教學成績控制 的英文怎麼說

中文拼音 [jiāoxuéchéngjīkòngzhì]
教學成績控制 英文
constraints on ll/lt achievement
  • 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...
  • 成 : Ⅰ動詞1 （完成; 成功） accomplish; succeed 2 （成為; 變為） become; turn into 3 （成全） help comp...
  • 績 : Ⅰ動詞（把麻搓捻成線） twist hempen thread Ⅱ名詞（功業; 成果） achievement; accomplishment; merit
  • 控 : 動詞1 （告發;控告） accuse; charge 2 （控制） control; dominate 3 （使容器口兒朝下 讓裏面的液體慢...
  • 制 : Ⅰ動詞1 （製造） make; manufacture 2 （擬訂; 規定） draw up; establish 3 （用強力約束; 限定; 管束...
  • 教學 : 教學teach school; teach
  • 控制 : control; dominate; regulate; govern; manage; check; cybernate; manipulate; encraty; rule; rein; c...
  1. The standard system of the university performance audit must be established on economy, efficiency and effectiveness and constituted by the standard of economy and efficiency, the standard of effectiveness and the good system standard, in which the standard of economy and efficiency is reflected through funding structure, fund balance ratio, the resource use efficiency indicator and the fund use structure indicator ; the standard of effectiveness is reflected through educational standard, research capabilities, student training quality and social well - known and recognized degree ; the good system standard is reflected through school running thoughts, school target positioning, school regulation building, school

    高校績效審計標準體系必須圍繞經濟性、效率性和效果性來建立，由經濟性效率性標準、效果性標準、良好制度標準三部分組成。其中經濟性、效率性標準通過經費來源結構、經費結余比率、資源利用效率指標、經費使用結構指標四方面來反映;效果性標準通過辦學水平、科研能力、學生培養質量、社會知名和認可程度等指標來反映;良好制度標準通過學校辦學思路、學校目標定位、學校規章制度建設、學校教學質量監控及測評系統等方面來體現。
  2. This paper analyses the exterior factors, ie., facilities, competition environment, climate, referees and audience to offer theoretical basis for the coaches and players to do well in the competition

    對影響運動競賽成績的這些外部環境因素進行了分析，旨在為教練員、運動員科學控制運動競賽的過程提供理論依據。
  3. Under the keen competitive educational conditions, many headmasters on senior middle school run the schools as administrating enterprises in order to make the schools develop quickly, their administrative purpose is to pursue the high proportion of students entering universities. so they treat the teachers as the employees and judge the teachers " value just by the students grades in the exams

    在現實環境中，許多高中為了自身的生存和發展，提出了「將學校當作企業來經營」的管理觀念。學校管理的主要目標，就是追求升學率。對教師實行了「控制型」管理，學生的考試成績成為評價教師工作好壞的主要依據，並將其與教師的工資、職稱評定掛鉤，教師在課堂教學中注重的自然就是與考試有關的知識點。
  4. This study incorporates schema in senior three vocabulary teaching and by doing 12 weeks " experiment to test whether the schematically organized oral vocabulary presentation was prior to rote repetition in the following three aspects : 1 ) new words ( in senior book 3b ) learned during the 12 weeks ; 2 ) extra new words ( not included in jefc & sefc ) presented together with the schematically grouped words ; 3 ) old words learnt before the experiment

    本文將圖式理論應用於高三英語詞匯教學中，經過12個周的課堂教學實驗，以驗證在實驗期間學生對所學高三課本新詞匯的掌握情況、中學范圍所學舊詞的鞏固情況和擴大中學范圍以外的詞匯三個方面，實驗班的詞匯測試成績是否優于控制班的詞匯表背誦成績。
  5. Part six reports the conclusion : 1 ) compared with classroom rote repetition, the classroom schematic word presentation is significantly different in textbook new word retention, extra new word increase and old word consolidation ; 2 ) the difference of the post investigation on schematic association for the experimental class is reported much greater than for the control class ; 3 ) the more schematic the subjects associate words, the higher they score in post word test. part seven is the implications and limitations of this study. also some suggestions for further study is given

    基於以上分析與討論，本文得出以下結論： 1 ）教師課堂口授圖式聯想詞匯方式與課堂進行詞匯表背誦方式相比，圖式詞匯聯想方式在課本新詞匯學習方面、課外詞匯擴大方面和舊詞鞏固方面，都比詞匯表背誦學習具有顯著差異，尤其在舊詞鞏固方面差異更顯著； 2 ）控制班在實驗前後的圖式詞匯聯想調查成績無顯著差異，實驗班在實驗前後的圖式詞匯聯想調查成績差異顯著，表明圖式詞匯聯想教學能提高詞匯測試成績； 3 ）實驗后，圖式詞匯聯想調查成績越高的學生，詞匯測試成績也越高
  6. When meeting them or reflecting on my past teaching job, i feel absolutely at ease. my conscience is very clear that, during my teaching career, though i was under pressure from the school to regard scholastic achievement as the ultimate goal, and to use grades to assess and control students, i still firmly embraced my beliefs and taught my students with love

    面對過去教學生涯面對他們，我感覺到很自在很坦然，因為我心裏明白，當初任教的時候，雖然面對來自整個學校以成績掛帥，用分數判斷控制學生的壓力，但仍堅持自己的理念，以愛心教育他們。
  7. Enter oneself for an examination build kind of school ( department ) the examinee of the special major of the major such as afforest of architectural, town planning, gardens and approval of ministry of education, achievement of the university entrance exam achieves those who admit control mark line, should attend freehand add try, the college is in enter oneself for an examination the meeting is special at the back of major annotate

    報考建築類院校（系）的建築學、城市規劃、園林綠化等專業和教育部批準的非凡專業的考生，高考成績達到錄取控制分數線的，應參加徒手畫加試，高校在報考專業後面會非凡注釋。
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