object teaching中文是什么意思

發(fā)音:

中文翻譯
造句

實(shí)物[直觀]教授(法)。

object n. 1. 物，物體，物件。 2.目標(biāo) (of; for ...
teaching n. 1.教學(xué)，講授。 2.〔常 pl.〕教導(dǎo)，教訓(xùn)，教 ...
object lesson; object teaching 實(shí)物教學(xué)
aids to object teaching 直觀教具
object teaching material 直觀教材
teaching n. 1.教學(xué)，講授。 2.〔常 pl.〕教導(dǎo)，教訓(xùn)，教義，學(xué)說(shuō)。 methods of teaching 教學(xué)方法。
the teaching of the 八不正見(jiàn); 抑揚(yáng)教
object n. 1. 物，物體，物件。 2.目標(biāo) (of; for); 目的，宗旨。 3.【哲學(xué)】對(duì)象，客體，客觀 (opp. subject); 【語(yǔ)法】賓語(yǔ)。 4.〔口語(yǔ)〕(可笑或可憐的)人[物]。 a small [strange] object 小[奇怪]東西。 the object of study 研究的對(duì)象。 the direct [indirect] object 直接[間接]受詞。 What an object you have made (of) yourself! 〔口語(yǔ)〕你這家伙把自己搞得真不像樣子! attain [achieve, gain, secure] one's object 達(dá)到目的。 fail [succeed] in one's object 沒(méi)有達(dá)到[達(dá)到]目的。 for that object 為了那個(gè)目的。 no object 〔廣告用語(yǔ)〕怎樣都好，不成問(wèn)題；沒(méi)有困難(Distance is no object. (待聘者)上班距離(遠(yuǎn)、近)不成問(wèn)題)。 propose an objectto oneself ＝ set an object before one 立志，立下目標(biāo)。 with that object in view 懷著那個(gè)目的。 vi. 1.反對(duì)，抗議，表示異議 (against, to)。 2.抱反感，不服氣，有意見(jiàn)。 vt. 提出…作反對(duì)的理由 (that)。 If you don't object. 假使你不反對(duì)。 I object. 〔英下院〕我反對(duì)。 I object against him that he is a hypocrite. 我反對(duì)他，因?yàn)樗莻€(gè)偽君子。 object to 1. 反對(duì)(I object to your doing that. 我反對(duì)你做那件事)。 2.討厭(I object very much to a wet weather. 我非常討厭潮濕的天氣)。 adj. -less 沒(méi)有目的[宗旨]的，沒(méi)有物像的。
object to 反對(duì)，不贊成; 反對(duì)；抗議,抱反感; 反對(duì)；抗議；不支持; 聲稱; 提出異議; 贊成……的人則認(rèn)為
to object to 提出異議
object(object) 物件功能
a summary of the teaching of the 人天眼目
a teaching building 一棟教學(xué)大樓
a teaching job 一份教學(xué)的工作
acting teaching 主動(dòng)教學(xué)法
activity teaching 活動(dòng)教學(xué); 行為培訓(xùn)
automated teaching 自動(dòng)化教學(xué)
be engaged in teaching 從事教學(xué)
bilingual teaching 雙語(yǔ)教學(xué)
biology teaching 生物學(xué)教學(xué)
broadcast teaching 廣播教學(xué)
chemistry teaching 化學(xué)教學(xué)
christian teaching 教導(dǎo)叢書(shū)
circuit teaching 巡回教學(xué)
class teaching 班級(jí)教學(xué)

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例句與用法

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(lái)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(guó)大陸上新出現(xiàn)的一種英語(yǔ)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(guó)家、軍隊(duì)、地方、學(xué)校的課題的科學(xué)研究工作。
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(gè)人心智發(fā)展到今天的促進(jìn)個(gè)人社會(huì)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(kāi)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(jiǎng)激教學(xué)法、愉快教學(xué)法、直觀教學(xué)法、現(xiàn)場(chǎng)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(duì)顧巧英的專業(yè)成長(zhǎng)過(guò)程，從知能的積累與專業(yè)意識(shí)的萌芽、生物學(xué)教學(xué)的適應(yīng)與職業(yè)意識(shí)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(gè)方面進(jìn)行了評(píng)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(duì)其“教活學(xué)活”思想進(jìn)行了理論梳理和闡釋；第三部分，對(duì)顧巧英的備課、概念教學(xué)、實(shí)驗(yàn)教學(xué)、課外科技活動(dòng)教學(xué)、啟發(fā)式教學(xué)、直觀教學(xué)、對(duì)學(xué)生學(xué)習(xí)興趣與問(wèn)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(duì)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(huì)環(huán)境等方面對(duì)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(duì)我國(guó)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(duì)我國(guó)中學(xué)生物學(xué)師資培養(yǎng)的理論和實(shí)踐意義。

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