structure of teaching中文是什么意思

發(fā)音:

中文翻譯
造句

教學(xué)結(jié)構(gòu)

structure n. 1.構(gòu)造，結(jié)構(gòu)；組織；石理，石紋。 2.建造物。 ...
teaching n. 1.教學(xué)，講授。 2.〔常 pl.〕教導(dǎo)，教訓(xùn)，教 ...
structure based teaching 結(jié)構(gòu)
teaching n. 1.教學(xué)，講授。 2.〔常 pl.〕教導(dǎo)，教訓(xùn)，教義，學(xué)說。 methods of teaching 教學(xué)方法。
the teaching of the 八不正見; 抑揚教
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 主動教學(xué)法
activity teaching 活動教學(xué); 行為培訓(xùn)
automated teaching 自動化教學(xué)
be engaged in teaching 從事教學(xué)
bilingual teaching 雙語教學(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
circuit teaching 巡回教學(xué)
class teaching 班級教學(xué)
classroom teaching 課堂教學(xué)
clinical teaching 診療教學(xué)
co-teaching 普通班教師和輔導(dǎo)班教師一同教學(xué)
cooperative teaching 合作教學(xué)
corrective teaching 矯正教學(xué)
correspondence teaching 函授教學(xué)

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例句與用法

The status quo of the structure of teaching staff in shanxi regular institutions of higher education and countermeasures of optimization
山西普通高校教師隊伍結(jié)構(gòu)現(xiàn)狀與優(yōu)化對策
The structure of teaching ability of middle school sports & art teachers was studied through the methods of literature study , questionnaire and mathematical statistics
摘要運用文獻(xiàn)資料法、調(diào)查法和統(tǒng)計分析法，對中學(xué)體育藝術(shù)類課程教師的教學(xué)能力結(jié)構(gòu)進(jìn)行了研究。
On the other hand , the waste lies in the investment structure as well as the inefficient utilization of materials , the unreasonable structure of teaching and non - teaching personnel and the small number ratios between students and teachers
除了教育投資的結(jié)構(gòu)性浪費外，還表現(xiàn)在物力資源使用效率低、教學(xué)人員與非教學(xué)人員的結(jié)構(gòu)不合理和生師比偏低等。
There are some problems existing in chinese teaching in higher vocational education such as misunderstanding the teaching objectives , unreasonable structure of teaching resources , hidebound patterns of teaching in classes , simplification to evaluate achievement
摘要目前高職語文的教學(xué)工作中存在著誤讀其教學(xué)目的、教學(xué)資源結(jié)構(gòu)不合理、課堂教學(xué)模式僵化與學(xué)生成績評估方法簡單化等問題。
Mainly by using the historically comparative experience method , and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories , and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development , this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy , etc . and finally by addressing the essential frameworks of the new curriculum standards , the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "
在對我國小學(xué)語文識字教學(xué)歷史經(jīng)驗進(jìn)行回顧的基礎(chǔ)上，分析其中的合理性與局限性，找出問題的癥結(jié)所在，探索如何將漢字構(gòu)字規(guī)律與學(xué)生的認(rèn)知規(guī)律有機結(jié)合起來，提高識字教學(xué)水平，是本文的主要研究目的。本研究主要運用歷史經(jīng)驗比較法，借鑒漢語言文字學(xué)、布魯納的結(jié)構(gòu)主義和現(xiàn)代認(rèn)知心理學(xué)的有關(guān)理論，在論述我國小學(xué)語文識字教學(xué)的學(xué)科結(jié)構(gòu)和兒童的認(rèn)知特點的基礎(chǔ)上，反思我國小學(xué)語文漢字教學(xué)的實踐，提出識字教學(xué)必須處理好幾對矛盾：識字教學(xué)與小學(xué)語文教學(xué)體系、識字的階段性與識字方法的多樣性、拼音是識字教學(xué)的手段還是目的、識字的主要方法與次要方法等，結(jié)合新課程標(biāo)準(zhǔn)的基本精神，提出“教是為了不教”是識字教學(xué)的最終目標(biāo)，也是我國小學(xué)語文教學(xué)改革的努力方向。
Guided by the principle of education and psychology , this thesis discusses the construction and characteristics of teaching patterns . it also analyses the structure of teaching system and probes into the object and tactics of exploratory teaching pattern . by my teaching practices of many years , it notes four kinds of exploratory teaching patterns in middle school chemistry class , explore by oneself and cooperate with others under the network circumstances ; look into questions and blaze new trails under the guiding of teahers ; guided by case and explore on one ' s own ; explore by doing experiments and promote one ' s scientific accomplishment , and apply the optimized teaching pattern case in class teaching
本文在教育學(xué)原理、心理學(xué)理論的指導(dǎo)下，論述了教學(xué)模式的構(gòu)建，教學(xué)模式的特征，教學(xué)系統(tǒng)的結(jié)構(gòu)分析；探討了課堂探究式模式的教學(xué)目標(biāo)、教學(xué)策略；結(jié)合論文依靠多年教學(xué)實踐，提出了在中學(xué)化學(xué)課堂教學(xué)中采用的網(wǎng)絡(luò)環(huán)境下“自主探究，協(xié)作學(xué)習(xí)” ；在教師主導(dǎo)下的“問題探究，創(chuàng)新發(fā)展” ；在學(xué)生主體下的“學(xué)案導(dǎo)學(xué)，自主探究”以及“實驗探究，提升科學(xué)素養(yǎng)”等四種探究式教學(xué)模式，并以優(yōu)化的教學(xué)模式案例運用于課堂教學(xué)。
Chapter 2 expatiates on the main viewpoint that as a special group of persons with abilities , the structure of teaching faculty is very important to the implementation of higher education , according to the fundamental theory of persons with abilities . and a reasonable structure can help not only the functioning of the group , but also the optimization of the group . the intension of teacher structure as a dynamic balance is also pointed out
第二章主要以人才學(xué)的人才群體理論為基礎(chǔ)，闡述了人才與人才群體以及人才群體結(jié)構(gòu)與功能的辨證關(guān)系，說明了教師群體作為一個特殊的人才群體其結(jié)構(gòu)對于功能實現(xiàn)的重要性，認(rèn)為合理的群體結(jié)構(gòu)不僅能有助于實現(xiàn)群體的功能，而且有利于群體的優(yōu)化，說明了教師群體結(jié)構(gòu)的內(nèi)涵，指出了教師群體是一個動態(tài)的平衡體。
The reform in teaching materials is the key question of the reform in education . and the structure of teaching materials is the " skeleton " , and the base on which teaching materials exist . the structure of teaching materials determines quality of the teaching materials , and even the success or failure in education
教材改革是教育改革的關(guān)鍵問題，教材的結(jié)構(gòu)是教材的“骨骼” 、是支撐教材存在的基礎(chǔ)，教材結(jié)構(gòu)的好壞決定了整套教材的質(zhì)量，甚至決定了教育改革的成敗
Findings are here blow as follows : the newly - founded colleges boost of some features such an easy accesses to local resources , enthusiasm of the relevant departments to go into the field , inclination to conduct reform and innovation as well as the support from the local . in the meantime , there also exist some phenomenon such as the unreasonable structure of teaching staff ' s academic credentials , relatively low social status of teacher , lack of capital and weakness of research capacity
新建地方性綜合學(xué)院具有地處區(qū)域優(yōu)勢、辦學(xué)主體熱情高漲、已有一定的發(fā)展實力、更易于改革創(chuàng)新以及易得到地方力量的支持等形成辦學(xué)特色的有利條件；同時它們也存在著諸如教師學(xué)歷結(jié)構(gòu)不合理、社會地位不高、辦學(xué)經(jīng)費不足以及科研總體力量較弱等不利因素。
Theoretically summarize the two problems , one is " reading comprehension and the present situation and problems in the teaching of reading comprehension " , another is " the obscure of humanism in traditional chinese teaching " . then expound the practical significance of " humanism - urgent appealing for chinese reading comprehension teaching based on the essence of human " from the following aspects : teaching aim , the relationships of teaching , the content of teaching , the target of teaching , the techniques of teaching , the structure of teaching and the teaching evaluation
著重對以往“閱讀及閱讀教學(xué)的現(xiàn)狀和問題”及“傳統(tǒng)語文教學(xué)對人文精神的遮弊”從理論上進(jìn)行梳理和概括；進(jìn)而從教學(xué)目標(biāo)、教學(xué)關(guān)系、教學(xué)內(nèi)容、教學(xué)對象、教學(xué)方法、教學(xué)結(jié)構(gòu)、教學(xué)評價等七個方面闡述“人文精神? ?以人為本的語文閱讀教學(xué)的緊迫呼喚”這一當(dāng)今社會探索的理論課題對課程改革實施具有現(xiàn)實意義。

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