teaching typing造句
例句與造句
- on case-teaching types of food and beverage skill class in high vocational colleges
論高職餐飲服務(wù)技能課的案例教學類型 - the welding technology of robot is one of the very important research fields of welding technology, but the arc welding robots in use at present are offline show-teaching types, it is not easy to implement real-time seam tracking for welding accurately
機器人自動焊接技術(shù)是現(xiàn)代焊接技術(shù)的重要研究領(lǐng)域之一，但是，目前使用的弧焊機器人大多是離線示教型，難以實現(xiàn)實時精確的焊縫跟蹤。 - for the sake of the actual function of the discussion as a way of teaching, we passes by to experiment for the teaching of period a semester half, experimenting the result enunciation, a kind of predominant teaching method of the discussion as a way of teaching conduct and actions senior high school history teaching, with the senior high school for promote the senior high school history teaching history that living to study to rise obvious function, it is beneficial to break that kind of traditional teaching situation, but this kind of break " is not to the simple negation of the teach type teaching method, also do not replace the predominant position of the teach type teaching method, but be partial to a kind of correcting an error of the teach type teaching method irregularity, combining to become a kind of can with complement each other and predominant teaching method in teaching method in teach type
討論式教學法就是以討論法為主要教學方法的一種教學模式。它的最主要的優(yōu)點就是特別強調(diào)學生的主體地位即注重學生的學習能動性、獨立性和創(chuàng)造性，但它并不忽視教師的主導(dǎo)地位。為了證明討論式教學的實際作用，我們經(jīng)過了為期一個學期半的教學實驗，實驗結(jié)果表明，討論式教學法作為高中歷史教學的一種主導(dǎo)教學法，對于促進高中歷史教學和高中生的歷史學習起到明顯的作用，它有助于打破那種傳統(tǒng)的教學局面，但是這種“打破”不是對講授式教學法的簡單否定，也不是要取代講授式教學法的主導(dǎo)地位，而是對講授式教學法弊端的一種糾偏，并成為一種可與講授式教學法相輔相成的主導(dǎo)教學法。 - for the sake of the actual function of the discussion as a way of teaching, we passes by to experiment for the teaching of period a semester half, experimenting the result enunciation, a kind of predominant teaching method of the discussion as a way of teaching conduct and actions senior high school history teaching, with the senior high school for promote the senior high school history teaching history that living to study to rise obvious function, it is beneficial to break that kind of traditional teaching situation, but this kind of break " is not to the simple negation of the teach type teaching method, also do not replace the predominant position of the teach type teaching method, but be partial to a kind of correcting an error of the teach type teaching method irregularity, combining to become a kind of can with complement each other and predominant teaching method in teaching method in teach type
討論式教學法就是以討論法為主要教學方法的一種教學模式。它的最主要的優(yōu)點就是特別強調(diào)學生的主體地位即注重學生的學習能動性、獨立性和創(chuàng)造性，但它并不忽視教師的主導(dǎo)地位。為了證明討論式教學的實際作用，我們經(jīng)過了為期一個學期半的教學實驗，實驗結(jié)果表明，討論式教學法作為高中歷史教學的一種主導(dǎo)教學法，對于促進高中歷史教學和高中生的歷史學習起到明顯的作用，它有助于打破那種傳統(tǒng)的教學局面，但是這種“打破”不是對講授式教學法的簡單否定，也不是要取代講授式教學法的主導(dǎo)地位，而是對講授式教學法弊端的一種糾偏，并成為一種可與講授式教學法相輔相成的主導(dǎo)教學法。 - for the sake of the actual function of the discussion as a way of teaching, we passes by to experiment for the teaching of period a semester half, experimenting the result enunciation, a kind of predominant teaching method of the discussion as a way of teaching conduct and actions senior high school history teaching, with the senior high school for promote the senior high school history teaching history that living to study to rise obvious function, it is beneficial to break that kind of traditional teaching situation, but this kind of break " is not to the simple negation of the teach type teaching method, also do not replace the predominant position of the teach type teaching method, but be partial to a kind of correcting an error of the teach type teaching method irregularity, combining to become a kind of can with complement each other and predominant teaching method in teaching method in teach type
討論式教學法就是以討論法為主要教學方法的一種教學模式。它的最主要的優(yōu)點就是特別強調(diào)學生的主體地位即注重學生的學習能動性、獨立性和創(chuàng)造性，但它并不忽視教師的主導(dǎo)地位。為了證明討論式教學的實際作用，我們經(jīng)過了為期一個學期半的教學實驗，實驗結(jié)果表明，討論式教學法作為高中歷史教學的一種主導(dǎo)教學法，對于促進高中歷史教學和高中生的歷史學習起到明顯的作用，它有助于打破那種傳統(tǒng)的教學局面，但是這種“打破”不是對講授式教學法的簡單否定，也不是要取代講授式教學法的主導(dǎo)地位，而是對講授式教學法弊端的一種糾偏，并成為一種可與講授式教學法相輔相成的主導(dǎo)教學法。 - It's difficult to find teaching typing in a sentence. 用teaching typing造句挺難的
- for the sake of the actual function of the discussion as a way of teaching, we passes by to experiment for the teaching of period a semester half, experimenting the result enunciation, a kind of predominant teaching method of the discussion as a way of teaching conduct and actions senior high school history teaching, with the senior high school for promote the senior high school history teaching history that living to study to rise obvious function, it is beneficial to break that kind of traditional teaching situation, but this kind of break " is not to the simple negation of the teach type teaching method, also do not replace the predominant position of the teach type teaching method, but be partial to a kind of correcting an error of the teach type teaching method irregularity, combining to become a kind of can with complement each other and predominant teaching method in teaching method in teach type
討論式教學法就是以討論法為主要教學方法的一種教學模式。它的最主要的優(yōu)點就是特別強調(diào)學生的主體地位即注重學生的學習能動性、獨立性和創(chuàng)造性，但它并不忽視教師的主導(dǎo)地位。為了證明討論式教學的實際作用，我們經(jīng)過了為期一個學期半的教學實驗，實驗結(jié)果表明，討論式教學法作為高中歷史教學的一種主導(dǎo)教學法，對于促進高中歷史教學和高中生的歷史學習起到明顯的作用，它有助于打破那種傳統(tǒng)的教學局面，但是這種“打破”不是對講授式教學法的簡單否定，也不是要取代講授式教學法的主導(dǎo)地位，而是對講授式教學法弊端的一種糾偏，并成為一種可與講授式教學法相輔相成的主導(dǎo)教學法。 - this research concerns teaching types, structures, methods and existing problems in teaching aspect of rural secondary schools and reasons . by analyzing and studying the information and materials got from investigation, interviewing and questionnaire, i find the following existing problems : firstly, teacher's subject position in the classroom campaign is common while that of students is n't really established, " mono-speech hall " and " instilling type " etc . commonly exists . secondly, teachers in rural schools mainly adopt the explaining way and seldom guide students to actively research the study
本研究主要以農(nóng)村中學教師為調(diào)查和研究對象，采用行動研究方式，通過對農(nóng)村中學教師課堂教學活動情況觀察、教師訪談和問卷調(diào)查等方法，對農(nóng)村中學課堂教學活動的類型、結(jié)構(gòu)、方法、問題、原因及其課堂教學中落實素質(zhì)教育和創(chuàng)新教育的情況進行了剖析和研究。 - will usually aware of self the formation in us usually of teaching practice " a the method is a lord, many the method helps each other ", " a kind of teaching mode as to predominate, various teachings mode for teaching situation that assist ", the senior high school history teaching of today be formation regard teach type teaching method as the predominant teaching situation, but the irregularity that this kind of teaching situation present it already and more and more, also deviating from more and more should try the education reform that education direction character educate the main direction of the change
在我們平時的教學實踐中常常會自覺不自覺形成“一法為主，多法相助”、“一種教學模式為主導(dǎo)，多種教學模式為輔“的教學局面，今天的高中歷史教學就是形成以講授式教學法為主導(dǎo)的教學局面，但是這種教學局面已越來越顯現(xiàn)出它的弊端，也越來越背離應(yīng)試教育向素質(zhì)教育轉(zhuǎn)變的教育改革的大方向。因此打破這種教學局面已是大勢所趨，也成為今天教學改革的重點。