標識放流 的英文怎麼說

中文拼音 [biāozhìfàngliú]
標識放流 英文
capture and recapture experiment
  • 標 : Ⅰ名詞1 [書面語] （樹梢） treetop; the tip of a tree2 （枝節或表面） symptom; outside appearance; ...
  • 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
  • 放 : releaseset freelet go
  • 流 : Ⅰ動1 （液體移動; 流動） flow 2 （移動不定） drift; move; wander 3 （流傳; 傳播） spread 4 （向壞...
  • 標識 : [物理學] characteristic; identification; identifying標識碼 identification code; 標識位置 home position
  1. The conclusions indicate that trl outperformed the control group in attitude, ability, and knowledge, these two instructional forms have prominent differentiations, the research has the conclusions that : a ) trl can nurture students " attitude towards learning, enrich students " knowledge, increase their ability and making them integrating learning strategies, b ) trl can promote students " co - operative learning, make them explore actively, and it is effective to foster mutual understanding and friendship between the han nationality and the minor nationality, c ) trl can set up an learning environment to achieve students " learning aims, such as nurturing attitude, stimulating motivation, increase students " knowledge level, d ) trl is an effective way to enhance students " learning abilities, such as information - collecting, question - probing, problem - solving, e ) trl is an important way to integrate school education with social environment, to

    因此在中等職業學校實施研究性學習，不但十分必要，而且完全可能，其目的在於改變學生以單純地接受教師傳授知識為主的學習方式，為學生構建了一個開放的學習環境，提供了多渠道獲取知識、並將學到的知識加以綜合應用於實踐的機會，促進他們形成積極的學習態度和良好的學習策略，培養了他們的多種社會實踐能力，以便於他們能更好地適應21世紀發展的需要。本研究以哈密地區衛生學校2001級（ 1 ）班社區醫士專業學生為實踐對象；以小組合作研究為組織形式；以課內與課外相結合為實踐途徑；以強調對所學知識、技能的實際運用，注重學習的過程和學生的實踐與體驗為實踐的總目標；以進入問題情境階段、實踐體驗階段、表達和交流階段為一般程序。
  2. Universal type that guangzhou dongchen electric vehicle co., ltd develop the latest electric car mix with the motive to become soon the green environmental protection motor car, it broke the traditional consciousness, the way that whole car lines that tradition of limitless become soon, that car have the zero row to put, free from pollution, have no the noise, mentally retarded consume, start steady, long drive route, excellent climbing ability, the special advantage of low etc., function index sign of movement cost is already the advanced level, it broke the tool of traditional transportation means of transportation flowing freely of world, now a humanities culture for be in the leading, a nature consciousness for be in the leading

    廣州東辰電動車有限公司最新款的普及型混合動力變速綠色環保電動車，它打破了傳統的無極變速方式，該車具有零排放、無污染、無噪音、低能耗、起動穩、行程長、爬坡力強、運行成本低等獨特優點，性能指標已達世界先進水平，它打破了傳統交通代步工具的局限意識，整車線條流暢，體現一種領先的人文文化，一種領先的自然意識。
  3. The reason lies in the fact that the ibdp teaching process comprises a system of " teaching - results - assessment - teaching ", which best elaborates the effect of this perfect assessment, which, by working constantly, guides the teaching effectively. this brand new system makes the teaching method and style quite different from the domestic teaching which is characterized as instilling. the integration of students - oriented open teaching method and its specific field trip fosters the students ' creative ability, infonnation collecting and processing ability, as well as the ability to cooperate, to explore, and to practise, effective geography techniques, and the double character of science and human and it greatly enhances teaching effect

    本文作者對ibdp （國際文憑大學預科）地理學科的評估方式進行了深入研究，發現ibdp地理學科和國內普通高中地理學科的教學目標是相擬的，但體現在學生身上的能力卻大大不同，其原因在於ibdp地理學科通過教學過程? ?教學結果? ?評估方式? ? ?教學過程這樣的一個循環體系，充分發揮了其完善的評估方式的作用，通過不斷地進行形成性評價，對教學過程進行了有效的指導，從而使得ibdp的課堂教學方法和模式和國內普通高中主要是灌輸知識有著顯著不同，其以學生為主體的開放式教學思路和特有的野外實習活動交互回應，使整個教學過程向著有利於培養學生創新能力、信息搜集和處理能力、合作能力、有效的地理技能、自主學習能力、交流和合作能力、探究能力、實踐能力以及科學和人文雙重品質的方向發展，取得了良好的教學效果。
  4. The combination of campus net and project learning will fully reflect the principle of opening trait, inquiry trait, combination trait of project learning, and will finish the studying task of project learning better. the topic research emphasize the developing of the ability and awareness, not the study of some specific knowledge. by building physics project learning net in campus net, the website specially for the service of the project learning, we can finish the basic process from collecting materials exchanging ideas and discussion, determining the topic, carrying out the research evaluating the result and so on, and we can also develop the ability of the students collecting materials. combination of being united using the internet, and we can also lay the solid foundation for the real future science research. the students can determine the topic in physics project learning on their own, and they can communicate with the teachers and classmates conveniently and solve the contradiction between the traditional class - teaching mode and the project learning

    教育部採用的是狹義上的研究性學習，在高中物理進行研究性學習還處于探索階段，本文從目的、目標、特點、實施過程及案例做了階段性總結，它是實施素質教育，培養學生創新精神和實踐能力的一個重要方面，校園網與研究性課程的結合，將充分體現研究性課程學習的開放性、探究性、過程性、實踐性、合作性原則，較好地完成研究性課程的學習任務。課題研究主要著眼于這些能力與意識的培養，而不在於某項具體知識的學習。通過在校園網中建立「物理研究性課程學習網」這一專門為研究性課程學習服務的網站，能夠完成從收集資料、交流討論、確定課題、實施研究、成果評價等研究性課程學習的基本過程，並且能培養學生運用因特網收集資料、團結協作的能力，為將來開展真正的科學研究打好扎實的基礎。
  5. The dialogue pattern reflects open pluralism in terms of teaching goals, contents, process and assessment. finally, it ' s not a self - copying and self - repeating mechanism, but rather incessant production and creation of new knowledge, meanings and norms, which embodies the creativity of teaching activities. the third part probes the specific modes of dialogue chinese language teaching, which are namely dialogues between teachers and students, dialogue among students, teachers and students " dialogue with text, and self - dialogue of each student

    首先，對話型語文教學真正體現了教學主體性，因為主體性只有在對話交流中才能體現，主體性是對話型語文教學的靈魂；其次，對話型語文教學展示了教學主體的交互性，這是對話型語文教學區別于獨白式對話型語文教學的理論與實踐語文教學的顯著特徵；再次，對話型語文教學與獨白式語文教學的封閉、單一、和程序化相對，從教學目標、教學內容、教學方式到教學過程、教學評價都充分體現了一種多元開放性；最後，對話型語文教學不是復制性的、機械重復性的活動，而是新的知識、意義與理念不斷生成與創造的過程，體現了教學創新性。
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