高分 求 翻译 谁能帮我翻译一下 5
Do you like the lettuce in the sandwish?
Put some butter on a piece of bread.
How much butter?
About a spoon of.
Cut up some tomatoes。
Storytelling appeals to children’s imaginations and emotions and helps make learning more meaningful. When children listen to stories, they create mental images that belong to them, connecting the content to something personally significant. According to Steiner (1997), young children are in the age of imagination, and because of this, our teaching must be delivered to them through images. Other writers and educational researchers also refer to image making as a powerful tool in children’s learning. Miller (2002) writes about how proficient readers construct meaning. One of the most important strategies that these readers use is the creating of visual images. Kurtz and Ketcham (1994) believe “stories are the vehicle that moves metaphor and image into experience” (p.17).
讲故事要求孩子们的想象力和情感，而且使得学习更加有意义。当孩子们听故事的时候，他们创造出属于他们自己的心理意象，并把内容与自己认为重要的事情联系起来。根据Steiner 斯坦纳（1997），小孩子处在富有想象力的年纪，因为这，我们的教学可以通过想象传达给他们。其他的作家和教育研究者也指出制造想象在小孩的学习中是一个强有力的工具。Miller米勒（2002）写到熟练的读者如何构建意义。这些读者用到的最重要策略中的一个就是生成视觉影像。Kurtz库尔特和Ketcham 克契门（1994）认为“故事是将比喻和影像转化为经验的媒介”（17页）
Many teachers currently read picture books to their students as a way to introduce a new concept in mathematics. Reading stories and storytelling are both valid ways to communicate stories to children. However, Raines and Isbell(1994)note that storytelling is more personal as the storyteller can match the story to the audience, use constant eye contact, and make adjustments and clarifications when necessary to enhance understanding, whereas when reading from a book, the reader is focused on the text and written word, and can only periodically make eye-contact with the listener.
多数老师一般给学生读图画书，以此作为介绍数学中新概念的一种方法。读故事和讲故事都是将故事传达给学生的有效方法。然后，Raines雷恩斯 和 Isbell 伊莎贝尔(1994) 注意到讲故事更具有亲历性，因为讲故事的人可以让故事更适合听众听，不断使用眼神交流，为了加深理解可以在需要的地方做出评价和说明，然后，从书上读故事的时候，读的人只是注意文本和书面语，而且只能偶尔和听众做眼神交流。
This article describes how storytelling can be used to introduce difficult mathematics concepts to students in primary classrooms and includes a vignette from two researchers. Egan (1986) proposes restructuring the primary curriculum to include storytelling based on the premise that the mind organizes best in story form. This story and others like it offers creative options to help our children understand mathematics better.
本文表述了讲故事如何被被用来向低年级的学生介绍复杂的数学概念，包括两个研究者用的插图。Egan伊根（1986）建议以精神在故事的形式下组织最好为前提，调整初级课程目标以使其包括讲故事。这个故事和其他人喜欢的故事，提供了一个富有创造性的选择帮助我们的孩子们更好的理解数学。
Storytelling is a powerful tool that can bring rich, vibrant, meaningful and lasting images to children. Furthermore, stories have a unique and powerful way of connecting people. According to Kurtz and Ketcham (1994),“Of all the devices available to us, stories are the surest way of touching the human spirit”(p.17).
讲故事是一个强有力的工具可以给孩子们带来丰富的，有活力的，有意义的和持久的影像。而且，故事有一个独有的强有力的联系人与人的方式。Kurtz库尔特 和Ketcham克契门认为，“在我们所有的可及设备中，故事是可以接近人的心灵的最肯定的方式。”（17页）
In storytelling, there is a coming together, a removal of boundaries so to speak, and a total concentration and absorption of the spoken word. Students need multiple methods to help them understand abstract mathematics concepts. Because communication is one of NCTM’s (2000)key standards, it is important to practice the art of communication in a number of ways. Listening to a story, and participating in a problem solving activity related to the story helps reinforce this standard. Using stories is yet another pedagogical tool to help our students connect to the mathematics they need to learn.
讲故事的过程，可以说是一个口语的集合，一个口语中障碍的消除，一个口语完整的浓缩，一个口语的合并。学生需要多样的方法来帮助他们理解抽象的数学概念因为交流是美国数学教师理事会（2000）一条重要的标准，用不同的方法进行交流艺术的练习很重要。听故事，参与到解决故事相关问题的活动有助于强化这条标准。使用故事还是一个教学工具帮助学生与他们需要学习的数学联系起来。
你给的分太少了,昨天随便回答一个小问题我就拿了100分.翻译这个东西起码要半小时以上.
