科學地編排教材 的英文怎麼說

中文拼音 [kēxuédebiānbèijiāocái]
科學地編排教材 英文
scientifically grade the teaching materials
  • 科 : Ⅰ名詞1 （學術或業務的類別） a branch of academic or vocational study 2 （機關按工作性質而分設的單...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 編 : Ⅰ動詞1 （編織） weave; plait; braid 2 （組織; 排列） make a list; arrange in a list; organize; gr...
  • 排 : 排構詞成分。
  • 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...
  • 科學 : science; scientific knowledge
  • 編排 : arrange; make up; lay out
  • 教材 : teaching material
  1. The system of a textbook is the core of the research and compilation for textbook. it is a significant topic to researcher into chinese textbook how to compile the system of textbooks rationally and scientifically

    如何合理、科學地編排教材體系，即選擇合適的教學內容，並對教材的內容要素進行合理的結構組合與序列編排，一直是語文教材研究者所關注的重要話題。
  2. At the same time, the writer also analyzed four problems that teaching material exits : first, a chemistry experiment is placed down and depended on the theory and is in subsidiary position ; and is short of expanding the space ; second, chemistry the experiment arrangements in order changed again and again, lacked complete science theory to guide ; third, there are fewer chemistry experiment ; fourth, there are more verification experiments, fewer investigating experiments

    同時，筆者也分析了教材存在的四個問題：一是化學實驗處于依附理論的附屬地位，拓展空間不足；二是化學實驗編排存在反復性，缺乏完整科學的理論進行指導；三是化學實驗數量偏少；四是驗證實驗偏多，探究實驗偏少。
  3. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  4. The paper includes three parts : the first part deals with the system of the textbook as well as the present situation of the publication of the elementary and high school textbook in the u. s. ; the second part analyzes the styles and the characteristics of seven representative u. s. middle school textbooks ; the last part discusses some experience which may enlighten us. it ' s hoped that some of the compiling experience of the u. s. middle school textbook will benefit the construction of our chinese textbook and make the modernization of chinese textbook possible

    全文共分為三編：第一編論述了美國的教科書制度及美國中小學教材出版現狀；第二編以七本有代表性的美國中學語文教材為例，從內容安排、裝幀印刷等方面具體分析了教材的編寫體例及特點；第三編在總結美國中學語文教材利與弊的基礎上，結合我國的實際情況，探討了其中值得我們借鑒的地方。
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