developmental assessment中文是什么意思

發(fā)音:

中文翻譯
造句

發(fā)育評估

developmental adj. 1.發(fā)展的，開發(fā)的。 2.促使成長的，發(fā)育上的 ...
assessment n. 1.(價格的)評定，(稅額的)估定，(損害額的)查 ...
assessment of developmental age 發(fā)育年齡評定法
developmental testing and assessment 發(fā)育測驗和評價
developmental adj. 1.發(fā)展的，開發(fā)的。 2.促使成長的，發(fā)育上的；進化的。 developmental diseases 發(fā)育病。 a long-range developmental program 長期發(fā)展規(guī)劃。
assessment n. 1.(價格的)評定，(稅額的)估定，(損害額的)查定。 2.稅額，攤派額。 3.【商業(yè)】應(yīng)繳股款。 4.(功過的)評價。 a standard of assessment 課稅標準。 assessment of the work done 計工。
cyclo developmental 循環(huán)發(fā)育的
developmental acceleration 發(fā)展加速現(xiàn)象
developmental acme 發(fā)展頂點發(fā)展頂點
developmental age 發(fā)育年齡; 發(fā)展年齡發(fā)展年齡
developmental aircraft 試驗型飛機
developmental alexia 發(fā)展性失讀癥
developmental alloy 試驗性合金
developmental anatomy 發(fā)育解剖學, 胚胎學
developmental anomaly 發(fā)育異常
developmental aphasia 發(fā)育性語言不能; 發(fā)展性失語癥
developmental arrest 發(fā)育停頓; 發(fā)育停止
developmental biology 發(fā)生生物學; 發(fā)育生物學; 發(fā)展生物學
developmental botany 發(fā)育植物學
developmental branch 發(fā)育枝
developmental capacity 發(fā)育能力
developmental care 發(fā)育護理
developmental cataract 發(fā)育性內(nèi)障
developmental center 發(fā)育中心

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例句與用法

Practical exploring the developmental assessment in junior middle school
初中化學發(fā)展性學業(yè)評價的實踐探索
Preface puts forward the background and significance of the research on the developmental assessment in the age of information technology
論文由前言，正文，結(jié)束語組成。前言簡述選擇該命題的時代背景。
The theory of developmental assessment has been advanced for many years , and a great deal of practice and research has been done in some developed countries
發(fā)展性評價理論已經(jīng)提出很多年，而且在一些發(fā)達國家已經(jīng)開展了大量的實踐研究工作。
Nowadays , with the development of information technology in china , great changes have taken place with various factors of learning processes . facing such changes , to design , develop , or implement the developmental assessment ， we should have more responsibilities
當今，信息技術(shù)充斥著中國大地，使學習過程中的各種因素發(fā)生了根本的改變時，開展發(fā)展性評價給我們提出了更高要求。
In china , however , the research in this field has dropped far behind the developed countries , and the theory and practice of developmental assessment has been greatly disjointed due to the state of our country as well as the system of education and examination
但是在我國，由于受國情（諸如受教育人口，地區(qū)差異，經(jīng)濟發(fā)展水平等）以及教育體制、考試制度的影響，造成導致該理論與實踐研究相差甚遠。
Meanwhile , it elaborates the juncture that information technology has brought to the implementation of developmental assessment from different perspectives . also , the writer expounds the essentials , strategies , and models of developmental assessment of students " learning processes under e - learning environment . furthermore ， it puts forward the designing process and construction scheme of the web - based , dynamic assessment system
從不同角度論述信息技術(shù)給發(fā)展性評價的實施帶來了契機；并著力研究并設(shè)計基于網(wǎng)絡(luò)的對學習過程的動態(tài)追蹤評估系統(tǒng)，分析對學習過程的發(fā)展性評價的評價要點，系統(tǒng)運用的發(fā)展性評價策略，運用該系統(tǒng)實施發(fā)展性評價的模式。
With the development of personnel system reform in chinese public institution , the teachers - engagement system in university come to reality . as well known , the foundation of teachers - engagement system bases on scientific teacher assessment . unfourtunately , the current assessment theory of university teachers is obviously unable to explain or solve those problems occurred in university teacher assessment . thus reforming on current university teacher assessment system and raising human resources management skills of university become more and more urgent . there are two popular teacher assessment theories at present , one is teacher assessment aiming at reward and punishment , another , another is developmental assessment of teacher , the two kinds of assessment theories both have their own drawbacks : teacher assessment aiming at reward and punishment pays over attention to the function of choice and appraisal , this can be found easily in lately universities of china , such as " survival of the fittest " , " reward best and punish worst " , " eliminate the lasf ' and so on ; although developmental assessment of teacher declares to promote teachers - efficiency under no pressure of reward or punishment , it lacks of operation ability and needs to spend lots of time and resources , thus it is very hard use in real situation
目前在教育領(lǐng)域流行的教師評價主流是獎懲性教師評價(總結(jié)性教師評價)和發(fā)展性教師評價，但這兩種教師評價體系都或多或少的有各自的弊端：獎懲性教師評價過于偏重鑒定選擇功能，近幾年在我國高校教師評價中經(jīng)常用到的“優(yōu)勝劣汰” ， “獎優(yōu)罰劣” ， “末位淘汰” ， “能者上、庸者下”等等，都充分反映出我國教師評價中以獎懲為目的的鑒定選擇功能發(fā)揮到了極致；而近年引入國內(nèi)的發(fā)展性教師評價理論雖然標榜是一種不以獎懲為目的而是在沒有獎懲的條件下促進教師的專業(yè)發(fā)展，從而實現(xiàn)學校的發(fā)展目標的評價體系，但由于其可操作性不強，在發(fā)源地英國和美國的實施情況卻并不如意? ?需要耗費大量的資源和時間而難以真正貫徹落實。

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