個別教學法 的英文怎麼說

中文拼音 [gèbiéjiāoxuéfǎ]
個別教學法 英文
customized 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...
  • 法 : Ⅰ名詞1 （由國家制定或認可的行為規則的總稱） law 2 （方法; 方式） way; method; mode; means 3 （標...
  • 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. On the basis of theories of discriminational skill, physical model and learning strategy and the requirement to identify and found physical model correctly and use the method of physical model proficiently, this paper discusses the discriminational skill of students theoretically when they learn establish physical model. based on the theory of the method of physical model and the theory of the knowledge about strategy, it illuminates the essentiality of training students the discriminational skill theoretically when they learn establishing physical model and the feasibility of teaching students correlative knowledge about strategy, it bring forwards the actualizing principle. teaching model, steps, several frondose strategies and things we should pay attention to. in teaching experiment, it studies and compares the traditional teaching of establishing physical model with the method in this paper. finally, it summarizes the effects and brings forward correlative teaching advises

    本文在辨別技能、物理模型和策略學習等理論的基礎上，並根據在解決物理問題時正確識別、建立物理模型、熟練使用模型方法是學生應該具備的基本物理素質的要求，對物理建模學習中學生的辨別技能作了理論探討，闡明了在物理建模教學中培養學生辨別技能的重要性和對學生的建模學習中相關的策略性知識的教學的可行性，提出了物理建模教學中培養學生辨別技能的實施原則、教學模型、步驟和幾個具體的策略以及注意事項，然後進行教學實驗，將傳統的建模教學和本文中的建模教學進行對比研究，最後總結了其效果，提出了相應的教學建議。
  2. Following the analyzing and based on originality of theory, from a angle of view of philosophy of science, in regard to theoretical basis, methodology, and theoretical structure, the author gives a general picture of the original theory of instruction in other countries, and thinks of it as " stones from other hills " that increases the originality capacity of theory of instruction in china, in accordance with the above view, sketches the contours of the paths into generating originally theory of instruction in china, holds that reconstructing medio - theory of instruction is one of feasible orientations of research in theory of teaching and learning in china in future

    繼而理性地反思我國教學理論發展與流變的歷程，認為理論移植與依附是近現代我國教學理論原創力貧弱的癥結。論文在原創理論層面上，從科學哲學的視角，分別從理論基礎、方法論、理論結構三個方面探源國外教學理論原創的概貌，作為我國教學理論原創的「他山之石」 ，以此勾勒出我國教學理論實現原創性生成的路徑，認為走教學理論的中層研究是實現我國教學理論原創的應然取向之一。
  3. According to the investigation to the process of motor skill obtained and the investigation of motor skill " difficulty degree ", motor skill is partitioned as able and unable motor skill with obvious difference 、 osculant motor skill and able and unable motor skill with blurry difference, which establish the academic base to further research the process of motor learning and choose rational teaching methods

    以體育教學過程中運動技能的習得過程為依據，通過對運動技能「會能度」的調查，重新將運動技能劃分為「會與不會有明顯區別的運動技能」 、 「中間型的運動技能」和「會與不會沒有明顯區別的運動技能」三種，這個分類的思想和視角會為進一步認識運動技能的學習過程和根據運動特點優選教法奠定新的理論基礎。
  4. This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study, the characteristic and specific situation formation ( the background, precondition ), to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training, facing all students and choose the typical individual to track at the same tune, and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file, etc to strengthen one " s own consciousness, learn to regulate oneself ; to evaluate the effect of attribution training, that is, chemistry - learning efficiency, the author actively try combining subjective evaluation with objective evaluation, teachers " evaluation with students " own

    本研究較深入地了解到高一學生對化學學習的自我效能感現狀，高一學生在化學學習中的歸因傾向、特點及其形成的特定情境（背景、前提條件） ，並據此在化學學科教學中對學生進行心理歸因訓練;採用團體輔導與個別訓練相結合，面向全體學生同時選擇典型個體進行追蹤，積累案例材料;充分發揮學生主體的主觀能動性，通過寫反思日記或學習小結、建立化學學習檔案等方法，強化自我反思意識，學會自我調節:積極嘗試主觀評價與客觀評價、教師評價與學生自我評價相結合的方式，對歸因訓練效果即化學學習效能進行了評價。
  5. Through the approach of investigative questionnaire and ability examination, considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem, taking the method of fixing the quality and quantity, we make a demonstration research. at last, we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level, called repeating thinking, includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction, comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking. illogical thinking mainly contains intuition, association and space imagination of micro - particle

    通過調查問卷、能力測試等途徑，結合教師在中學化學的教學實踐和學生在分析、解決問題的實際需要，採用定性與定量結合的方法，進行實證研究，得出結論：化學學科能力的19種表現形式歸納為3個層次：最基礎的再造性思維能力層次包括對化學事實和化學反應中量的關系的識別和判斷、對化學基礎知識的比較概括；以培養創新能力為核心的創造性思維層次包括化學直覺思維、聯想、對微觀粒子的空間想象為主的非邏輯思維和靈活運用已學的化學知識通過分析、綜合地解決問題為主的邏輯思維；化學實驗能力層次是化學學科能力的最高層次，它以思維能力為基礎，集中體現了化學教學的基本特徵，實驗能力層次包括：選用實驗方法和設計實驗方案，對實驗的評價，研究和處理實驗事實、資料、數據，發現規律，表達實驗及其結果，最終解決問題的能力和發散思維。
  6. 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。
  7. All the data were analyzed by analysis of variance of spss, and it turned out some surprising and unexpected findings, which deviated from the original hypothesis : ( 1 ) chinese non - english - majored efl learners showed multiple perceptual learning modalities, which was the similar tendency with those in traditional classroom ; ( 2 ) although there was a slight decrease of the means of six instructional learning styles, there was no statistically change of the visual, tactile, kinesthetic, individual and group learning ; ( 3 ) however, there was a significant negative shift on auditory learning style of chinese non - english - majored efl learners, which was contrary to the originally hypothesis ; ( 4 ) after being analyzed as a moderator variable, gender played a significant part in the choice of instructional learning styles among chinese non - english - majored efl learners ; ( 5 ) within the group of female or male learners, it produced significant change in auditory, kinesthetic and group learning in female students while there was no significant change of all the six learning styles in male students

    而長期以來，研究者都是從理論的角度，對學習方式和計算機輔助教學進行研究，從實證角度的研究乏善可陳，基於此，本文運用定量研究的方法，著眼于調查研究計算機輔助教學對大學英語學生學習方式影響.本文以重慶大學來自8個專業的353名學生為研究對象，根據他們接受計算機輔助教學的時間長短分為三個組，進行問卷調查，對數據進行整理和分析，得出以下結論：大學英語學生傾向于多種學習方式；在六種學習方式中，有五種學習方式並沒有隨著在計算機輔助教學的環境而呈現顯著的變化；但在聽覺型學習方式上，出現了下降；從對性別的比較中，男生和女生在幾種學習方式上具有顯著的差別;而計算機輔助教學環境對男生學習方式沒有明顯的作用，卻對女生的聽覺型，體驗型和小組型學習方式有顯著影響。
  8. 4. having suggested, based on the writer ' s many years of teaching and literature study, how to identify and train the excellent in key high school math - learning. this has achieved a great deal in the writer ' s teaching

    在多年實踐和文獻研究的基礎上，提出通過考試和對學生課內外表現的觀察識別重點高中數學優秀生的方法，並從課內和課外兩個方面提出針對重點高中數學優秀生培養的教學建議，此理論在作者實踐中已收到良好效果。
  9. The first part of the thesis is about the definition of the subject, the reasons of the research, the aims of the research and the design of the research methods. it suggests that in the second, third and fourth part of the thesis, i will adopt the triangulation research methods : experiencing, large - scaled survey, and typical case analysis, which are believable and representative. in the second part, i reveal the actual psychological state of the teachers in z senior middle school under the " matriculating rate as the aim " management by adopting historical research and observation method from the view of " i "

    它預示著：論文的二、三、四部分，即探索教師對學校管理的職業體驗的核心部分，我將運用人種學「三角互證式」的設計方式，也就是說， 「我」之體驗? ? 「大樣本」之調查? ? 「關鍵事件」之個案剖析，這三者之間，無論是資料解釋的來源，還是採集信息的方法技術，它們之間是可以互相證明的，獲得一定代表性的，並具有「硬性」的因果式的必然聯結；而不是平日自然語言中所說的那種個別的、偶然的甚至是無病呻吟式的「體驗」 。
  10. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  11. This part mainly introduces eight teaching methods : the dalcroze method, the orff method, the kodaly method, the comprehensive - musicianship method, the suzuki method, the kabalevsky method, the coleman ' s creative music for children teaching, the carabo - cone method. we discuss the general situation and character analyses of each method in detail in the article. epilogue : summarize the whole article ; combined the sprite and notion of the music reform, the paper puts forward the evaluation principles and laws to be used in the practice of music teaching and learning in order to apply these methods accurately and properly

    包括近20餘年間傳入我國的國外著名音樂教育體系和教學法：達爾克羅茲教學法、奧爾夫教學法、柯達伊教學法、綜合音樂感教學法、鈴木教學法、卡巴列夫斯基的新音樂教學大綱、薩蒂斯?科爾曼的兒童創造性試驗教學和卡拉博?科恩教學法八種音樂教學法，在行文上從基本概況介紹和特點分析這兩個角度分別展開論述。
  12. In the experiment class and in the control class, we adopt the teaching method of " exchanging the roles between teachers and students " and the traditional teaching method. the studying environment, teachers, teaching contents and classes " time are the same between two classes

    實驗班和對照班分別採用「師生互位」教學法和傳統的講授法，控制這兩個班的學習環境、任課教師、學習內容及課時均相同。
  13. After document analysis, it indicate that ( 1 ) there are some advantages and disadvantages in co - teaching, ( 2 ) teaching through teamwork is more difficult than teaching by oneself, ( 3 ) to train and cultivate leader for school is very important task of teacher education institute

    本文採用文獻分析法進行探討，指出：協同教學比一般個別教師的教學更困難；協同教學固然有其利弊得失，卻是實施九年一貫課程統整教學的利器，由於協同教學的提倡，必然促成教學團隊的形成，使教師領導者應運而生，故師資培育機構應加強培育未來學校的領導人才。
  14. It only lays stress on collective teaching, but seldom pays attention to respective teaching, showing students how to study independently, or cultivating students " self - study ability. in view of this situation, this thesis, based on lots of practice and research work, is therefore a detailed analysis and study of the features in the academy of classical learning, that is, the harmonious relationship between teachers and students, respective teaching, temporary collective lecturing, established collective teaching, study and research, etc. through lots of analyses, this thesis draws the following conclusions

    針對目前教學中存在著師生間缺乏良好的傳承關系，只注重集體教學、缺乏個別教學方式，缺乏對學生自學能力和方法的培養等弊端，本人通過研究，認為書院精神中的良好的師生關系、個別教學、講會會講制度和自學研修幾個特點特別值得我們的注意，本文將針對這幾點進行分析和學習。
  15. 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。它的最主要的優點就是特別強調學生的主體地位即注重學生的學習能動性、獨立性和創造性，但它並不忽視教師的主導地位。為了證明討論式教學的實際作用，我們經過了為期一個學期半的教學實驗，實驗結果表明，討論式教學法作為高中歷史教學的一種主導教學法，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，它有助於打破那種傳統的教學局面，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地位，而是對講授式教學法弊端的一種糾偏，並成為一種可與講授式教學法相輔相成的主導教學法。
  16. In the past much attention was paid to his work in the fields of higher education, but little research was made into his notions about mse ( middle school education ). by inductive and contrastive and contrastive methods and via study of his ideas, the present author intends to analyze and discuss the relations between his ideological implications and the times in such respects as the nature of middle schools, the aim and purpose of mse and middle school pedagogies

    但是以往人們比較關注的是他在高等教育領域的貢獻，以及他的美育思想、德育思想等，而對他的中學教育思想研究甚少。拙稿用歸納、比較的方法，對蔡元培的中學教育思想做了一個初步的研究，內容包括三個部分，分別是中學的性質和作用、中學的教育內容、中學教師的素質及教學法。
  17. Several successful cases of chinese teaching and practice of teaching innovation are used. from the angles of psychology and methods of teaching, the writer approaches all kinds of relations between differences of psychology and chinese teaching, hoping that a good result can be achieved through less work. the subject is analysed in two big aspects, that is, the relative common psychological differences and the absolute individual ones

    本文試圖從心理學和語文教學法的角度，並結合近年來成功的語文教學範例和教改實踐，從兩個方面（相對的共同性心理差異和絕對的個別性心理差異）入手，系統地探討中學生學習心理差異與語文教育的種種關系，以期在教學中達到事半功倍的效果。
  18. Many issues intersect in the controversy over second language acquisition, such as teaching method, cultural background, and individual learners ' differences

    在關于第二語言習得的爭論中，很多問題交叉在一起，比如教學法，文化背景，學生的個別差異等等。
  19. Teaching methods based on constructivism under the conditions of multimedia and internet can completely arouse a lot of sense organs of the students to study and fully stimulate the students " initiative and participation. they can help enlarge the capacity of a teaching period and really make the students study individually, study on their initiative and study with others. the teachers " and the students " using multimedia can show the entire effect of classroom activities and fully reflects the principal part of the students and the leading part of the teachers

    在這些教學實踐過程中，我們深刻體會到建構主義學習理論在「提高學習者的學習積極性，培養學習者的學習能力」方面具有其它學習理論所無法比及的優勢；並且深深認識到建構式網路下的化學教學能體現「以學生為中心」 ，很有利於培養迎接新世紀挑戰的高素質人才；建構式網路下的教學手段能全面調動學生的多種感官學習，充分激發學生的學習積極性和參與性，增大課堂容量，真正實現個別化學習、自主學習、協作學習；學生、教師通過多種媒體的組合使用，能顯示課堂效果的整體效應，充分體現了學生的主體地位和教師的主導作用。
  20. Teacher can make an online courseware step by step under the stereotype ' s navigation menu instructions. in accordance with tcsl aims, principles and methods, our stereotype sets a standard for lesson - preparing and course - making, and caters to individual needs. with the help of label function of the stereotype, one can classify course contents to different levels so that the stratified contents will come out if needed

    課程模板符合對外漢語的教學目的、原則和方法，使教師能夠遵循一定的標準進行備課和課件的製作；模板北京語言大學碩士論文以導航菜單的方式呈現，使教師能夠有條不紊地一步一步生成課件；模板可以由教師根據需要進行取捨，形成符合課件特點的新模板，這使教師的個性教學特色得以體現；模板還提供標簽功能，便於教師操作課件庫；教師在根據模板添加教學內容時，提供知識的等級標注功能，生成課件的教學內容根據教學需求分級別顯示。
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