instructional processes造句
例句與造句
- third, designing the instructional process . fourth, bringing forward the learning web system
三、基于資源的學(xué)習(xí)過程進(jìn)行系統(tǒng)化的設(shè)計(jì)，并提出設(shè)計(jì)模型。 - teacher-students interaction is a important part of the instructional process in classroom and affects students " learning deeply
師生互動(dòng)是課堂教學(xué)過程的重要組成部分，課堂環(huán)境對學(xué)生的學(xué)習(xí)有很大的影響。 - instructional design is the systemic method of researching the instructional system and instructional process and establishing the instructional scheme
教學(xué)設(shè)計(jì)是研究教學(xué)系統(tǒng)、教學(xué)過程和制定教學(xué)計(jì)劃的系統(tǒng)方法。 - on this foundation, the thesis designs a new instructional process, regarding the task-driving as main thread, transfixioning whole itc instruction, combining collaborative and self-cognition in itc instructional process
在此基礎(chǔ)上，本文提出了以任務(wù)驅(qū)動(dòng)為主鏈，貫穿課堂教學(xué)的，合作學(xué)習(xí)和自我認(rèn)知相結(jié)合的任務(wù)驅(qū)動(dòng)教學(xué)過程。 - on this foundation, the thesis designs a new instructional process, regarding the task-driving as main thread, transfixioning whole itc instruction, combining collaborative and self-cognition in itc instructional process
在此基礎(chǔ)上，本文提出了以任務(wù)驅(qū)動(dòng)為主鏈，貫穿課堂教學(xué)的，合作學(xué)習(xí)和自我認(rèn)知相結(jié)合的任務(wù)驅(qū)動(dòng)教學(xué)過程。 - It's difficult to find instructional processes in a sentence. 用instructional processes造句挺難的
- generally speaking, instructional strategy is the overall consideration to factors such as : instructional process, instructional method, media etc . which are used to attain a given instructional goal ( wu meina, 1994 )
從一般意義上說，教學(xué)策略(instructionalstrategy)是對完成特定教學(xué)目標(biāo)而采取的教學(xué)活動(dòng)程序、方法、形式和媒體等因素的總體考慮(鄔美娜，1994)。 - focusing on the concept mapping instruction for promoting reflection, this research fulfills three tasks : firstly, expatiating the theoretical basis, instructional objective and instructional process of the instructional model
圍繞“促進(jìn)‘反思’的概念構(gòu)圖教學(xué)”這一論題，本研究主要完成了以下三方面工作：第一、詳細(xì)闡述該教學(xué)模式的理論基礎(chǔ)、教學(xué)目標(biāo)和教學(xué)過程。 - representation of the formal ization of tasks can be standardized by ontology, which is helpful to the analysis of tasks, and to the explicit definition of the roles of learners and systems in instructional process and the tasks of intelligent instructional process
通過ontology可以規(guī)范任務(wù)的形式化表達(dá)，有助于任務(wù)的解析，便于明確定義教學(xué)過程中學(xué)習(xí)者和系統(tǒng)的角色及智能教學(xué)過程的任務(wù)。 - representation of the formal ization of tasks can be standardized by ontology, which is helpful to the analysis of tasks, and to the explicit definition of the roles of learners and systems in instructional process and the tasks of intelligent instructional process
通過ontology可以規(guī)范任務(wù)的形式化表達(dá)，有助于任務(wù)的解析，便于明確定義教學(xué)過程中學(xué)習(xí)者和系統(tǒng)的角色及智能教學(xué)過程的任務(wù)。 - this paper discusses the implications of teachers curriculum awareness from four aspects : instructional objectives, instructional process, instructional behavior and instructional effect, and it points out the importance of physics teachers-curriculum awareness
摘要從教學(xué)目標(biāo)、教學(xué)過程、教學(xué)行為、教學(xué)效果四個(gè)方面深入分析了中學(xué)物理教師課程意識的內(nèi)涵，指出課程意識對于中學(xué)物理教師具有重要意義。 - starting with various views on physics concept and two indications of knowledge in brain, the paper analyzes and researches deeply the essence, the formation and affecting factors of junior physics concept, then the author puts forward the general instructional process of physics concept : concept introducing, thought working, establishing concept, consolidating and deepening
本文從概念的各種觀點(diǎn)及知識在頭腦中的兩種表征形式出發(fā)，對初中物理概念的本質(zhì)、形成和影響物理概念學(xué)習(xí)的因素進(jìn)行了深入分析和研究，提出物理概念教學(xué)的一般過程：概念引入、思維加工、建立概念、鞏固深化。 - basing on the diathesis styuctllre of cliuicai and specialised t6achen the author aualysed the relationship between the educational aim aud the curriculum at this degree of teacher's training . therefore, the author believed tkat the axiological orientation of the curriculum at tbis degree of teacher'8 training is providing the activities of learning instructional theories and anatohaing tke actual instructional processes . this dissertation analyses the curricuiar conten " system structure and traning activity of active training of tke master's degrec of education or instruction in our country basing oil the use of reference of tbe curriculum at the master's degree of clinical medicine and the curriculum at mba the author puts forvard here the principles for constructing, cboosing, organising, carrying and eatimating the curriculum at this degree of teacher's tyaining
然后研究了教育碩士專業(yè)學(xué)位教育課程制訂、設(shè)計(jì)和實(shí)施過程中課程價(jià)值的不同形態(tài)及其它們之間的關(guān)系，從教育碩士專業(yè)學(xué)位教育課程的功能、體系、結(jié)構(gòu)和內(nèi)容方面探討教育碩士專業(yè)學(xué)位教育課程的合目的性和合規(guī)律性，從而對教育碩士專業(yè)學(xué)位教育課程應(yīng)有的內(nèi)在價(jià)值作出判斷，借鑒臨床醫(yī)學(xué)專業(yè)碩士教育課程和工商管理碩士教育課程的特點(diǎn)和取向，提出了教育碩士專業(yè)學(xué)位教育課程應(yīng)該“以教學(xué)和教學(xué)管理為核心的理論的學(xué)習(xí)和對實(shí)際教學(xué)及教學(xué)管理活動(dòng)的解剖為基本特質(zhì)和取向”的觀點(diǎn) - at the beginning of this paper, we discuss the reformation of our national fundamental education and the new watchtower of disciplinary instruction, then we discuss the constructivism theory, the significance of instructional model, analyzes the superiority > the malpractice and the developmental background of the traditional instructional model of chemistry . secondly it discusses the feature and superiority of the web-information technology, and which affect instructional model of chemistry, including instructional objective ^ instructional process ^ instructional contenu teacher students, then it introduces the functioning models of the web-information technology in the instruction . according to the impact and the relationship of teachers and students in compiling the digital information, as it how this instructional model can be integrated into classroom-based instructional process, we classify the ongoing instructional models based on resource-learning, also the developmental tendency
在理論綜述中，探討了建構(gòu)主義理論；傳統(tǒng)理科教學(xué)主導(dǎo)模式(課堂講授模式)的優(yōu)勢、弊端及其形成發(fā)展的社會(huì)歷史背景；論述了信息化教學(xué)模式與基于internet的教學(xué)模式的特點(diǎn)、它在教學(xué)中應(yīng)用的優(yōu)勢；論證了基于資源的學(xué)習(xí)在教學(xué)目標(biāo)、教學(xué)過程、教學(xué)內(nèi)容、學(xué)生地位、教師角色等方面對教學(xué)模式產(chǎn)生的影響；按照教師與學(xué)生在搜索信息、整理信息中的關(guān)系，分類討論了目前在教學(xué)中應(yīng)用資源教學(xué)的主要作用模式，以及基于資源學(xué)習(xí)的教學(xué)模式的發(fā)展趨勢。 - at the beginning of this paper, we discuss the reformation of our national fundamental education and the new watchtower of disciplinary instruction, then we discuss the constructivism theory, the significance of instructional model, analyzes the superiority > the malpractice and the developmental background of the traditional instructional model of chemistry . secondly it discusses the feature and superiority of the web-information technology, and which affect instructional model of chemistry, including instructional objective ^ instructional process ^ instructional contenu teacher students, then it introduces the functioning models of the web-information technology in the instruction . according to the impact and the relationship of teachers and students in compiling the digital information, as it how this instructional model can be integrated into classroom-based instructional process, we classify the ongoing instructional models based on resource-learning, also the developmental tendency
在理論綜述中，探討了建構(gòu)主義理論；傳統(tǒng)理科教學(xué)主導(dǎo)模式(課堂講授模式)的優(yōu)勢、弊端及其形成發(fā)展的社會(huì)歷史背景；論述了信息化教學(xué)模式與基于internet的教學(xué)模式的特點(diǎn)、它在教學(xué)中應(yīng)用的優(yōu)勢；論證了基于資源的學(xué)習(xí)在教學(xué)目標(biāo)、教學(xué)過程、教學(xué)內(nèi)容、學(xué)生地位、教師角色等方面對教學(xué)模式產(chǎn)生的影響；按照教師與學(xué)生在搜索信息、整理信息中的關(guān)系，分類討論了目前在教學(xué)中應(yīng)用資源教學(xué)的主要作用模式，以及基于資源學(xué)習(xí)的教學(xué)模式的發(fā)展趨勢。 - part three clearly defines literacy-oriented education and information literacy education, subjectivity instruction and constructivism teaching theories as the theoretical basis of constructing the four-step classroom instructional model of it course in elementary schools, further points out the literacy and subjectivity are the two indivisible parts of human development, introduces and analyses the two major problems existing in the current teaching models of it course : unsuccessful task-oriented instruction, and the difficult control of the differentiation among students . in order to resolve the problems, the four-step classroom teaching model set the following three teaching objectives : general development, everyone development, and characteristic development . also, the four steps, " situated task, teaching and exercising, activity groups, works evaluation ", the actual instructional process and concrete implementation principles are systematically elaborated
第三部分，明確了中小學(xué)信息技術(shù)課四步課堂教學(xué)模式的理論基礎(chǔ)是素質(zhì)教育與信息素質(zhì)教育，主體性教育思想與建構(gòu)主義教學(xué)論，并指出，素質(zhì)與主體性是人的發(fā)展的兩個(gè)方面；提出并分析了現(xiàn)有信息技術(shù)課課堂教學(xué)中存在的任務(wù)驅(qū)動(dòng)法難以貫徹、學(xué)生差異難以兼顧的問題；針對信息技術(shù)課堂教學(xué)中存在的問題，中小學(xué)信息技術(shù)課四步課堂教學(xué)模式確立了全面發(fā)展、全體發(fā)展、個(gè)性發(fā)展的教學(xué)目標(biāo)；系統(tǒng)闡述了“情境任務(wù)?講練結(jié)合?活動(dòng)分組?作品評價(jià)”的四步教學(xué)過程及其具體實(shí)施要求。
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