班級討論 的英文怎麼說

中文拼音 [bānjítǎolún]
班級討論 英文
class discussion
  • 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...
  • 討 : 動詞1 （討伐） send army or despatch troops to suppress or assault 2 （索取; 請求） ask for; beg ...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 班級 : classes and grades in school
  • 討論 : discuss; talk over
  1. 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。
  2. Case teaching has its history of sprouting, coming into being and development. case teaching is a teaching model that the students develop their abilities and form personality through learning, discussing, and analysis the case and questions that teacher have prepared

    案例教學有著自己的萌芽、產生和發展的歷史，它是以教師預備好的案例為線索，學生通過個人自學、小組討論、班級討論，分析研究案例及問題，從而發展自身能力，形成良好的個性品質的教學模式。
  3. Do you offer thoughtful contributions to class discussions

    你是否為班級的討論會提供過有見地的想法。
  4. To start with, the thesis mainly discusses the reading comprehension, from the definition of reading and reading comprehension to three different reading models, which shows that the most efficient reading model is interactive reading model, in which schemata knowledge is not only necessary but also important ; after the documentation, the thesis lays its foundation on schemata theory, which involves the different definitions of " schema ", the classification of schemata knowledge and its function in reading comprehension, from which the conclusion is drawn that during the reading, students can use different types of schemata knowledge according to the their language proficiency and different reading materials ; in the following part, the thesis briefly states the relationship between the reading comprehension teaching and the schemata theory, from which i gain inspiration and find out the applications of schemata theory in english reading comprehension teaching in senior high schools ; and at the same time, i offer a reading teaching model of a text, which shows how to use schemata theory in reading comprehension teaching ; in the last part of the thesis, an experiment is done between two classes using two different teaching methods, one is traditional, the other is new, that is, the teaching method that uses schemata theory, which is proved to be far better

    論文首先探討了閱讀理解，從閱讀及閱讀理解的定義到三種不同閱讀模式等方面的探討，得出有效的閱讀模式是「相互作用模式」 ，該模式的運行離不開圖式知識的運用；然後，本文介紹了圖式理論，從圖式的不同界定到圖式的分類以及不同圖式知識在閱讀理解中的不同作用，得出：在閱讀中，讀者根據自己的語言水平和文章的難易程度的不同，調用不同的圖式。在介紹完了圖式理論之後，本文還簡述了圖式理論與閱讀教學的關系，探討了圖式理論對高中英語閱讀教學的幾點啟示及其啟示下的具體運用方法，並提供了一篇課文的閱讀教學模式，具體展示了在圖式理論的指導下，如何上一堂閱讀課；在文章的最後部分，筆者在自己所帶的班級中利用將近一年的時間作了一個實驗：在兩個班分別使用不同的教學模式，一個是傳統的教學模式，另一個是圖式理論指導下的新的教學模式。實驗結果證明，新教法的教學效果要好的多。
  5. We must discuss the class activities in a body

    我們應該全體討論班級活動。
  6. This research is based on the topic " the way to correct students " misbehavior in classrooms ". the purpose is to investigate and analyze the effective ways systematically and to arouse the attention of our work - mates in the values and significance of classroom management

    本論文以探討班級經管中，對學生課堂上不良行為的矯治策略為題，目的是要把矯治學生課堂上的不良行為的策略作系統化的實驗，調查分析與綜合整理，期能彰顯班級經營中，矯治學生課堂上不良行為的策略的要義、內涵，集思廣益，對同工有所啟示。
  7. He joined in the class discussion enthusiastically

    他熱情地參加了班級討論。
  8. Students use the questions shown below to prepare for the upcoming class discussions

    下列問題讓學生為即將到來的班級討論作準備。
  9. In class discussions it is equally as important to talk about how to do something as what to do

    在班級討論中，討論怎麼做和做什麼是一樣重要的。
  10. This is a class in which your insights will form a major part of the work and will be the basis of a large fraction of class discussion

    在這門課中，你的洞察力將形成作品的一個主要部分而且也將是班級討論大框架的基礎。
  11. One point : students participated minimally in class discussions ; created an incomplete report with little or none of the requested information ; were not able to measure indirectly, or adequately use deductive reasoning in mathematical proofs

    1分：學生在班級討論中極少參與其中；創建了一個不完整的報告，幾乎沒有包括所要求的信息；不會間接測量，不能運用邏輯推理于數學證明。
  12. The second part of this course, 21f. 102, features several videotaped class sessions and " writing on the wall, " an image gallery of chinese shop fronts, signs and other places where chinese language appears in public

    在本課程后續的第二部分課程21f . 102中，將會播放一些班級討論的錄像和「寫在墻上的漢字標語」 ，還會穿插一次有關中國店鋪、招牌以及其他一些公開展示漢語的場所的圖片展覽。
  13. Animal welfare and disease control were also discussed at the seminar. the seminar is just the latest in a series of lobbying efforts conducted by the british

    此次高級進習班還就動物福利和疾病防治等問題進行了深入討論。
  14. As students offer their presentations and ask questions, whole class discussions should be intermixed with the presentations in order to address conflicts or differences in solutions

    當小組學生提供他們解決方案的說明而且有其他同學提出疑問時，整個班級的討論應該和與解決方案的說明一起進行，這樣將有助於解決不同方案間的沖突和差異。
  15. 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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