建構師 的英文怎麼說
中文拼音 [jiàngòushī]
建構師
英文
information architect-
Have project of project of a batch of deep know well to manage theory and practice experience the tall intelligence of code of hep policy is compound model talent ; register cost division, build engineer of manage of division, inspect, investment to seek advice from the of all kinds major such as division of rate of engineer, estate hold 80 % what job seniority personnel occupies faculty, among them 6 people provide advanced title ; at the same time the company still retained personnel of senior and a batch of famous experts, professor, advanced professional technology, lawyer, and the elite of familiar international convention, perfectness foreign language and it, the advisory expert warehouse that makes system of company much territory, much discipline, much class, network, become " your kind effort " internally the development, brain trust that serves external
擁有一批深諳工程項目管理理論與實踐經驗並熟知政策法規的高智能復合型人材；注冊造價師、建造師、監理工程師、投資咨詢工程師、房地產估價師等各類專業執業資格人員佔全體員工的80 % ，其中6人具高級職稱；同時公司還聘請了一批知名專家、教授、資深高級專業技術人員、律師，以及熟悉國際慣例、精通外語和信息技術的精英，構成公司多領域、多學科、多門類、網路體系的顧問專家庫，成為「鼎力」對內發展、對外服務的智囊團。First, we should change the idea of education and promote the teachers " change from inculcating knowledge to facilitating the development of students. second, we should improve the teachers " professional development and advance the teachers " change from pure curriculum executants to researcher and constructors. third, we should emphasize the function of curriculum evaluation to develop education and promote the teachers " change from ultimate and only judge to stimulators of students natural development
在此基礎上，論文最後提出了促進初中語文教師對新課程教師角色適應的建議：轉變教育觀念，促進教師由知識灌輸者向學生發展的促進者轉變；提高專業化水平，促進教師由課程單純的執行者向研究者和建構者轉變；重視課程評價的教育發展功能，促進教師由終結性和唯一性裁判者向引導學生自主發展的激勵者轉變。On the structural design of chongqing grand theater, german architect request adopt not only shear wall around the building, but also frame columns whose cross section is gracile ( b h = 400mm 1000mm )
在重慶大劇院結構設計中，德方建築師要求除建築物周邊採用剪力墻以外，中間框架部分全部採用細長截面（ b h = 400mm 1000mm ）框架柱。It also suggests that students be the principle part in the processing of information and. the active constnjctionist of perceiving structure rather than the passive receivers of exterior stimulus, and teachers be the assistants and guldens as well as promoter other than the transfers or indoctrinators of some knowledge
學生是信息加工的主體，是認知結構的主動建構者，而不是外部刺激的被動接受者和被灌輸對象；教師是意義建構的幫助者、引導者與促進者，而不是知識的傳輸者與灌輸者。On this basis, the dissertation analyzes three major factors - learners, teachers, and teaching environment. in constructivism teaching process learners are characterized as independent and active, while teachers " functions are assistance and promotion, and teaching environment is the interactive environment of communication and interlocution
在此基礎上分析了學生、教師和教學環境三要素：在建構主義教學過程中，學習者具有自主性、積極性的特點，教師的作用是協助和促進；教學環境是交流、對話的互動環境。Mei selvage has served as a data architect, data modeler, and database administrator for various groups in ibm since she graduated from the university of montana at missoula, montana
Mei selvage從montana的missoula的montana大學畢業以來，擔當過ibm中多個開發小組的數據架構師、數據建模者和數據庫管理員。The paper introduced their architectural investigation and practice on the aspects of architectural tectonic, relation between tradition and creativity, the molding of place and construction of architectural space etc. such as david chipperfield ' s value of architecture ' s initial meaning and physicality, his emphasize on the architectural experience quality and ethics duty of the architect, and his view on the continuation of tradition and creativity ; waro kishi ' s value of tectonic noumenon, his concept of " industrial vernacular ", his application of the " architectural promenade " principle, and application of courtyard ; tod williams & billie tsien ' s principle of " architecture is combination of work and life ", their value of place, their observation of material characteristic, and their " slow " principle on design, me thod, and sense perception. the paper also introduces the three architect ' s representative works and their design method
介紹了他們在建築的建構、傳統與創新的關系、場所感的塑造以及建築空間的創造等方面所進行的理論探索與建築創作實踐，如大衛?謝潑菲爾德對建築內在意義及建築實體（ physical ）的重視、對建築的體驗品質和建築師的倫理責任的強調、對傳統和創新的可持續性的認識；岸和郎的對建構本體的重視、關于「工業鄉土性」的概念、對「建築的漫步」理念的運用、以及對庭院空間的運用；托德?威廉姆斯和比麗?錢的「建築是工作和生活的結合」的基本設計理念、對場地的重視，對材料特性的探索、以及關于設計、方法、感知方面的「緩慢」的理論。Seeking to liberate their creation from the sepulchral atmosphere of the plague - ridden medieval era, the notre dame architects conceived of a design more spacious than that of their predecessors
尋求把他們的創作從世紀黑死病蔓延的死寂氣氛中擺脫出來，聖母院的建築師們構思出比他們的前人更寬闊的設計。The third part and the fourth part are the key parts of this article. the third part explains several key points which should be taken notice of under the instruction of constructivism in the design of teaching : effective teaching should stimulate student " initiative in learning and should keep interaction with students between teachers and students or students themselves ; effective teaching should provide students with learning materials and the safeguard of time and space and should aim to make students understand their knowledge completely, and should pay attention to learners " and other ' s recollection ; it should let students gain active experience and emotion as to this subject
第三部分和第四部分是本文的重點，第三部分闡述了建構主義觀指導下的課堂教學設計應該注意的幾個方面：有效的教學應引導學生積極、主動地參與學習；有效的教學應使教師與學生、學生與學生之間保持有效互動的過程；有效的教學應為學生的主動建構提供學習材料、時間以及空間上的保障；有效的教學旨在使學習者形成對知識真正的理解；有效的教學必須關注學習者對自己以及他人學習的反思；有效的教學應使學生獲得對該學科學習的積極體驗與情感。With static crosscutting, architects and designers can effectively model complex systems in a true object oriented manner
使用靜態橫切，架構師和設計者能用一種真正面向對象的方法有效地建立復雜系統的模型。While the world in teaching is the field constructed around the center of understanding and embodied by explicit behavior and in which the life possibilities of teachers and students ' can be designed and realized, whose fundamental characteristics are internality, comprehensive nature, instrumentality, constructiveness and academic nature
教學世界是以理解為中心建構的藉助外顯的行為表現的從感情、認知與行為方面籌畫並實現師生生命可能性的內在場域，其基本特徵有內在性、理解性、工具性、建構性與學術性。Teacher of math should apply constructivist perspective teaching, namely change math knowledge into constructivist problem for further exploration, students solve the new problem with the elicitation of the teachers by themselves, and thereafter let possible the construction of new knowledge
即在數學課堂教學中應盡可能地把新數學知識轉化成具有探索性和建構式的問題，學生在教師的主導作用下通過個體的獨立探索活動使問題得以解決，使新知識在學生的心理上得以建構。The rationale of the present study comes from constructivism, clt, and reflective teaching. the core belief is that learning is a process that learners actively construct new knowledge upon pre - existing knowledge and experience according to their own needs and interests. in a constructivist approach, a teacher educator should base their teaching on student teachers " practical knowledge and draws on their personal experience to develop their professional teaching ability and communicative ability in a holistic way
作者對在職教師繼續教育的研究根植于建構主義，交際語言教學論和反思性教育理論，其核心理念是：學習是學習者根據個人興趣與需求在原有知識經驗的基礎上主動建構新知識的過程，教師教育者應充分利用教師的已有經驗和教學實際均衡發展，不斷引導他們進行學習與教學的反思，培養教師自主。This symposium aims to bring architects, philosophers, academics, related professionals and the interested public together to discuss what constitutes space and place architecturally and philosophically
是次研討會?聚建築師、哲學家、學者、業界及公眾人士於一堂，從哲學、建築學兩個不同的層面上討論構成空間、場所的元素。The author elaborates autonomous learning categories, such as brainstorming, role - play, case studies, situated learning and so on. then the author designs a synthetical e - learning model that includes establishing unit objectives, problem driven ; creating situation, learning method instruction ; self exploring, discovering problem ; collaborative inquiry in group, communication among group ; teacher instructing, communication on web ; solving problems, constructing meaning ; forming works ; summary and evaluation
論述了頭腦風暴、角色扮演、案例研習、情景化學習等自主學習的實踐類型，嘗試設計了一種包含確立單元目標、問題驅動；創設情境、學法指導；自主探索、發現問題；小組協作探究、組間交流；教師指導、網上交流；解決問題，意義建構；形成作品；總結評價八個環節的綜合網路學習模式。It can also be analyzed from non - linear way : 1, the knowledge construction is a process of positive internalizing ; 2, the knowledge construction is a process of actively producing ; 3, the knowledge construction is a process of integration ; 4, the knowledge construction is a process of positive externalizing ; all these shows that knowledge construction is not simple transplantation of exterior knowledge but the knowledge construction based on the original experience, mental state and beliefs, it is the fusion of various horizont. the knowledge construction is the process of internalizing and externalizing, producing and integration, the unity, of inheritance and creation
第四，也是各種知識的外化過程。可見，教師建構教育知識不是外部的公共教育知識及其結構向教師個人內部的簡單移植，而是以教師原有的經驗、心理結構為基礎的知識建構，是多種視界的融合。知識的建構是內化與外化、生成與整合的過程，是繼承與創新的統一。This paper, from the perspectives of the constructive theory, social interactive theory and humanistic theory, is to explore the theoretical basis of the pattern, its four specific forms, the possible obstacles, and the teacher ' s strategies
本文從建構主義理論、社會交互理論、人本主義理論出發，闡述了「生生互動」模式的理論依據，介紹了四種互動形式：小組課前報告、學生組織課堂教學、小組討論和辯論以及自編自演等，並提出實施這一模式可能出現的問題和教師應對策略。After analyzing the limitation of the web - based learning assistant system in china and integrating the present level of internet, this research puts forward and then creates a web - based intelligent learning assisted system - ilas with the direction of the theories such as constructivism, adaptive learning and software engineering which is for teachers and students and realize the combination of individual, adaptive and interactive group learning
本課題研究在詳細分析了當前國內網路學習幫助系統存在的主要缺陷后，結合internet的實際發展水平，在建構主義學習理論、適應性學習理論和軟體工程學理論的指導下，提出並實現了一個基於web ，面向師生，以實現個別化學習，適應性學習與互動式群體協同學習相結合的，並具有初步智能的學習幫助系統? ? ilas 。Face some buildings violating the human nature and lacking the distinction, if the architect can use many kinds of thinking form to be created and conceived, especially improve the ability of intuition thinking, this is very helpful to hold the nature and law of this polytechnic art of the building
面對一些有違人性和缺少個性的建築物，如果建築師能夠運用多種思維形式進行創作構思，尤其是提高直覺思維的能力，這對于把握建築這一綜合藝術的性質和規律是十分有助的。This article expouds the physical situation teaching and its function using theories of educational psychology and structuralism, then combines the practice to put forward implement measures for physical situation teaching to construct teacher - student situation, class - issue situation, experimental situation as well as cai physical situation
摘要用教育心理學理論和建構主義理論論述了物理情境教學及其作用，並結合實踐提出物理情境教學的實施辦法：建構師生情感情境，建構課堂問題情境，建構實驗情境以及建構cai物理情境。分享友人