教學論 的英文怎麼說

中文拼音 [jiāoxuélún]
教學論 英文
didactics instructional theory and id
  • 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...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 教學 : 教學teach school; teach
  1. History and world events ; book reviews and links

    -歷史教學論文歷史試卷與練習等
  2. Discussion on the shift of research paradigm of chemistry didactics

    談化學教學論研究範式的轉換
  3. On several questions in the didactics

    教學論中的幾個問題
  4. In order to enlighten the educational researches and practice, this text discuss the educational theories of the enterprise and its meanings in the magna didactics, which is johann amos comenius ' magnum opus

    論文探討了誇美紐斯的代表作《大教學論》中的首創性教育理論及其意義，以期對教育學研究和教育實踐有所啟發。
  5. As a matter of fact, classroom - teaching is the interaction between teachers and students. the paper insists that teacher - pupil interaction is the inbeing of moral education and discussed its theoretic foundation of philosophy, sociology, psychology, and teaching - theory and times demand

    本文從師生互動的角度出發，通過對思想政治課堂教學活動的思考，認為師生互動是思想政治課堂教學活動的本質體現，並分別從哲學、社會學、心理學、教學論以及時代的發展需要等不同側面，初步討論了思想政治課師生互動的理論基礎。
  6. According to the psychology about appreciation of beauty and the educational psychology, this teaching form has many functions : developing non - intelligential elements, such as interest, emotion, and motive ; improving the structre of thought. these are informing with the principle of teaching theory and quality - enhancing education

    從審美心理學和教育心理學的角度上說，這種教學形式具有培養學生物理學習情感、興趣和動機等非智力因素，改善思維結構等功能，這正是符合物理教學論原則及素質教育要求的。
  7. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  8. At first, both experience theory in modem philosophy and traditional percipient ' s knowledge in china provide philosophic basis for constructing learning method focusing on experience. secondly, it derives from soul in such three schools of course theory as subject - core, children - core and society - core and meets the demand of the new system of course. thirdly, the structuralists regard students as the builders of knowledge

    創新性學習有著堅實的理論基礎，首先，不論中國傳統的知覺體認識，還是當代西方哲學中的「體驗論」 ，都為構建以獲得「體驗」為主的學習方式提供了哲學基礎；其次，創新性學習汲取了學科中心論、兒童中心論和社會中心論三大課程流派的理論精華，適應了新課程體系的需求；第三，構建主義教學論以學生為知識的建構者，學習應該是由學生自主發生的、將知識形成和創新為最高目標的創新性學習。
  9. Bizarre stories, trivia, and books every week

    -歷史教學論文歷史試卷與練習等。
  10. The significance of whitehead ' s process philosophy in modern teaching theory

    懷特海過程哲學的現代教學論意義
  11. 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。
  12. 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。
  13. This paper mainly studies the development of geography theory of curriculum and instruction ( gtci ) of china since 1981 to 2000

    本文主要研究1981 2000這二十年中我國地理課程與教學論研究的發展情況。
  14. Curriculum and teaching methodology

    課程與教學論
  15. During the primary period of this field, researchers tried to disclose the reason that leads to learning disability by means of teaching ? heory physiology ^ medicine, but it " s right because the varieties of theories, methods and emphasis that made researchers difficulty to define the phenomenon of learning disabilities accurately

    在該領域的研究初期，人們應用教學論、生理學、心理學、醫學、咨詢學等專業學科方法試圖揭示學習困難問題的成因，但由於研究者所持理論觀點、方法及研究重點的不同，使學習困難問題至盡沒有一個明確、統一的界定。
  16. The analysis of instructional behaviors is aimed at satisfying the demands from the development of instructional theory, instructional design and changing teaching concepts

    進行教學行為分析有三個方面的原因：教學論學科建設的需要，教學設計的需要和轉化教學觀念的需要。
  17. The research of the students " participating founded on the profound and comprehensive basis. communicative teaching theory, interactive teaching, constructive teaching theory and developing theory provided the students with the theoretical proof

    學生主體參與的研究有著廣泛而深厚的基礎，交往教學論、互動主義教學論、建構主義理論、發展性教學論都先後為學生主體參與提供了理論依據。
  18. The study on the experienced teaching, a new research area in teaching theories, makes a further study of the basic aspects of teaching theory from the perspective of life ontology, makes a reflection and summing up of the relevant topics in the past teaching theoretical system

    體驗教學研究是教學理論研究中的一個新的課題。本研究從生命本體論的視角對教學理論的基本問題進行了深入探討，對以往教學論體系中的相關論題進行了反思與梳理，系統論述了體驗教學的基本理念，並對體驗教學在人文和科學課程中的實施提出了建議。
  19. Reading comprehension model and its teaching meaning

    閱讀理解模式及其教學論意義
  20. Instruetional theory in terms of philosophical anthropology

    教學論的哲學人類學分析
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