首页 [应用]学习观念与英语教学关系的实证分析(英文版)

[应用]学习观念与英语教学关系的实证分析(英文版)

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[应用]学习观念与英语教学关系的实证分析(英文版)[应用]学习观念与英语教学关系的实证分析(英文版) bstrct Reserch shows tht the lerning concept plys n importnt role in lerning lnguge. It influences students' selecting nd using of lerning strtegies, even their lerning chievements.The reserch of lnguge lerning concept is one of the ...

[应用]学习观念与英语教学关系的实证分析(英文版)
[应用]学习观念与英语教学关系的实证分析(英文版) bstrct Reserch shows tht the lerning concept plys n importnt role in lerning lnguge. It influences students' selecting nd using of lerning strtegies, even their lerning chievements.The reserch of lnguge lerning concept is one of the reserch to individul differences which is ttched moinedre importnce s well s obtined some progress. To cultivte nd form good lerning concept hs gret effect both on techers' teching nd students' utonomous lerning.With the nlysis of lnguge lerning concepts both t home nd brod, nd the further investigtion to locl students, this essy is inclined to help techers understnd correct or pproprite lerning concept. Moreover, it will help our techers to ttch more importnce to the cultivtion of students' lerning concept nd the improvement of lerning efficiency, nd the improvement of teching methods. Key words: Lerning concept ; English teching ; lnguge lerning 摘要 研究表明学习观念在语言学习中起重要作用,它影响学生对学习策略的选择和使用,进而影响学 习成就。对语言学习观念的研究就是近些年受到重视并且取得了一定进展的个体差异研究之一。学 习观念的培养及其形成对于教师的教学及其学生的自主学习都有极大的影响。本文通过分析国内外 语言学习的观念,以及进一步进行实际调查使我们更好的了解学生的学习观念是否正确或者是恰当, 从而帮助我们在日后的教学工作中注重学生学习观念的培养,改进教学模式,提高学生的学习效率~ 关键词:学习观念;英语教学;语言学习 Contents 1. Prefce………………………………………………………………………………...........1 2 .The Studies of Lnguge Lerning Concept both t Home nd brod.......................1 2.1 The Reserch of Foreign Lnguge Experts towrd Lerning Concept brod..............2 2.2 Domestic Reserch of Lnguge Lerning Concept.........................................................3 3. The ctul Survey nd Study..............................................................................................4 3.1 The Evlution of Foreign Lnguge ptitude................................................................5 3.2 The Difficulty of Lnguge Lerning...............................................................................6 3.3 The Reltionship between Lnguge cquisition nd Lnguge Nture........................7 3.4 Strtegies of Lerning nd Communiction.....................................................................9 3.5 Motivtion to Lern........................................................................................................10 3.6 Brief Summry................................................................................................................11 4. The Enlightenment of English Teching..........................................................................12 4.1 To Estblish Correct English Teching Concepts...........................................................12 4.2 To Develop Lnguge Competence................................................................................13 4.3 The Key to Develop the Students' Linguistic Competence.............................................14 5. Conclusion............................................................................................................................14 References................................................................................................................................16 ppendix..................................................................................................................................17 1.Prefce This reserch shows the lerning concept in lnguge lerning which plys n importnt role in students' lerning strtegies to influence the selections nd uses, nd lerning chievements. In the twentieth century, study shows tht lerners’ individul fctors in second lnguge cquisition constitute n importnt prt in the field. In recent yers, the concept of lnguge lerning reserch is obtined by the reserch progress of individul differences. Since Horwitz published his writings in 1987,there comes out lot of reserch chievements, the study rnge of lerners becomes wide incresingly. nd the study scope is lso extended lso,from the initil reserch of lerners’ concept to other relted elements, such s lerning motivtion nd lerning concept, lerning concept nd lerning strtegies, lerning concept nd lerning chievement, lerning concept nd culturl bckground, nd lnguge lerning nxiety, etc. These reserches try to find out nd explin the function of lerning concept in lnguge lerning, thus provide instructions to foreign lnguge teching. 2. The Studies of Lnguge Lerning Concept Both t Home nd brod Different reserchers use different terms to describe the lerning concept, such s "miniml theory" by Hosenfeld,1978 nd "philosophy" by brhm & Vnn, 1987. Since 1970s, lot of effective reserches on the individul differences mong lnguge lerners hve been done both t home nd brod. "Concept" is kind of subjective understnding with certin degree of subjectivity (Wng Yunhu, 2008). Lnguge lerning concept is the view lerner hs bout foreign lnguge lerning. (Li Chunrong, Yng nling, 2007). For exmple, someone believes tht children re more efficient thn dults in lerning foreign lnguge, nd some believe tht it is more importnt to lern English words thn grmmrs, etc. Mybe to gin such concepts is the result of lerners’ unconsciously observtion nd imittion, or the lerners’ listening to the dvice from techers consciously, prents nd clssmtes. (Wng Yunhu, 2008). Correct lerning concept will ply positive role in foreign lnguge lerning . 2.1 The Reserch of Foreign Lnguge Experts towrd Lerning Concept brod In 1966, ron Crton published The Method of Inference in Foreign Lnguge Study firstly with the ide tht different lerners use different methods to lern, which cretes new lnguge lerning strtegy. Foreign lnguge experts brod begn their reserch of lnguge lerning strtegies in the 1970s, nd the erliest study of lerning concept ws bout the reserch of individul lerning differences, in which reserchers tried to distinguish successful lerners from unsuccessful lerners. Finlly, their reserches indicted tht students pid different ttentions to lnguge informtion nd the use of strtegies. Subsequent reserches minly nlyzed the lnguge lerning concept with the dt nlysis, such s Horwitz (1983), Wenden (1987). Horwitz (1983) is one of the founders to study the lnguge lerning concept, nd she designed the concept of lnguge lerning BLLI (which includes 34 questions) in 1983. Every question is to express lerning concept, nd they re divided into 5 groups: (1) foreign lnguge lerning bility; (2) the difficulty level of lnguge lerning; (3) the reltionship between lnguge cquisition nd lnguge nture; (4) the strtegies of lerning nd communiction; (5) motivtion to lern. Using BLLI, Horwitz hs studied mny lerning concepts of lnguge lerners, nd this scle hs lso very commonly used in studying lerning concept. Wenden(1987) is nother founder to study lnguge lerning concept. Her How to Be Successful Lnguge Lerner is n insightful report. Wenden used semi-structured interview to survey 25 hlf-dy Columbi University students who spek English s second lnguge. In the interview, Wenden guided students to spek out nd use English when they herd in the context. t lst, she concluded 12 sentences for the interview of lerning concept, which cn be divided into three groups ccording to types: (1)the use of lnguge, (2) the knowledge of relted lnguge, (3) the importnce of personl fctors. Wenden Noticed tht despite the differences of lerning concepts, it seems tht ech one shres one of three lerning concepts bove. In ddition, she lso found the evidence tht lnguge lerning concept impct on the lerning strtegy selection. In ddition, the brod reserchers in foreign lnguge study lso studied Other fctors which ffect second lnguge lerners’ formtion of lnguge lerning concept. Such s Tumposky, he mde the study from cross-culturl inquiry, while Sieberc nlyzed it from gender differences nd ntionlity, ethnic differences, etc. 2.2 Domestic Reserch of Lnguge Lerning Concept The reserch of lerning strtegies in Chin strted little lte, which rose in Chin quietly in the 1980s. In this period, the domestic reserch is very simple, nd it minly introduced the bsic theory of lerning strtegies. Until the 1990s, lnguge lerning strtegies in Chin begn to be flourish. Wen Qiufng ws the first Chinese to strt comprehensive study on Chinese students' English lerning strtegies, who studied English lnguge lerning strtegies of the descriptive cse. She lso studied the reltionship mong English lerning strtegies nd tctics nd the second lnguge chievement. The student’s hndbook of lerning behvior nd effect ws reserched by Zho Yong. Then, Jing Zukng hd investigtion nd reserch on vocbulry, reding, writing, listening nd other spects of lerning strtegies. Wng Mingchu surveyed the Chinese students on foreign lnguge lerning. During tht period, lot of reserch pper works were emerging continuously: Using the quntittive reserch methods, Wen Qiufng(2001) investigted the controllble fctors (motivtion, concepts nd strtegies) nd their chnge of reltionship in English mjors of Nnjing University three times. Reserch results showed the reltionship mong motivtion, concept nd strtegy is of high stbility, which mens tht motivtion influences concepts nd strtegies, menwhile concepts lso influences strtegies. On the bsis of Wen Qiufng. Wng Shouren nd Horwitz, Di Weidong nd WngDong (2002) did the reserch on the concept of foreign lnguge lerning. They designed questionnire concerning foreign lnguge lerning concept nd surveyed 54 English mjor students in Grde 2 in QUfu Norml University. .Li Chunrong nd Yng nling's (2007) pper ws dopted from Wen Qiufng Self-Test of Lerning Concept. Concerning bout foreign lnguge lerning concept, they surveyed both English mjor students of grde 2 in School of Foreign Lnguges nd the Koren students in the Institute of Interntionl Exchnge in Ynti University. The survey hd comprtive nlysis bout different lnguge lerning concepts mong Chinese nd Koren students. But s this survey hd less smples, it showed certin limittion. 3. The ctul Survey nd Study Bsed on the study of lnguge concepts both t home nd brod, I hd survey to the Grde 1 students in Fengqiu NO.2 middle school ccording to Horwitz’s (1987) design Concept of Lnguge Lerning. It included 34 problems which cover five spects of content: foreign lnguge lerning skills, lnguge lerning difficulties, the essence of lnguge lerning, lerning strtegies nd communiction strtegies, nd motivtion to lern. The nswers to the questions re rrnged by Likert scle, which is divided into "Definitely gree", "gree", "Not cler," "Disgree" nd "Defintely Disgree". fter the survey of 117 students of Grde 1 students in Fengqiu NO. 4 Middle School, the uthor would like to discuss bout if their lerning concepts re correct or pproprite in their English study, menwhile provide some useful informtion for future English techers nd trining informtion. For convenience, I would like to sum "Defintely gree" nd "gree" up in "gree" column, nd "Defintely Disgree" nd "Disgree" in "Disgree" column in the end. 3.1 The Evlution of Foreign Lnguge ptitude Tble One Concept gree Not cler Disgree 1.Children lern foreign lnguges esier thn dults 30 50 25 6 6 2.Some people hve the specil bility to lern foreign 12 35 37 20 13 lnguge 3.Chinese re good t lerning lnguges 4 12 70 20 9 4. It is esier for person who hs known foreign 13 46 30 24 4 lnguge to lern nother foreign lnguge 5. Students good t mth nd science re not good t lerning 4 7 41 52 13 lnguges 6.I hve the specil bility to lern foreign lnguge 5 6 51 28 27 7.Girls re better thn boys to lern foreign lnguge 10 13 40 31 23 8.Brillint students re better t speking different lnguges 11 25 52 16 13 9.Everyone cn lern foreign lnguge 28 48 32 9 0 The survey hs nine questions nd is involved foreign lnguge lerning bility. By sttisticl results ,we cn see tht people hve similr views bout question one. dults nd children hve their own dvntges in foreign lnguge lerning nd children hve more dvntges in the pronuncition; while dults re better t cognitive bilities, which mens they re good t processing grmmticl structure. Grde 1 students hve pssed the criticl period of lnguge lerning. If they stick to the ide tht they re hrder to lern foreign lnguge t present, this kind of understnding will ffect their study. The nswers of two nd nine indicte tht students dmit foreign lnguge ptitude ssessment is existed. But the sixth nswer expresses tht mny students re doubted bout their study bility,which lso shows their lck of confidence in second lnguge lerning. Whether self-confidence is strong or wek is n importnt fctor to lerning motivtion nd lerning chievements. To help nd encourge students to cultivte self-confidence is techer's duty, or responsibility. Therefore, techers should py more ttention to students' self-confidence from vrious spects nd encourge them to prctise English more. Comprtively speking, the nswers to 3, 4, 7 nd 8 re reltively blnced. It shows tht students' lerning experience nd experience of the pst re likely the resons to their nswers. 3.2 The Difficulty of Lnguge Lerning Tble Two Concept gree Not Disgree cler 10.English is difficult lnguge 12 21 18 59 7 11.I think I will be good t English 45 56 13 2 1 12.To spek English is esier thn to listen 17 38 40 19 3 13.To Write in English is esy 15 27 34 35 6 third of people think tht English is difficult lnguge to lern, while others hold tht it is not tht difficult. These views re minly from students' dily study nd their own experience.bout English is difficult or not, different students hve their different judgements. But if techer think English is difficult, then his opinion will directly or indirectly ffect students, which, surely, is bd for his students. lthough one my not be definitely sure if he cn lern English well, mny people still believe they cn. Therefore, the vst mjority of students who re lerning English re full of confidence. In other words,they tend to believe the concept tht "hrd working cn mke up one's lck of nturl tlent". For the 12th question, lot revel tht to spek English is esier thn to understnd it, becuse in foreign lnguge lerning environment, students depend lrgely on lnguge input, while fewer chnces to output. Besides, in Chin's lnguge lerning environment. There is kind of "dumb" English, in which mny people just sy few words in English during the clss, nd hrdly use English to communicte fter clss. Under this circumstnce, it will give students obstcles in English listening nd speking, which lso resulted students' difficulty in listening English. 3.3 The Reltionship between Lnguge cquisition nd Lnguge Nture Tble Three Concept gree Not Disgree cler 14. To understnd English culture is necessry for 34 49 23 9 2 English Lerning 15. It is esier to lern English in English-speking 19 14 32 44 8 countries 16. Vocbulry is of most importnce in foreign lnguge 21 35 37 19 5 lerning 17. Vocbulry is the most importnt prt in English 22 49 37 8 1 lerning 18. To lern foreign well, it is very importnt to trnslte 15 42 48 8 4 it into Chinese We cn see from the tble bove tht few students do not hve correct concept bout The reltionship between lnguge cquisition nd lnguge nture. It is universlly cknowledged tht to know lnguge thoroughly, we need to know its culture. However, there re still very few people who do not relize this. It hs been recognized by mny people tht with the rpid development of technology tody, one cn lso lern English well without going brod. It is brekthrough from the previous old ides, becuse in the pst, mny people believe tht in order to lern English well, one should go to English-speking countries. But now we cn go through vrious teching tools like movies, television, Internet nd so on to simulte lnguge lerning environment. s for lerning foreign lnguge, wht should be the most importnt? Different people hve different views. However, mny people get recognized tht the understnding of grmmr nd trnsltion is significnt. For the lerning of vocbulry, individuls should understnd them thoroughly ccording to concrete situtions, nd we should lso py more ttention to it in our future reserch. 3.4 Strtegies of Lerning nd Communiction Tble Four Concept gree Not Disgree cler 19. To lern English pronuncition is very importnt 55 56 6 20. Once your cn hndle pronuncition, you will spek 9 18 17 54 19 English fluently 21. I like to prctice English with ntive spekers 15 33 37 21 11 22. Once get confused, I cn guess the mening of the 8 6 14 45 44 word 23. To prctice repetedly is very importnt 63 45 6 2 1 24. I m nervous when spek English with other people 13 15 40 33 16 25. To prctice with the help of tpe is very importnt 47 59 10 0 1 Now, we cn see from the bove tble: the vst mjority of people believe tht the process of lerning English pronuncition is very importnt. For the English mjor students, it is their ultimte gol to spek English like ntive spekers. But for non-English mjors, they do not hve to be so thstrict to themselves. s for the nswer to question 20, students hve shown their chllenging spirit in the English lerning process. To chllenge is to know one's weknesses, nd to perfect oneself in the future study. If techer stressed too much bout the ccurcy of lnguge, on one hnd he is going ginst lnguge lerning rules, on the other hnd he my cuse nxiety nd pnic of beginners, which re not beneficil to English lerning. Then, for the nswer to question 22nd, we see tht mny people do not gree to guess the mening when they don't understnd English words in context. But in fct, it is widely cknowledged skill to guess words ccording to specific context. In recent yers, when lerning foreign lnguge, multimedi ids re often used. It hs lso been widely recognized. ppliction of tpes cn provide reltively uthentic lnguge lerning environment for the lerners, thus should be encourged. The nswer to 23rd shows tht mny people gree tht to prctice repetedly is very importnt in lerning English. Tht is to sy, "prctice mkes perfect", nd we need to ttch more importnce to prctice. 3.5.Motivtion to Lern Tble Five Concept gree Not Disgree cler 26.Chinese people think English is very importnt 35 52 24 4 2 27.I lern English in order to understnd mericn 9 8 32 45 23 28.Lern English will do help to find good job 29 44 32 9 3 29.I wnt to lern English well 75 38 3 1 0 30.I wnt to mke friends with mericn 44 52 15 2 4 The nswers to the bove questions show tht students hve motivtion to lern English. Of course, these motivtions my be minly instrumentl: to find good job, or the influence their surrounding environment (people think tht to lern English is very importnt). To us, the purpose of lerning English is not only to understnd mericn people. In nswer to question 30, we see tht most people gree to mke friends with mericn, which reflects the students' positive ttitude towrds the trget lnguge spekers. Reserch in recent decdes hs demonstrted tht motivtion plys n importnt role in lnguge lerning. To enble students to hve strong momentum, it is not enough to use instrumentl motivtion lone. Techers should py ttention to use vrious methods to stimulte students' lerning interest, nd to promote students' innte motivtion for lerning. 3.6 Brief Summry In recent yers, domestic reserch on lnguge lerning minly involves the following spects: the reserch of the lnguge lerning concepts of the English mjor students; the reserch of the lnguge lerning concepts of the non-English mjor students; the comprtive study of the lnguge lerning concepts of the English mjor nd non-English mjor students; the comprtive study of the lnguge lerning concepts of Chinese students nd foreign students; the reserch of the lnguge lerning concepts of foreign students; nd the reltionship between lerning concepts nd lerning strtegies. The min contribution of these studies is to enhnce our understnding of lnguge lerning concepts. They include the following spects: the students hve preconceptions bout how to lern foreign lnguge; considerble number of students hve confused recognition or wrong concept bout lnguge lerning; mistken lnguge lerning concepts re hrmful to foreign lnguge lerning: on one hnd they cn produce nxiety, on the other hnd they will led students to choose inpproprite lnguge lerning strtegies; some of the lnguge lerning concepts re not necessrily wrong, but it is negtive to lnguge lerning; students hve different lerning concepts becuse of their different socil nd culturl bckground; in order to crry out the foreign lnguge teching effectively, techers must help students lern to void the wrong concepts nd others who re not conducive to lnguge lerning; with this investigtion, we see tht English lerning is minly relted to students' ttitude towrd this lnguge--tht is to sy, the interest nd their ttitude to English hve decided their lerning of this lnguge; menwhile, in recent yers, the study of English hs mde some chievements, but it hsn't involved in the concept of longitudinl chnges . 4.The Enlightenment of English Teching lthough in recent yers, Chin's English teching emphsizes on using student-centered teching method, techer is still dominnt in the clssroom. To enble students to hold the correct study concept, firstly, the techer should hve the right ttitude. One of the importnt tsks in trining techers is to tech relted theory knowledge, nd to chnge their mistken or inpproprite concepts. With the understnding of students' lerning concept, techers should be conscious in their dily teching, like to introduce correct concepts to replce wrong ides of their students, nd to instruct their students of corresponding strtegies to improve their lerning efficiency. In order to trin students' integrted lnguge skills in English teching effectively, techers should do the following: 4.1 To Estblish Correct English Teching Concepts The stndrd of the English lnguge, is not only to regrd English s knowledge system of teching nd lerning, but lso to mke students emphsized of lnguge knowledge nd development of lnguge competence in lnguge lerning ctivities. Lnguge lerning should tke plce in vrious trining nd communiction ctivities, nd socil prctice ctivities. For exmple, the most effective wy of lerning English vocbulry is to understnd the words in the context. bout grmmr, the im of teching is to cultivte grmmr consciousness, rther thn just to memorize grmmr rules. During teching, techers should py ttention to guide students to summrize the rules of grmmr, using the methods of observtion, induction nd contrst, menwhile provide students with the opportunities to prctise grmmr. 4.2 To Develop Lnguge Competence Techers should further strengthen their students in listening, speking, reding nd writing skills, in order to develop lnguge competence. Listening nd reding re the input, or comprehension skills; speking nd writing re the out put, or expression skills. Lots of teching nd testing prctices prove tht students' lnguge development condition is closely relted to the quntity nd qulity of the input. Therefore,during the clss, techers should enhnce the listening nd reding input, so tht students cn strength their lnguge sense, internliztion knowledge nd develop integrted lnguge skills effectively. In word, the quntity nd efficiency of listening, speking, reding nd writing re the gurntee of implementing the stndrd. For this reson, techers should strength their instruction of lerning strtegies for the students, tke the students' emotionl ttitude seriously nd cultivte students' culturl wreness. Besides, techers should spend more time nd energy to help students to mster nd pply lerning methods. 4.3 The Key to Develop the Students' Linguistic Competence The key to develop the students' linguistic competence is to improve the qulity of clssroom teching.Clss teching is the fundmentl route to develop students' lnguge bility. The higher requirements for students' integrted lnguge qulity re the more difficult nd complicted tsks of clss teching reform. The clss teching reform is of most significnce in curriculum reform. The new curriculum dvoctes student-centered clss teching, nd there should be interction between techers nd students, students nd students, students nd curriculum; encourges techers to guide students to crete knowledge nd prctise knowledge; dvoctes students to chieve lerning trget ccording to their own needs. To improve clssroom teching, nd to reform clss teching from the height of the ecologicl life re importnt tsks in front of English techers. To give the students lerning utonomy bck is the most importnt fctor of clssroom teching reform. 5.Conclusion There exists close reltionship between the formtion of concept in lerning nd the reserch of English teching. Therefore, we should py ttention to ccumulte nd summrize more in the future investigtion nd reserch. In our future teching, we should not only vlue the students’ lerning concept, but lso the influence nd the cuse of the formtion, which enble us to improve our teching skills nd to fulfill students’ requirements. In other spects, we should py ttention to cultivting the students’ motivtion, since motivtion is one of the force of lerning. Only when techers hndle these reltionships cn they pply these reserch chievements into teching process nd to improve their teching qulity. References ron Crton,1966. The Method of Inference in Foreign Lnguge Wenden, 1987. How to Be Successful Lnguge Lerner [M] Foreign Lnguge Teching Reserch Press 党长燕 2008,《一项有关中学生英语学习观念的调查分析》[J] 外语艺术教育研究第1期 李春荣、杨安良2007 《一项关于中韩大学生语言学习观念的比较研究》[J] 四川教育学院学报 10 月 文秋芳2001《英语学习者动机、观念、策略的变化规律与特点》[J] 外语教学与研究(外国语文双 月刊)第2期 汪运华2008 《 国内外学习者观念研究综述》[J] 海南师范大学学报(人文社科版)第5期 ppendix Concept Defintely gree Not cler Disgree Defintely gree Disgree 1.Children lern foreign lnguges esier thn dults 2.Some people hve the specil bility to lern foreign lnguge 3.Chinese re good t lerning lnguges 4.It is esier for person who hs known foreign lnguge to lern nother foreign lnguge 5.Students good t mth nd science re not good t lerning lnguges 6.I hve the specil bility to lern foreign lnguge 7.Girls re better thn boys to lern foreign lnguge 8..Brillint students re better t speking different lnguges 9.Everyone cn lern foreign lnguge 10.English is difficult lnguge 11.I think I will be good t English 12.To spek English is esier thn to listen 13.To Write in English is esy 14.To understnd English culture is necessry for English Lerning 15.It is esier to lern English in English-speking countries 16.Vocbulry is of most importnce in foreign lnguge lerning 17.Vocbulry is the most importnt prt in English lerning 18.To lern foreign well, it is very importnt to trnslte it into Chinese 19.To lern English pronuncition is very importnt 20.Once your cn hndle pronuncition, you will spek English fluently 21.I like to prctice English with ntive spekers 22.Once get confused, I cn guess the mening of the word 23.To prctice repetedly is very importnt 24.I m nervous when spek English with other people 25.To prctice with the help of tpe is very importnt 26.Chinese people think English is very importnt 27.I lern English in order to understnd mericns 28.Lern English will do help to find good job 29.I wnt to lern English well 30.I wnt to mke friends with mericns
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