Reading teaching in network environment refers to teaching activity in which teachers develop students' digital viability based on reading goals, reading content, and reading process in network environment, with students' independent reading as the main method. In order to improve the effect of French reading teaching, this paper studies the framework and storage structure of the French online reading resource platform, and proposes the application strategy of French online reading resources in teaching. Specific strategies include: relying on network resources to cultivate good reading habits, using network reading resource platforms to innovate reading teaching modes, focusing on students' reading speed and skills training, and text knowledge in classroom reading teaching import.
With the increasing social concern of College Students' innovation and entrepreneurship, the importance of knowledge innovation to drive students' entrepreneurship is becoming more and more important in the ability training of college students.This paper mainly explores the problems of the application ability of the intellectual property rights of the undergraduate college students in the current social environment, focusing on the analysis of the current situation, summarizing the problems, and summarizing the reasons, and then puts forward some relevant measures to help improve the ability of the application of intellectual property rights for College Students' innovation and entrepreneurship.
In the 1980s, there was a cultural turn in translation studies. Since then, translation studies are no longer confined to the study of specific texts, but examine the texts in the context of culture and history, and study the production process of texts and the relationship between texts and related factors such as culture and history. When literary works are transplanted from one language to another, it is like moving plants and animals from one place to another. They must “adapt” and grow like individuals or nations, and they can only survive if they adapt to the new environment and change. Intertextuality is one of the important terms in contemporary literary criticism. Intertextuality is one of the seven textual features of a text (formal adaptation, semantic adaptation, intentionality, receptivity, informality, situational, and intertextuality). Gram incidence matrix is designed to count and merge feature words using feature extraction algorithm for text processing and feature extraction, so that feature words of different lengths can be extracted using fixed-length algorithm. A poststructuralist, Roland Barthes, deconstructs the traditional concept of text and extends it to the social and cultural context. The so-called intertextuality of literary creation and literary translation also incorporates cultural connotation and knowledge structure into the relationship between texts. Literary system is a system, social culture is a larger system, and literary system is a constituent factor of the social cultural system, according to the theory of multiple systems; literary creation and literary translation are factors in the literary system. The main focus of intertextuality theory is text comprehension. Bloom’s intertextuality theory, on the other hand, expounds on text creation. On the basis of a feature extraction algorithm, this paper investigates the types and techniques of intertextuality between creative text and translated text using a combination of objective description and theoretical analysis.
The problems were analyzed in cultivation of information attainment of young teachers in a military medical university as indifferent of information consciousness,lack of information searches technology and weakness of information training.The university,the department and the teacher self should pay attention on this problem.The university should set out some policy to encourage information cultivation;the department should improve the conformity of information technology and teaching work;and the teachers should improve self-study ability.
Body-image dissatisfaction among children and adolescent has become increasingly serious, and may be the result of staged differences in the puberty-development process. The aim of this study was to compare differences in body-image dissatisfaction among children and adolescents at different pubertal stages.A total of 574 students aged 8-15 years were recruited from two nine-year schools via stratified cluster sampling, their secondary sex characteristics and external genital development examined, and body-image cognition surveyed using the teenage body-image annoyance questionnaire. This questionnaire covers body-shape, gender, sexual organ, and appearance dissatisfaction. Lower scores indicate a more negative body image.Total, gender, and appearance-dissatisfaction scores in girls were significantly lower than in boys (P<0.05); however, sexual organ-dissatisfaction scores in girls were significantly higher than in boys (P<0.05). Girls' gender-dissatisfaction scores before breast development Tanner II were higher than those after menarche (P<0.05); however, girls' sexual organ-dissatisfaction scores before breast development Tanner II were significantly higher than those after menarche (P<0.05).The girls were more dissatisfied with their gender and appearance than the boys, and the boys were more dissatisfied with their sexual organs than the girls. The girls were more dissatisfied with their sexual organs before breast development Tanner II and more dissatisfied with their gender after menarche.
'/%3e%3cuse xlink:href='%23a' transform='rotate(23.036 .093 25.536)'/%3e%3cuse xlink:href='%23a' transform='rotate(45.87 1.273 16.18)'/%3e%3cuse xlink:href='%23a' transform='rotate(69.945 .996 12.078)'/%3e%3cuse xlink:href='%23a' transform='rotate(20.66 -19.689 31.932)'/%3e%3c/svg%3e)