object teaching造句
例句與造句
- A brief talk about the application of object teaching in biological revision
淺談直觀教學(xué)在生物復(fù)習(xí)中的應(yīng)用 - The tradition teaching method of the new automobile structure lesson is the combination of class lecturing and experiment teaching ( real object teaching )
汽車新結(jié)構(gòu)課的傳統(tǒng)教學(xué)方法是課堂講授與實(shí)驗(yàn)教學(xué)[實(shí)物指導(dǎo)]相結(jié)合。 - As to teaching methods , new - type teaching methods which stress practical ability such as object teaching , training emphasizing logical thinking and scientific experiments are promoted
從教學(xué)方法上來看，直觀性教學(xué)、重視邏輯思維訓(xùn)練及科學(xué)實(shí)驗(yàn)等推崇實(shí)踐能力的新型教學(xué)方法得到提倡。 - Traditional vacabulary teaching methods consist of spelling teaching method , object teaching method , word - building teaching method , classified - vocabulary - memory method , cicle memory method etc
聯(lián)想記憶單詞是近十幾年我國大陸上新出現(xiàn)的一種英語單詞教學(xué)方法。本文介紹了聯(lián)想記憶單詞的幾種方法以及課堂上所使用的聯(lián)想教學(xué)方法。 - Ments in charge of the routine teaching tasks , and also instructs the course of free radical biology and hygienic toxicology for continuous education at the same time . the objects taught or instructed
毒理學(xué)教研室主要從事衛(wèi)生毒理學(xué)、軍事毒理學(xué)的研究生、本科生、?？粕?、中專生及進(jìn)修生教學(xué)、科研和人才培養(yǎng)工作，以及承擔(dān)的國家、軍隊(duì)、地方、學(xué)校的課題的科學(xué)研究工作。 - It's difficult to find object teaching in a sentence. 用object teaching造句挺難的
- Since the mid of nineteenth century , elementary school science has changed its forms from object teaching , study of nature to modern primary science , with its aims from personal development to personal - social development
摘要自19世紀(jì)中葉起，西方小學(xué)科學(xué)課程發(fā)展經(jīng)歷了實(shí)物教學(xué)、自然學(xué)習(xí)和現(xiàn)代小學(xué)科學(xué)課程三種形態(tài)，教育目的從最初的促進(jìn)個人心智發(fā)展到今天的促進(jìn)個人社會共同發(fā)展。 - This essay insists that object teaching and comprehensive designed experimental teaching should be strengthened in chemistry teaching according to its teaching features , which can foster students ' creative thought and fully develop the function of right brain
本文主張?jiān)诨瘜W(xué)教學(xué)中，根據(jù)本學(xué)科的教學(xué)特點(diǎn)，加強(qiáng)直觀性教學(xué)和綜合設(shè)計(jì)性實(shí)驗(yàn)教學(xué)，培養(yǎng)學(xué)生創(chuàng)造性思維能力，使右腦的功能得到充分開發(fā)。 - It concluded the teaching method of separated subjects , the teaching method of divided groups , the teaching method of lecturing , the teaching method of discussing , the teaching method of praising and encouraging the teaching method of pleasure , the method of object teaching , the method of on - the - spot teaching , the method of personality , the method of emotion - throwing and so forth
胡瑗先生的“蘇湖教法”內(nèi)涵極其豐富，它包括分科教學(xué)法(分齋教學(xué)法) 、分組教學(xué)法、講授教學(xué)法、研討式教學(xué)法、獎激教學(xué)法、愉快教學(xué)法、直觀教學(xué)法、現(xiàn)場教學(xué)法、人格感化法、情感投入法等。 - The first , review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense , the exploration of the idea " teaching and learning vividly " and the forming of teaching style , the maturing of educational ideas and the sublimation of speciality charm . the second , on the base of striving to comprehend gu qiaoying ' s educational ideas connotation , make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person , teaching vividly in order to learn vividly and teaching " biology " as " biology " . the third , make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation , conception teaching , experiment teaching , extracurricular scientific and technological activities teaching , elicitation method of teaching , object teaching , fostering students " learning interest and the capacity of problem solving
第一部分，對顧巧英的專業(yè)成長過程，從知能的積累與專業(yè)意識的萌芽、生物學(xué)教學(xué)的適應(yīng)與職業(yè)意識的確立、 “教活學(xué)活”的探索與教學(xué)風(fēng)格的形成、教育思想的成熟與專業(yè)魅力的升華四個方面進(jìn)行了評介；第二部分，在力求體悟顧巧英教育思想內(nèi)涵的基礎(chǔ)上，從“死”教材“活”人教、教“活”是為了學(xué)“活” 、把“生物學(xué)”教成“生物學(xué)”三方面對其“教活學(xué)活”思想進(jìn)行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學(xué)、實(shí)驗(yàn)教學(xué)、課外科技活動教學(xué)、啟發(fā)式教學(xué)、直觀教學(xué)、對學(xué)生學(xué)習(xí)興趣與問題解決能力的培養(yǎng)等生物學(xué)教學(xué)改革與實(shí)踐進(jìn)行了較系統(tǒng)地歸納與總結(jié)；第四部分，對影響顧巧英專業(yè)發(fā)展的主要因素，從其人格力量、專業(yè)知能基礎(chǔ)、專業(yè)發(fā)展的社會環(huán)境等方面對進(jìn)行了理論分析；第五部分，在以上研究的基礎(chǔ)上，進(jìn)一步指出了顧巧英教育思想對我國生物學(xué)教學(xué)論課程建設(shè)及其專業(yè)發(fā)展與教學(xué)經(jīng)驗(yàn)對我國中學(xué)生物學(xué)師資培養(yǎng)的理論和實(shí)踐意義。