教學策略 的英文怎麼說

中文拼音 [jiāoxuécèlüè]
教學策略 英文
instructional strategies
  • 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...
  • 策 : Ⅰ名詞1 （通「冊」 古代寫字用的竹片或木片） bamboo or wooden slips used for writing on in ancient ...
  • 略 : Ⅰ名詞1 （簡單扼要的敘述） summary; outline; brief account; résumé: 節略 memorandum; aide mémoire;...
  • 教學 : 教學teach school; teach
  • 策略 : 1 （制定的行動方針和斗爭方式） tactics 2 （講究斗爭藝術） tactful 3 [數學] （對策） policy; strat...
  1. Mandarin dialect to the migration phenomenon and teaching strategies

    方言區學生普通話學習中的遷移現象及教學策略
  2. The teaching strategy has many good characters, such as the pertinency, maneuverability, selectivity, processiveness, flexibleness and so on

    教學策略具有目標指向性、針對性、可操作性、擇優性、過程性、整體綜合性、層次性和靈活性等特點。
  3. Accumulate the process of the piece, to the classroom teaching, is a teacher according to the actual need of the teaching, face the different teaching object, aim at one some teaching stage and the teaching targets, make use of the teaching material well, combine the teaching strategy, create a lesson piece with valid phantasmagoria

    積件的過程，對課堂教學來說，就是教師根據教學的實際需求，面對不同的教學對象，針對某一教學階段和教學目標，充分利用教學素材，結合教學策略，製作出千變萬化的有效課件。
  4. The ecological model of middle school education content mainly includes ( 1 ) its theory base ; ( 2 ) its targets, idea ; ( 3 ) its teaching rules ; ( 4 ) its teaching strategy ; ( 5 ) its education practice. i bring up its students valuation methods and its valuations of practic as a try, these are a piece of its content

    中學化學教育生態模式的主要內容包括：生態模式的理論基礎；生態模式的目標、觀念；生態模式的教學原則；生態模式的教學策略；生態模式的教育實踐。作為構建模式的一項內容，還嘗試性地提出了中學化學教育生態模式的學生評價方法、及模式實踐的評價。
  5. Strategics on question solving ability in physics teaching

    物理教學中問題解決能力的教學策略
  6. Only by a combination of pedagogical theories and teaching expertise with the merits of new technology, could the teacher design effective teaching strategies that take into consideration all the aspects of the classroom teaching, e. g. the types of media, the size and difficulty of information, as well as the topicality, feasibility and evaluation of the tasks

    教師只有把自身的理論知識和教學經驗及新技術的優勢相結合，控制好媒體類型、信息量及難度、任務主題、有效性及評估等課內外、教與學的每一個環節，才能設計出最佳的教學策略。
  7. Research on foreign language teaching strategy of developing meta cognitive tactics based on factor analytic approach

    基於因子分析的元認知外語教學策略研究
  8. It ' s reflected in four aspects : teaching target, teaching resources, teaching tactics and teaching assessment. the determination of teaching contents is the emphasis, and the teaching contents is determined by teaching target ; the collection of material ( teaching resources ) is the difficulty - compose a script after making a careful study of the teaching material, then collect the material according to the script ; teaching tactics are embodied by the determination of information form and by the way in which the contents accord with the form so as to get the best result in teaching ; making teaching assessment guarantees the quality of the software. in the early making period, the original model method of system engineering is adopted to produce small experimental courseware and a further revision and improvement are made in consultation with some experts. also an agreement on the demand of the software system is reached. in the later making period, the software is appraised by experts from its stability, serviceability reasonableness of construction, and the scientific nature of contents, then it is put into use as an experiment. finally those who use it are required to fill the teaching feedback table

    教學設計理論是靈魂，它貫穿于整個軟體編制過程，從四個方面來體現：教學目標、教學資源、教學策略、教學評價。教學內容的確定是重點，根據教學目標來確定教學內容；素材的收集（教學資源）是難點，在鉆研教材的基礎上撰寫腳本，根據腳本去收集素材；教學策略體現在信息形式的確定，以及如何使內容與形式協調一致，達到教學最優化的效果；而進行教學評價是本軟體質量的保證，在軟體的製作的初期，採用系統工程論的原型模型法，開發出實驗性小課件，在徵求專家的意見的基礎上進一步修改、完善、確認軟體系統的需求併到達一致的理解，在軟體製作的後期，再請專家從軟體的穩定性、可操作性、結構的合理性、內容的科學性等方面進行鑒定，最後將軟體作實驗性投入使用，再讓實驗對象填寫教學反饋信息表。
  9. This article tells the practical significance of fostering students " practice ability, and announces the intention on practice ability, especially based on quality education, with the theory of maxism epistemology, braincase, modern teaching theory and courses teaching theory as theoretic gist, start from chemical teaching in schools, put forward the teaching tactic of fostering students " practice ability, and make a systematic exposition from theory and practice

    本文闡述了培養學生實踐能力的現實意義，並對實踐能力的內涵進行了一定程度上的揭示；特別是以素質教育為指導，以馬克思主義認識論、腦科學、現代教學論和學科教學論等為理論依據，從中師化學教學的實際出發，提出了培養學生實踐能力的教學策略，並從理論和實踐兩方面進行了較為深刻的闡釋。
  10. A study on the application of the strategy of adopting a differentiated approach to different ability groups in teaching

    分層遞進教學策略在教學中的應用研究
  11. The teaching methods of college english intensive reading

    大學英語精讀教學策略
  12. Developing the applying awareness of the junior students, we should do these following things well : 1. help the students found the reasonable mathematics cognition structure according to the situation of the actual questions the reasonable math structure is the essential prerequisite

    初中生數學應用意識培養的教學策略包括: 1 .在良好的實際問題情境中建構學生合理的數學認知結構合理的數學認知結構是培養學生數學應用意識的前提條件。
  13. We design the teaching strategy from two level : teach attributes and relations ( call for micro teaching strategy ), teach a concept or a curriculum ( call for macro teaching strategy ) et al. designing an exercise module. one of the labor - intensive tasks in developing an intelligent tutoring system is to manually design tests to determine, posterior to a single lesson, whether a student has properly mastered the taught concepts

    本文設計了兩個層次的教學策略，一個層次是對領域本體抽象層中的屬性和關系的教學（稱為微教學策略） ，另一個層次是對一個知識點（或一個本體、一節課）的教學（稱為宏教學策略） 。
  14. This instructional design draws its model and principle from a variety of disciplines : learning theory, systems theory, communications theory, and instructional theory. its major content involves the following component : front - end analysis, clarifying instructional objective, writing evaluation test questions, designing instructional strategy, writing instructional solution, formative evaluation of systematic instructional design, and revising instruction

    這種教學設計是以學習理論、系統論、傳播理論和教學理論為基礎，運用系統方法進行教學設計的理論和模式架構；系統教學設計的基本內容包括前期分析，教學目標的闡明和評價試題的編制，教學策略的設計，教學設計方案的編制，系統教學設計的形成性評價，修改教學；最後，構建了以上述內容為要素的系統教學設計模式。
  15. In the direction of the research - based learning theory, it analyzed its basic characters : subjectivity, opening, practice, inquiry, cognitivity, generativity. the dissertation also originally constructed the basic flow chart of class teaching of cognitive research - based learning, and researched the concrete teaching strategies including for teaching preparation and for teaching process

    本研究運用了認知心理學、人本主義心理學、建構主義心理學、多元智能理論等有關教育心理學的重要成果，以研究性學習理念為指導，分析了認知型研究性學習應具有的基本特徵:主體性、開放性、實踐性、生成性、探究性、認知性等;創造性地構建了認知型研究性學習課堂教學的基本流程;並分別提出了具體的課堂教學策略，包括課堂準備策略和課堂教學過程策略。
  16. The thesis synthesizes the definitions of motivation in psychology, and classifies them into three sorts : internal - cause viewpoint, outer - cause viewpoint, and internal - outer viewpoint. analyzing the motivation theories, the paper shape the eighteen design strategies on instructional goal, instructional content, instructional strategy, instructional environment and instructional evaluation. by abstracting these strategies, the paper draws three principles that should be followed

    本文經過對動機理論的分析，形成基於動機理論的教學目標、教學內容、教學策略、教學環境、教學評價五個環節的十八條設計策略；並將這些策略抽象概括，總結出教學設計應遵循的三原則：體現學生主體性、滿足學生需要、提供學生學習支持。
  17. Instructional strategies design of media literacy education for college students

    大學生媒介素養教育之教學策略設計
  18. Instructional strategy of teaching students to maste the knowledge of elements and compounds

    學生學習元素化合物知識的教學策略
  19. Are our students aware of alternative instructional strategies for diverse learners

    我們的學生是否知道適用於多元學習者的另類教學策略
  20. Research on the instructional strategy to stimulate learning motivation of undergraduate students

    激發大學生學習動機的課堂教學策略研究
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