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structure of teaching中文什么意思

發(fā)音:   用"structure of teaching"造句
  • 教學結(jié)構(gòu)
  • structure:    n. 1.構(gòu)造，結(jié)構(gòu)；組織；石理，石紋。 2.建造物。 ...
  • teaching:    n. 1.教學，講授。 2.〔常 pl.〕教導，教訓，教 ...
  • structure based teaching:    結(jié)構(gòu)
  • teaching:    n. 1.教學，講授。 2.〔常 pl.〕教導，教訓，教義，學說。 methods of teaching 教學方法。
  • the teaching of the:    八不正見; 抑揚教
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例句與用法

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  1. The status quo of the structure of teaching staff in shanxi regular institutions of higher education and countermeasures of optimization
    山西普通高校教師隊伍結(jié)構(gòu)現(xiàn)狀與優(yōu)化對策
  2. The structure of teaching ability of middle school sports & art teachers was studied through the methods of literature study , questionnaire and mathematical statistics
    摘要運用文獻資料法、調(diào)查法和統(tǒng)計分析法，對中學體育藝術類課程教師的教學能力結(jié)構(gòu)進行了研究。
  3. On the other hand , the waste lies in the investment structure as well as the inefficient utilization of materials , the unreasonable structure of teaching and non - teaching personnel and the small number ratios between students and teachers
    除了教育投資的結(jié)構(gòu)性浪費外，還表現(xiàn)在物力資源使用效率低、教學人員與非教學人員的結(jié)構(gòu)不合理和生師比偏低等。
  4. There are some problems existing in chinese teaching in higher vocational education such as misunderstanding the teaching objectives , unreasonable structure of teaching resources , hidebound patterns of teaching in classes , simplification to evaluate achievement
    摘要目前高職語文的教學工作中存在著誤讀其教學目的、教學資源結(jié)構(gòu)不合理、課堂教學模式僵化與學生成績評估方法簡單化等問題。
  5. Mainly by using the historically comparative experience method , and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories , and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development , this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy , etc . and finally by addressing the essential frameworks of the new curriculum standards , the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "
    在對我國小學語文識字教學歷史經(jīng)驗進行回顧的基礎上，分析其中的合理性與局限性，找出問題的癥結(jié)所在，探索如何將漢字構(gòu)字規(guī)律與學生的認知規(guī)律有機結(jié)合起來，提高識字教學水平，是本文的主要研究目的。本研究主要運用歷史經(jīng)驗比較法，借鑒漢語言文字學、布魯納的結(jié)構(gòu)主義和現(xiàn)代認知心理學的有關理論，在論述我國小學語文識字教學的學科結(jié)構(gòu)和兒童的認知特點的基礎上，反思我國小學語文漢字教學的實踐，提出識字教學必須處理好幾對矛盾：識字教學與小學語文教學體系、識字的階段性與識字方法的多樣性、拼音是識字教學的手段還是目的、識字的主要方法與次要方法等，結(jié)合新課程標準的基本精神，提出“教是為了不教”是識字教學的最終目標，也是我國小學語文教學改革的努力方向。

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