個別化教學 的英文怎麼說

中文拼音 [gèbiéhuàjiāoxué]
個別化教學 英文
individualized instruction
  • 個 : 個Ⅰ量詞1 （用於沒有專用量詞的名詞） : 一個理想 an ideal; 兩個月 two months; 三個梨 three pears2 ...
  • 別 : 別動詞[方言] （改變） change （sb. 's opinion）
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 個別 : 1 （單個; 各個） individual; separately; specific 2 （極少數; 少有） very few; one or two; rare; ...
  • 教學 : 教學teach school; teach
  1. In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning, cooperative learning, accepted learning and inquiry learning ; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom, video and audio laboratory, computer classroom. the fourth part takes the no. 2 primary school of lanzhou refinery company as practicing object, exploring its teaching practice

    最後設計形成了以建構主義、人本主義為理論基礎、以任務驅動法和課程整合法為主要教學方法、以自主學習與合作學習，接受學習與發現學習相結合為主要學習方法、以集體授課，個別化學習和小組相互作用相結合為主要教學組織形式、以表現性評價為主，調查測驗為輔的教學評價方法，以及以多媒體教室、電教實驗室、計算機室為主要教學環境的信息技術課課堂教學格局。
  2. And it also should suit the different learning content, students " age characteristics and the conditions of the school, including the reality of the resource state, economic ability, teachers and students " technical ability, environment for use, etc. the general procedures of the informatizational instructional design mainly include " analyze the learners ", " design stage - learning goals ", " design the learning tasks and questions ", " design the learning process ", " design the learning environment ", " design the learning resource ", " design the rubric of learning evaluation ", " evaluation and amendment "

    信息化教學方式的選擇要符合教學的目的，為達到不同的教學目的，其教學方式也會有所不同;各門學科的特點不同，適合各學科的信息化教學方式會有所區別;要切合學習的內容，不同的學習內容也會對信息化教學方式有不同的要求;要切合學生的年齡特徵、學業基礎水平等的實際;要切合學校自身的條件，包括資源狀況、經濟能力、師生技能、使用環境等實際。信息化教學設計的一般程序主要包括學習者分析、學習階段目標設計、學習任務與問題設計、學習過程設計、學習資源設計、學習環境設計、學習評價量規設計、評價修訂八個步驟。
  3. Finally, 1 give a prospect to the layering teaching aided by information technology. multi - media technology used in teaching new materials, the appearance of exploring class interaction and the development of intelligence software will all promote the layering teaching. with the development of information technology teaching students in accordance of their apptitude can be realized one day

    最後對信息技術條件下的分層教學進行了展望:提出將來教材的多媒體化，探索式課堂的出現，智能教育軟體的發展必會對分層教學有很大促進，信息技術的發展最終使因材施教的個別化教學成為現實。
  4. Having analysed the strategies for math - learning according to the individual ' s differences put forward in literature ; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence. the results show : such teaching has a negative influence upon the individual ' s achievements and psychology and therefore should nr abandoned ; having analysed whether cooperative learning is feasible and the results show : cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools. instead, we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math - teaching

    對文獻中提出的班級教學組織條件下進行差異教學的對策作了分析，對目前文獻中提出的按能力分組分層教學進行了試驗研究，結果表明：這種教學形式對學生的數學成績和心理都有消極影響，應該放棄；對合作學習進行了可行性分析，結論是：在當前重點高中大班額等條件下，合作學習不能作為差異教學的組織形式；提出：班級授課組織內，適應個別差異的學習過程個別化的強化的形式，是目前重點高中數學差異教學可實行的最佳選擇。
  5. Thirdly, this article discuss the theory basis of distance instruction system of real streaming technology based on windows 2000, such as constructivism studying theory, individual studying theory and discovery studying theory

    第三部分論述了基於windows2000的real流媒體技術的遠程教學系統設計的理論基礎，即建構主義學習理論、個別化學習理論和發現學習理論。
  6. The scheme is based on the asynchronous teaching and individualized learning model in internet. the system is loaded into ‘ the information system of educational administration ’ and tested. in the end the overall and security performance of the system and the prospect is analyzed deeply

    本文採用基於internet網異步講授和個別化學習模式的實現方案，設計了一種基於web的遠程教育系統，並載入了「湘潭大學教務管理系統」做了測試，最後對系統的整體性能、安全性能以及研究的前景情況進行了深入地研究和分析，給出了系統運行的情況和性能分析結果。
  7. The teaching models based on resources of the network are as follows : classroom instruction, individual independent study, web - based explorative learning, the case study, webquest, resource - type study, cooperative learning, appreciation, the network composition, spoken communication model and so on

    基於網路資源的教學模式主要有課堂講授模式、個別化自主學習模式、研究型學習模式、案例研習模式、發現學習模式、資源型學習模式、協作型學習模式、欣賞陶冶型模式、網路作文模式、口語交際模式等。
  8. This study suggests that children with mr have great potential to develop adaptive skills. during the education and training for them, what is crucial is to develop their independant and social skills and what is difficult is to develop the cognitive skills, especially the ability of language. moreover it is needed to make individual program according to the character of every child

    以上的研究結果表明，弱智兒童適應行為的發展存在著巨大的潛力，對他們的教育與訓練應以獨立技能和社會技能的發展為重點，以認知技能特別是言語能力的發展為難點，並要根據每個兒童的特點進行個別化教學。
  9. The faculty board of the faculty of arts of the university of hong kong agreed in principle, at its meeting held on october 10, 2005, a working model to administratively restructure its 11 academic units into 5 schools 1. chinese, 2. english and language communication, 3. geography, 4

    香港大學文學院於2005年10月10日舉行的院務委員會會議上，原則上同意進行行政重組，該工作方案會將十一個教學部門分別歸入五個專科學院（暫定為中文學院、英文及語言傳播學院、地理學院、現代語言及文化學院和人文學院） ，學院正式名稱將由個別專科學院日後自行決定。
  10. Internet - based learning guidance consists of all the internet - based teaching activities which aim at guiding self - teach learning and individualized learning

    摘要網路導學是基於網路教學環境下指導或引導學生自主學習和個別化學習的一切教學活動。
  11. The principle of developing net - based instruction contents includes three parts. the first part is the combining of self learning and collaboration learning ; the second part is the combining of consecution and integration ; the third part is the combining of content and object

    網路教學內容的開發原則主要是以下三個方面：個別化學習與協作化學習相結合、連慣性和整合性相結合、內容表現與行為目標相結合。
  12. Give education at traditional area relatively, long - range education has a few such striking features : during whole study, teachers and students allows permanent depart ; educational orgnaization or organization pass study data and support to serve two respects to bring to bear on to the student ' s study influence ; use all sorts of technologies to media contacts teachers and students and bear the weight of curricular content ; provide two - way communication communication ; during whole study, do not set study collective permanently definitely, the student basically is with individual chemistry be used to is given priority to

    相對于傳統的面授教育，遠程教育有這樣幾個顯著的特徵：在整個學習期間，師生準永久性地分離；教育機構或組織通過學習材料和支持服務兩方面對學生的學習施加影響；利用各種技術媒體聯系師生並承載課程內容；提供雙向通信交流；在整個學習期間，準永久性地不設學習集體，學生主要是以個別化學習為主。
  13. Nevertheless, large numbers of cai courseware in classroom or tutorial software, which was produced with guidance of the theory behaviorism, neglect the process of cognitive and the dynamic role of the learners, and sometimes it does n ' t obtain consequence in teaching practices

    然而，在目前，大量的課堂教學的cai實踐及個別化的cai教學軟體，往往是在行為主義學習理論的指導下產生出來的，它忽視了人們的認識過程和主觀能動作用，在教學實踐中沒有能夠取得十分明顯的教學效果。
  14. Secondly, the mode based on the expert system of the uncertainty reasoning in teaching methods is discussed emphasizely, and the theory of certainty factor is applied to the mode, then we develop an expert system program by using clips language. in the system, fuzzy knowledge expression and reasoning based on the production rule are realized, so that we can perferably realize the intelligent and individual property of icai

    然後探討了採用基於不確定性推理的專家系統實現對教學方法的選擇的方式，將可信度理論嘗試性地運用於教學方法的選擇上，並使用clips （ clanguageintegratedproductionsystem ）語言開發了一個實際可行的教學方法選擇專家系統，實現了基於規則的模糊知識表達與推理，從而較好地實現了icai系統中的個別化和智能化教學。
  15. Individual teaching and competence education

    個別化教學與素質教育
  16. It differs from the traditional education form of china to a large extent and is theoretically based on the suggestion of individual education

    在實際的教學運用中與中國傳統式教育有很大的不同，但它的整體教學方法的設計基於個別化教學的理論。
  17. This article aims to illustrate the application of individual education in the project of intel future education, and the interrelationship between them, thus to facilitate its application in real education practice

    通過論述個別化教學在英特爾未來教育中的應用，闡述兩者的關系，以便於實際教學的運用。
  18. In a smaller class, pupils have more academic learning time, teachers have more validated approaches and more individualization. smaller class is good for pupils " learning, behavior as well as attitude

    在小班中，學生有更多的學術學習時間，教師可以運用更有效的教學方法並且可以進行更多的個別化教學，從而使小班教師的教學更有效。
  19. As for raising teachers " ability to improve individual student ' s study, i suggest ; to apply individual guidance according to different students ; to guide students to consciously study teaching materials ; to establish the minimum of teaching purposes ; teachers supervise and inspect students according to the stage of study ; to fully develop creativity and learning initiative of students

    對提高教師個別化教學能力提出下列建議：針對學生個別差異進行個別指導；引導學生自覺鉆研教材；規定教學目標的最低達成限度；教師按學習階段進行監督、檢查和落實；充分發揮學生學習的主動性和創造性。
  20. And then according as the theoretic analysis of the relationship between cybernetics, individualized teaching, id theory, etc, and independent study strategies, next, it expatiated on the importance of " learning objectives, objective evaluation, learning control " in the corporation of streaming - media courseware and independent learning strategies

    並依據控制論、個別化教學、教學設計等理論與自主學習策略關系的理論分析，闡述了「學習目標、目標評判、學習控制」在實現流媒體課件與自主學習策略的整合的重要性。
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