teaching knowledge造句
例句與造句
- how do teachers develop their teaching knowledge
教師是如何發(fā)展他們的教學(xué)知識的 - the new century's education shoulders two historic tasks : making talents and teaching knowledge
新世紀(jì)教育擔(dān)負著人才支持和知識貢獻兩大歷史性任務(wù)。 - this seminar aims to develop a teaching knowledge of the field through extensive reading and discussion of major works
這堂研討課的目的希望能夠透過對重要作品大量的閱讀和討論來傳遞本領(lǐng)域的知識。 - "to whom would he teach knowledge, and to whom would he interpret the message ? those just weaned from milk ? those just taken from the breast
賽28:9譏誚先知的說、他要將知識指教誰呢、要使誰明白傳言呢是那剛斷奶離懷的麼。 - we need to move on from just teaching knowledge of rules or language to competent use of language, in response to a real need to understand and be understood
我們需要從僅僅傳授知識或語言的角色轉(zhuǎn)變到教會學(xué)生如何去運用語言,語言交際的目的在于理解和被理解。 - It's difficult to find teaching knowledge in a sentence. 用teaching knowledge造句挺難的
- in order to realize that, one important means is to build up the interaction of network cai and construct reasonable database that can store information such as teaching knowledge, teaching method, study course and information about learner . that is to say, learner can study by way of online study, online discussion, online enquire as well as online test etc study activities . similarly, the system can appraise the study effects of learner and give reasonable study suggestions and navigate to learner
本文認(rèn)為，實現(xiàn)網(wǎng)絡(luò)cai的智能化的一個重要手段是增強網(wǎng)絡(luò)cai的交互性，建立合理的數(shù)據(jù)庫；對教學(xué)知識、教學(xué)方法、學(xué)習(xí)過程以及學(xué)習(xí)者的信息進行的存儲和表示；學(xué)習(xí)者通過在線學(xué)習(xí)、在線討論、在線提問以及在線測試等學(xué)習(xí)活動進行學(xué)習(xí)，系統(tǒng)能夠?qū)W(xué)習(xí)者的學(xué)習(xí)效果進行評價并給出合理的學(xué)習(xí)建議和學(xué)習(xí)導(dǎo)航。 - the main ways of growth is imitating, self-exploring and self-summarizing, through these ways, they accumulate some experience of preschool education, but there is clearly shortcomings in those experience : ( 1 ) educating method is simple, that is to say, the ways of interaction between teacher and children is only language, the objects of interaction is only between teacher and children, the background of interaction is in collective activities, the means of interaction is only in classroom and collective activities directed by teacher . ( 2 ) paying specially attention to teaching knowledge and ignoring play, also paying specially attention to result but not the course of study, all that make kindergarten have the tendency to primary school in teaching style . ( 3 ) the basic educational quality of these teachers is at a low level, e . g
研究發(fā)現(xiàn)：一、貧困民族地區(qū)民辦回族幼兒教師在成長中以愛心為基點，充分發(fā)揮了奉獻、吃苦耐勞的職業(yè)品質(zhì)，成為她們成長的內(nèi)在動力；二、被研究教師在實踐中通過模仿、自我探索、自我總結(jié)的主要途徑，積累了一定的教育經(jīng)驗，但也存在明顯的不足；(一)教育方式方法單一，即相互作用的手段僅限于言語傳授；相互作用的對象僅限于教師和幼兒之間；相互作用背景僅限于班級集體活動中；相互作用的途徑僅限于作業(yè)課和教師指導(dǎo)的集體活動中；(二)重知識傳遞、輕游戲活動，重教育結(jié)果輕活動過程，小學(xué)化傾向嚴(yán)重；(三)教師基本教育素質(zhì)偏低，表現(xiàn)在文化知識水平低下，專業(yè)技能技巧缺乏，不能滿足幼兒全面發(fā)展的需求。 - that is, the knowledge frame of teacher is made up of eight parts : subject matter knowledge, curriculum knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners, knowledge of self, knowledge of contexts and knowledge of educational ends and values . with regard to the sources of teacher knowledge, teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self . " the training on service " and " organized professional activities " are more important source, but in comparison with above sources " the experiences as a student ", " training beforce service " and " reading professional books and periodicals " are less important sources
研究得到的主要結(jié)論是，提出并闡明了教師知識的理論框架結(jié)構(gòu)模型，即教師的知識結(jié)構(gòu)是由八個部分組成：學(xué)科內(nèi)容知識、課程知識、一般性教學(xué)知識、學(xué)生知識、教師自身知識、教育情景知識、教育目的及價值知識和學(xué)科教學(xué)知識；在教師知識的來源上，教師“自身的教學(xué)經(jīng)驗和反思”以及“和同事的日常交流”是他們發(fā)展自身教學(xué)知識的最重要的來源，“在職培訓(xùn)”和“有組織的專業(yè)活動”也是比較重要的來源，但是相比之下，“作為學(xué)生時的經(jīng)驗”、“職前培訓(xùn)”和“閱讀專業(yè)書刊”則是最不重要的來源；在教師知識應(yīng)用上，闡述教師知識和教師教學(xué)決定的關(guān)系；針對新課程的改革，以及教師知識的轉(zhuǎn)換，闡述課程設(shè)計與教師教育的有關(guān)問題:最后對教師知識的未來發(fā)展進行了展望。 - applying to gis will change the ideal of traditional teaching that the education simply teach knowledge of textbook and that the student only study their textbook, because of its visual and interactive nature, a gis challenges students to ask questions, research problems, identify relationships, interpret data, and develop theories based on information presented to them
引入gis將使傳統(tǒng)的中學(xué)地理教學(xué)觀念發(fā)生改變，教師單純教授課本知識的教學(xué)觀念將要徹底發(fā)生改變，學(xué)生的學(xué)習(xí)方式也要發(fā)生巨大的變化，強調(diào)學(xué)生在學(xué)習(xí)過程中的主體地位。因gis具有交互性的特點，可以最大限度發(fā)展學(xué)生的個性，培養(yǎng)學(xué)習(xí)者發(fā)現(xiàn)問題、解決問題的能力。 - the internationalization of basic education has become a world-wide movement in education reform . in addition to placing emphasis on teaching knowledge of the world, schools foster in students the spirit of accepting, borrowing and ideologies . the learning of foreign language in this context is of significant importance
基礎(chǔ)教育走向國際化是當(dāng)今世界教育改革的一大熱點，學(xué)校教育既要重視對學(xué)生進行世界知識的教育，也要培養(yǎng)學(xué)生容納、借鑒和吸收異文化、信仰、意識的精神，外語顯得尤其重要。 - today we are actively carrying out quality education and course reform in the whole country . we should make several big changes for teaching tactics . such as . from teaching knowledge to students " all-quality development . from teachers " own teaching to students " own learning, from studying results to teaching procedures, from the untied specific education into different one . the purpose is to develop students " knowledge, technical ability
當(dāng)前全國上下積極推行素質(zhì)教育和新一輪課改，在教學(xué)策略上實施由重知識傳授向重學(xué)生發(fā)展轉(zhuǎn)變，由重教師“教”向重學(xué)生“學(xué)”轉(zhuǎn)變，由重結(jié)果向重過程轉(zhuǎn)變，由統(tǒng)一規(guī)格的教育向差異性教育轉(zhuǎn)變。 - many geography teachers have n't got rid of the traditional curriculum and knowledge system . they pay more attention to the function of dividing and choosing in students " study evaluation, ignoring the function of promoting the students " developing . they still have n't got out of the role of teaching knowledge only, making teaching and research separated and teaching and curriculum separated
許多地理教師在課程理念上還沒有從傳統(tǒng)的課程理念和知識體系中解脫出來，在地理學(xué)習(xí)評價中重視評價的甄別和篩選功能，忽視促進學(xué)生發(fā)展的功能，還沒有從過去僅作為知識傳授者這一角色中解放出來、教學(xué)活動和研究活動彼此分離、教學(xué)和課程分離。 - they are the knowledge teacher to use the courses designed by others to obtain the goals designed by others . the teachers today have not only the teaching knowledge, skill and technique, but the ability of reflection, research and develop of education concept and education concept and education practice . the teachers today should develop their professional state
傳統(tǒng)的教師只是一個技術(shù)人員，是用別人設(shè)計好的課程達到別人設(shè)計好的目標(biāo)的知識傳授者，而今天的教師不僅要具有課堂教學(xué)知識、技巧和技能，而且還應(yīng)具有對社會、對自身以及對自己的教育理念、教育實踐進行反思、研究、改進的能力，并努力提升自己的職業(yè)境界，使自己的反思從“他律”走向“自律”，成為主體的內(nèi)在需求，成為獲得教學(xué)智慧、體驗教育幸福的生活方式。
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