班級組織 的英文怎麼說

中文拼音 [bānjízǔzhī]
班級組織 英文
class organization
  • 班 : Ⅰ名詞1 （編成的組織） class; team 2 （一天之內的一段工作時間） shift; duty 3 （軍隊的基層單位） s...
  • 級 : Ⅰ名詞1 （等級） level; rank; grade 2 （年級） any of the yearly divisions of a school course; gra...
  • 組 : Ⅰ名詞1 （由不多的人員組成的單位） group 2 （姓氏） a surname Ⅱ動詞（組織） organize; form Ⅲ量詞（...
  • 織 : 動詞（編織） knit; weave
  • 班級 : classes and grades in school
  • 組織 : 1 （組織系統） organization; organized system 2 （組成） organize; form 3 [紡織] weave 4 [醫學] [...
  1. School chaplains and pastoral assistants can help students in religious formation, run catechumen classes, establish small christian communities, organize teachers bible reading groups, conduct school - wide liturgical services and prayer gatherings. they can hold periodical meetings with different classes of students to talk about problems of life and faith, and also assist in the work of fostering the pastoral zeal of the school principals, teachers and minor staff

    他們可協助培育學生的宗教信仰開設慕道班組織信仰小團體，組織研讀聖經班，為全校舉辦宗教禮儀或祈禱聚會，更可定期和各級學生聚會，探討人生信仰聖召等問題也可作別或小組靈性輔導。
  2. 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。
  3. One of the class organization ' s features is that it has strict class norms

    班級組織的特徵之一是具有嚴格的班級規范。
  4. To responsd to the arriving of high temperature summer, the head chief have organized a one - week " material recieving guidline " training for the chief administrators and above positions ; controlling the source of importing food materials

    針對夏季高溫的到來，由廚師長組織對廚房領班以上級以員進行了為期一周的原材料收貨檢驗標準規范的培訓，嚴格控制食物原料關。
  5. Having analysed the strategies for math - learning according to the individual ' s differences put forward in literature ; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence. the results show : such teaching has a negative influence upon the individual ' s achievements and psychology and therefore should nr abandoned ; having analysed whether cooperative learning is feasible and the results show : cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools. instead, we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math - teaching

    對文獻中提出的班級教學組織條件下進行差異教學的對策作了分析，對目前文獻中提出的按能力分組分層教學進行了試驗研究，結果表明：這種教學形式對學生的數學成績和心理都有消極影響，應該放棄；對合作學習進行了可行性分析，結論是：在當前重點高中大班額等條件下，合作學習不能作為差異教學的組織形式；提出：班級授課組織內，適應個別差異的學習過程個別化的強化的形式，是目前重點高中數學差異教學可實行的最佳選擇。
  6. In its resolution 58 / 138 of 22 december 2003, the general assembly encouraged governments to undertake preparations for the eleventh congress at an early stage by all appropriate means, including, where appropriate, the establishment of national preparatory committees, with a view to contributing to a focused and productive discussion on the topics and to participating actively in the organization of and follow - up to the workshops ; reiterated its invitation to member states to be represented at the eleventh congress at the highest possible level, for example, by heads of state or government or government ministers and attorneys general, to make statements on the theme and topics of the congress and to participate in thematic interactive round tables ; and urged the regional preparatory meetings to examine the substantive items on the agenda and the workshop topics of the eleventh congress and to make action - oriented recommendations to serve as a basis for the draft recommendations and conclusions for consideration by the eleventh congress and the commission on crime prevention and criminal justice at its fourteenth session

    大會在其2003年12月22日第58 / 138號決議中，鼓勵各國政府及早以一切適當方法籌備第十一屆預防犯罪大會，包括酌情設立國家籌備委員會，以便對重點突出和成效明顯的專題討論作出貢獻，並積極參加講習班的組織及后續工作；重申請會員國指派盡可能高級別的代表，如國家元首或政府首腦或政府部長和司法部長出席第十一屆預防犯罪大會，就預防犯罪大會主題和專題發言並參加專題性意見交流圓桌會議；敦促各區域籌備會議審查第十一屆預防犯罪大會的實質性議程項目和講習班主題並提出著眼於行動的建議，以此作為供預防犯罪大會及委員會第十四屆會議審議的建議和結論草案的基礎。
  7. Various party organization should take education and choose seriously highly the job of outstanding and young cadre, according to the cadre the 4 fundamentals that change guiding principle and have both ability and moral integrity, education and choose successor, the socialistic career that makes revolutionist of older generation proletariat is initiated is healthy, succeed somebody

    各級黨組織都要高度重視培養和選拔優秀年輕幹部的工作，按照幹部四化方針和德才兼備的原則，培養和選拔接班人，使老一輩無產階級革命家開創的社會主義事業興旺發達，后繼有人。
  8. The content should be assessed by the quality and quantity of a lesson. the students go - aheadism will be restricted in the teaching process

    在班級授課制的教學組織形式下，學生的主體性常常會受到一定的限制。
  9. Form teacher is not only the pedagogue 、 oganizer 、 leader in a class management and the executor of the school rules, but also the communicator of teaching and learning, the consellors in student ' s learning, living and entertainment

    摘要班主任是班級管理的教育者、組織者、領導者，校規校紀的執行者，教與學雙向交流的溝通者，學員學習、生活、娛樂的輔導員。
  10. To establish service quality management system to make quality to be controlled in every layer, set up quality inspection organization organ with guiding team of project leader, technicians, team leader to perfect quality obligation system of every layer management staff to ensure authority to be divided and carried out

    建立服務質量管理制度，使質量得以各層次控制，成立以項目負責人帶頭，技術員、班組長為領導班子的質量檢查組織機構，完善各級管理人員的質量責任制，確保職權分工落實。
  11. Good organizational skills and planning skills also the public relations skills. participated and organized several activities and events of class in campus

    2有較強的組織能力、活動策劃能力和公關能力。在大學期間曾多次幫助組織各種班級實踐活動。
  12. The thesis delimits the meaning, dimension and indexes of the students stratification in class, and builds preliminarily a theory framework which is on the basis of social position of class students and regards possession condition of the achievement resource of school work, organizational resource in class and peer group as the dimensions and serves the achievement of school work, organization role and the choice - refusal of peer as the objective indexes

    本文確定了班級學生社會分層的內涵、維度及指標，初步構建劃分班級學生層級的理論框架，即以班級學生社會地位為基礎，以學業成就資源、班級組織資源、同伴群體資源的佔有狀況為維度，以學業成績、組織角色、同伴選擇-拒絕情況為客觀指標。
  13. As a result, it only functions as an instrument. not considering carefully, teachers change the organizations " leaders, which makes it unstable

    班級內的組織缺乏穩定性和持續性，教師可以隨時確認新的工具性角色，而不必有過多的考慮。
  14. As the objective existence in university classes, informal groups have both positive and negative influence on organization

    摘要高校班級中非正式群體是一種客觀存在，它們對組織有正反兩方面的作用。
  15. The teachers have ten minutes to put together an interesting classroom activity

    教師有10分鐘時間組織一個有趣的班級活動。
  16. V. the development of class organization in rural schools depends mainly on teachers " guidance and supervision

    農村小學班級組織的發展主要依靠教師的指導和監督。
  17. The school also participated in club activities, the company had a part - time experience in the classroom for students willing to sacrifice, class organization has also actively participated in activities

    在校也參與過社團活動，有過在公司兼職經歷，在班上樂于為同學奉獻，班級組織的活動也積極參加！
  18. By the wayr its maturation and development is a continuous process involving interactions between students, as well as students and teachers

    班級組織的成熟和發展是生生和師生不斷相互作用的過程。
  19. Being an elementary group organization, the structure and mechanism of a class is not as perfect as other organizations. moreover, teachers, who act as a director of the class, utilize his authority and power to manage organization of a class

    班級作為一個初級群體組織，其結構和機制不是十分完備的，而且教師作為這種組織的指導者，他的權威和權力決定了班級組織的工具性角色。
  20. This research starts from layered class moral education system to research on hidden moral education field, inquiring into power structures, social relationships, systematic norms, management environment, teaching processes, hidden moral education factors of evaluation for management and hidden influences to a student ' s morality in a class. i further advance the theory " culture management " and " ambiguity management " hi hidden moral education of a class and also clearly bring to light the view that the proper melting between rational management methods of manifest moral education and culture management methods and ambiguity management methods of hidden moral education is the developing tendency

    本論文的研究就從具有層次性的班級德育系統的整體著眼，從隱性德育場入手，探討班級組織權力結構、社會關系、制度規范、管理環境、教學過程、管理評價中存在的隱性德育因素及其對學生品德的隱性影響，提出對班級隱性德育實行「文化管理」和「模糊管理」的理論構想，明確闡述顯性德育的理性管理方式與隱性德育的文化管理方式、模糊管理方式之間的有機融合是現代班級德育管理的發展趨向的觀點。
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