroad depends on the individual.So take more factors into careful consideration.近年來(lái)，出國(guó)留學(xué)已經(jīng)流行。越來(lái)越多的學(xué)生離開(kāi)自己的祖國(guó)去國(guó)外進(jìn)修。他們說(shuō)在先進(jìn)設(shè)施和教學(xué)方法的現(xiàn)代學(xué)校中能得到更好的發(fā)展。通過(guò)與國(guó)外的學(xué)生的交流或住很長(zhǎng)一段時(shí)間，他們能得到很寶貴的經(jīng)驗(yàn)。當(dāng)他們回國(guó)的時(shí)候，他們應(yīng)該有許多方面比在國(guó)內(nèi)學(xué)生有很大優(yōu)勢(shì)。我很同意他們所說(shuō)的。

我認(rèn)為出國(guó)留學(xué)有很多好處。首先，出國(guó)留學(xué)可以拓展我們的視野并且我們可以接觸到發(fā)達(dá)國(guó)家的東西。這樣可以激勵(lì)我們更加努力的學(xué)習(xí)。第二，出國(guó)留學(xué)可以使我們獲得很多在自己國(guó)家得不到的東西。第三，出國(guó)留學(xué)時(shí)，我們獨(dú)自一人，這樣可以培養(yǎng)我們的獨(dú)立能力。第四，出國(guó)留學(xué)使我們有好的機(jī)會(huì)接觸到外國(guó)人。最重要的是，當(dāng)我們完成學(xué)業(yè)時(shí)，我們可以找到一份好的工作，它意味著我們可以有一個(gè)好的未來(lái)。

但有一個(gè)事實(shí)我想提醒他們的是，相當(dāng)一部分留學(xué)生失望，因?yàn)樗麄儾荒艿玫剿麄兯Ｍ摹屢粋€(gè)人的成功。當(dāng)他們?cè)趪?guó)外的時(shí)候，他們無(wú)助必須要獨(dú)立，這是和在家里是完全相反的。他們?nèi)狈Κ?dú)立性；他們甚至不能區(qū)分正確和錯(cuò)誤，結(jié)果其中一些甚至犯罪。

因此，出國(guó)留學(xué)無(wú)論是好還是壞取完全決于個(gè)人，所以要仔細(xì)考慮更多的因素。