班組教學 的英文怎麼說

中文拼音 [bānzǔjiāoxué]
班組教學 英文
team teaching
  • 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...
  • 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（...
  • 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...
  • 班組 : teams and groups （in factories etc ）; working team or group班組計件制 group piecework system; g...
  • 教學 : 教學teach school; teach
  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. Because cooperative learning which is carried out in groups has its specific feature different from traditional teaching, some aspects such as class " management and organization, coordinating group activities, dealing with relationships among class, group and students, play important part in cooperative learning. this paper also goes further into the problem of teachers " role. based on this, it puts forwards its own views and propositions about the relationship between cooperative learning and other kinds of learning styles, just as a reference for future teaching practice

    由於合作學習課堂具有以小組學習的順利進行來達成教學目標這一有別于傳統教學的特點，因此對課堂的組織與管理，協調各個小組的學習活動，處理好全班? ?小組? ?學生個體之間的關系就顯得尤為重要，為此本文還對教師的角色問題作進一步的探討，在此基礎上本文對課堂合作學習與其它學習方式的關系等問題也提出了自己的見解和主張。
  3. Send by registered mail : please use the following envelop cover on page 11 and send by registered mail to the department / institute which you plan to apply

    親自繳交:請以最後一頁之郵寄封面黏貼于信封並於上班時間繳交至相關系所或教務處研教組（研究所學程）或注冊組（大學部） 。上班時間為周一至周五上午8 : 30 ~ 12 : 00 ，下午1 : 30 ~ 5 : 00 。
  4. 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。
  5. The article called " overcoming the barriers in a new world ". chen grew up in a village in southern china that was rich in culture and tradition. at a young age, he grew to love music and art. but chen went off to study, and when he graduated from foshan university, he had a degree in chemistry

    我的教學經歷始於少年時代，盛于大學在中國時代，那時，我憑著一股熱血發動並組建了「佛山師專美術社」 ，擔任社長，自任導師，帶領一班社員把美術社搞得紅紅火火，培養了一屆又一屆美術愛好者，舉辦了一次又一次的「佛山師專書畫展」 ，享譽佛山。
  6. Because open education to execute not group class education, organize education activity with course, what learn course final result assesses achievement and final result by form by nature two parts are comprised ( outside the course that has special provision except the part ), achievement eligible obtains corresponding credit namely

    由於開放教育實行不組班教學，以課程組織教學活動，所學課程最終成績由形成性考核成績和期末考試成績兩部分組成（除部分有非凡規定的課程外） ，成績合格者即獲得相應學分。
  7. During the experiment, the subjects were provided with multi - media aided classroom instruction, prior to and after which, both quantitative and qualitative analyses were made of the subjects " performance

    實驗期間，在試驗班實施多種媒體組合教學，並在試驗前後，對學生知識水平進行量化檢測及定性分析。
  8. The teaching content of the experiment is unit one " permutations and combinations " of chapter nine in book two from algebra and primary geometry for intermediate normal schools. the experiment was conducted in two classes with their mathematics at the same level through adopting two different teaching models separately. after the teaching, the two classes took the same test

    該實驗以中等師范學校《代數與初等幾何》第二冊第九章第一單元「排列與組合」為內容，通過在兩個數學成績相當的班級分別採取兩種模式進行教學，在完成實驗教學內容后進行統一測試，得出「三
  9. 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。
  10. In the instruction organization form, the instruction organization form of connecting big - class and small - class is put forward

    在教學組織形式中，概括出了大班課、小班課相結合的教學組織形式。
  11. 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。
  12. The study selects the preschool children in ganzanggou primary school in biezang town of jishishan baoan, dongxiang, sala automomous county in lin xia hui automomous prefecture of gansu province as the subjects, and tries to transform the teaching mode of preschool by converting the teacher ' s ideology, improving the teacher ' s capability and organizing the language acquiring activities

    本研究選取臨夏回族自治州積石山保安族、東鄉族、撒拉族自治縣?藏學區甘藏溝小學學前班兒童為實驗對象，通過轉變教師觀念，提高教師能力，組織語言文學、談話、聽說游戲、講述和早期閱讀等語言活動，促進兒童言語發展，轉變學前班教學模式。
  13. Besides the lectures in classroom, there are also a few organized field trips. the trainees visited the zhejiang nongdu agri - food wholesale market, hangzhou yuhang high - tech agriculture demonstration centre and a pear farmer association in zhongshan village of tonglu township

    除了課堂教學外，培訓班還安排了實地參觀，先後組織學員參觀了浙江省農都農副產品批發交易市場杭州市餘杭高新農業示範中心以及桐廬縣鐘山鄉蜜梨專業合作社。
  14. The research was designed with pre - test ， back - test non - equity control teams. the subjects ( 126 students ) were junior two students chosen from tian zhu no. 1 middle school. by using the role alter method, the teaching feedback method and the scenic coaching method, the behavior modification procedures were proved to be successful within the five mouths experiment

    本研究使用了前測-后測、非對等控制組設計，以天祝一中初二年級兩個班共126名學生（實驗班64人，對照班62人）和在這兩個班任教的兩名教師為實驗對象。
  15. So, it is the author ' s motive to attempt to seek the ways of changing the poor areas " education status quo. beginning with promoting the language competence of preschool children, the writer tries to study the change of teaching mode and pedagogical ideology. the main causes lie in : 1 ) organize the language education activity to improve the language ability of preschool children ; 2 ) the class is chinese - oriented, but the aim of teaching and children ' s development is unclear ; 3 ) restricted by economy and culture, the language development in these areas is in an unfavorable position ; 4 ) compared with the field of arts, the teachers available now is more qualified for language teaching, so it is easier to change the form of language activity ; 5 ) children ' s language acquisition is not only confined to chinese class - teaching, but also penetrated into the other activities, such as art, handwork, and games

    本研究以促進學前班兒童的言語發展為突破口，改變貧困地區農村學前教育的現狀，原因主要有以下幾點： （ 1 ）組織語言教育活動，促進兒童言語發展，是幼兒教育的主要任務之一； （ 2 ）學前班以語文課堂教學的形式實施語言教學，但教學目標和兒童發展的目標不明確； （ 3 ）受經濟、文化等因素制約影響，農村貧困地區兒童言語發展處在不利境地； （ 4 ）與藝術等教育領域相比，現有教師的知識儲備更能勝任語言教育，因此，改變語言活動形式的設想更易實現； （ 5 ）兒童語言教育研究工作者明確提出，兒童語言教育並不僅僅局限於「語文」課堂教學，而應滲透到其它活動當中去，故借開展語言教育活動之際，可以適當地開展藝術、手工、游戲等教育活動，以豐富活動內容。
  16. The solutions are also given from the perspectives of establishing cooperative - learning environment, setting up class routines and procedures, optimizing class desk - setting, diversifying teaching methods as well as individualizing instruction

    並從合作學習，構建互助式的語言實踐環境；明確課堂規范，注意座位編排，確保靈活有序的語言教學組織環境；豐富教學手段，營造趣味盎然的語言學習環境；大班教學中的個性化教學四個方面提出了解決的方法及對策。
  17. We should understand " transferring teachers ' ro1es " 、 " no class teaching style " and class teaching questions correctly

    要正確認識「教師角色轉變」 、 「不組班教學」和課堂教學問題。
  18. I have taught in shanghai zhonghua middle school as a headteacher and english teacher, with the strong ability to teach and organize the clase ; now, i am a translator in shen zhen software park, i perform well in my job, which makes my translation skills progress a lot

    工作經歷：在上海市中華中學任教一年，擔任班主任和英語教師，有較好的教學能力和組織領導班級的能力；現在在科技園做一名翻譯，能很好的應用所學知識，很好的做好自己的任務並完善翻譯能力。
  19. Guided by the modern education teaching concepts, on the basis of practice, by the method of contrasting equal group, this paper makes an experiment with two teaching classes at zibo normal school

    本文以現代教育教學理念為指導，以實踐為基礎，採用等組對比實驗的方法，對淄博師范2002級兩個教學班進行實驗。
  20. Due to that textbooks are still main media to cultivate the students " study ability, classroom - teaching is still a common form of organizing learning, class is still main space of ordinary teaching, to bring out the practical value of the new metheod, it is divided into three typesione is using textbooks as researching topics ; one, developing the researching value of textbooks ; one, eliciting researching monographs from textbooks

    在實施類型上，考慮到目前課本仍是培養學習能力的重要媒介，班級授課制依然是當今學習的組織形式，課堂依然是常規教學的主要空間，為更好地發揮研究性閱讀的實踐價值，故將其分為以下三種類型：以教材為研究對象；豐富教材的可研究價值；由教材引申出專題。
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