教材的識記 的英文怎麼說
中文拼音 [jiāocáidezhìjì]
教材的識記
英文
memorization of subject matter- 教 : 教動詞（把知識或技能傳給人） teach; instruct
- 材 : 名詞1 （木料） timber 2 （泛指可以直接製成成品的東西; 材料） material 3 （供寫作或參考的資料） ma...
- 的 : 4次方是 The fourth power of 2 is direction
- 識 : 識Ⅰ動詞[書面語] （記） remember; commit to memory Ⅱ名詞1. [書面語] （記號） mark; sign 2. （姓氏） a surname
- 記 : Ⅰ動詞1 （把印象保持在腦子里） remember; bear in mind; commit to memory 2 （記錄; 記載;登記） writ...
- 教材 : teaching material
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Ascertainment of literature analysis for the first choice is proved by the circumstances below : it plays a important role in human culture attainment, it advantageously increases the intelligential abilities of observation, remembrance, thinking, imagination and operation, it beneficially improves the psychological capabilities of emotion, concentration, will, self - judgment and adjustment, it heightens student ' s capabilities of realization of daily life and adaptation of vocational life and it significantly effects personal accomplishment of communication in modern society either
根據文學欣賞是提高人文修養的重要途徑；文學欣賞有利於提高觀察力、記憶力、思維力、想像力、操作力等智力水平，有利於提高情動力、注意力、意志力、自評力、調控力等心力水平；文學欣賞能提高學生認識日常生活、適應職業生活的能力；文學欣賞是現代社會交往的重要個人素質等諸多因素，將文學欣賞確定為教材的首選內容。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。
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