自主教學 的英文怎麼說

中文拼音 [zìzhǔjiāoxué]
自主教學 英文
autoinstruction
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 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...
  • 自主 : 1 （自己做主） act on one s own; be one s own master; decide for oneself; keep the initiative in ...
  • 教學 : 教學teach school; teach
  1. In the spirit of jesus christ, we raise college scholarship money, and today horatio alger has the largest scholarship fund in the world to give to needy high school graduates

    這組織是由諾曼皮爾創立的，它的教導沿自主耶穌，它有著主耶穌的精神，這組織籌集獎學金資助學生。
  2. Song weiming, master ' s degree supervisor, chief surgeon, is mainly engaged in the treatment and research of face neck plastic aesthetic surgery, angioma, tissue engineering, wound heals and scar, at present recruits and instructs 4 master - degree students, as the component member of teachers assists to instruct 6 doctoral - degree students, successively holds the expert member to appraise the college science and technology colleague of the ministry of education, the capital medicine development scientific research foundation projects, the national natural sciences fund projects, the national 863 projects, manages and participates many research topics of the national natural sciences fund, the ministry of public health, the chinese academy of medical sciences and peking union medical college, as the first author published 11 papers in the specialized academic magazine, edited 3 books, translated 1 book

    宋維銘， 2003年6月被中國醫學科學院中國協和醫科大學評審為碩士研究生導師， 2004年8月被衛生部評審為主任醫師，主要從事面頸部整形美容外科、血管瘤、組織工程、創傷愈合及瘢痕的治療和研究，目前招收指導碩士研究生4名，作為導師組成員協助指導博士研究生6名，先後擔任教育部高等學校科學技術同行評議專家庫成員、首都醫學發展科研基金項目評審專家庫成員、國家自然科學基金項目評審專家庫成員、國家863項目評審專家庫成員，主持和參加國家自然科學基金、衛生部、中國醫學科學院中國協和醫科大學等多項研究課題，以第一作者在專業學術雜志上發表論文11篇，參與編書3本，參與譯書1本。
  3. In order to acquire the experience of research learning, we must follow the independent, opening, circumstanced, constructional, generative ecological principles. we can acquire experience from the independent course appearance. we can make it generative in the classroom teaching too

    體驗性研究性學習的實現，應該轉變原有的不當理念，遵循自主性、開放性、情境性、建構性、生成性和生態性原則，並通過獨特的教學設計來實現。
  4. This instructional mode can provides learner with a huge repository of knowledge and information which can stimulate learners to learn ; so that learners can construct knowledge depending on their own initiatively and get, renew, even innovate knowledge by themselves, those aims belongs to our dreamboat

    這種教學方式能夠激發學習者的學習興趣，從而達到讓學習者主動構建知識的目的，實現自己獲取知識、自我更新甚至創新知識的目標。
  5. This instructional mode can provides learner with a rich and colorful interactive interface which is made of both images and texts, and with a huge repository of knowledge and information which can stimulate learners to learn ; so that learners can construct knowledge depending on their own initiatively and get, renew, even innovate knowledge by themselves, those aims belongs to our dreamboat

    這種教學方式能夠為學習者提供圖文並茂、豐富多彩的互動式人機界面，能夠激發學習者的學習興趣，從而達到讓學習者主動構建知識的目的，實現自己獲取知識、自我更新甚至創新知識的理想目標。
  6. This article has researched the relationship betweem the consciousness and the ability of active searching for students and appropriate guidance for the teachers, has researched the stimulating learning interesting for the students using multiplicate teaching methods in class teaching, carrying out independent learning for the students under teacher ' s guidance

    摘要本文對學生自主探索的意識和能力及教師的適度指導兩者之間的關系進行了研究，探討了在課堂教學中，用多種教學方法來激發學生的學習興趣，實行在教師引導下的學生自主性學習。
  7. With regard to the role of students, yuyi proposes that students are the subjective characters of cll study, and that teachers should show solicitude and devote themselves for offering help to students. it is adviced that teachers use heuristic, instructive and suggestive way in order to spare time and leave space for the autonomous thinking and study to students as for teachers " qualities

    于漪認為教師要把心貼在學生身上，一個心眼為學生鋪路，學生是學習語文的主人，教師應通過啟發、引導、點撥為學生的學服務，把學生思維的時間、空間還給學生，讓學生自主的學習。
  8. This essay is based on the theory of constructivism, trying to find the joint of the rules for both writing and cognition, it points out the importance of the special situation in teaching and learning, of self - learning and of the mutuality of teaching and learning. it suggests the teaching methods of setting special situation, thinking indepently and read, corrected and edited by each other

    本文以建構主義理論為依據，探討作文教學規律與學生寫作認知規律的結合點，論述了作文教學中教與學的情境性、學習的自主性、學習寫作過程的交互性的重要性，提出了「設置情境? ?獨立運思? ?互讀、互改、互編」的作文教學方法。
  9. Improving the biological scores of the high school students ; finally, according to results above the research, the author put forward some feasible suggestions and thoughts : 1. it is a step by step adptable course when to implement anyway the new theory of teaching ; 2. implementing of anyway the new educational theory should be supported by students, teachers, parents, and people of the whole society ; 3. teachers should genuinely reflect teaching in order to regulate it through theory and practice ; 4. in the course of inqury teaching, students should genuinely reflect self - consciousness ; 5

    實施探究教學策略的確提高了學生的學習主動性，增強了學生的主體意識。分析原因，主要有以下四點： ）充分、自主的學習活動，增強了學生的主體地位，克服了傳統教學中教師事先安排好的，形式單一，時間短暫的，大多是外部機械操作的活動，體現了學生生物學習的主動性和自主性，也體現了學生活動的自主探究過程、交流過程、反思過程和整理過程。
  10. That is, the knowledge frame of teacher is made up of eight parts : subject matter knowledge, curriculum knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners, knowledge of self, knowledge of contexts and knowledge of educational ends and values. with regard to the sources of teacher knowledge, teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self. " the training on service " and " organized professional activities " are more important source, but in comparison with above sources " the experiences as a student ", " training beforce service " and " reading professional books and periodicals " are less important sources

    研究得到的主要結論是，提出並闡明了教師知識的理論框架結構模型，即教師的知識結構是由八個部分組成：學科內容知識、課程知識、一般性教學知識、學生知識、教師自身知識、教育情景知識、教育目的及價值知識和學科教學知識；在教師知識的來源上，教師「自身的教學經驗和反思」以及「和同事的日常交流」是他們發展自身教學知識的最重要的來源， 「在職培訓」和「有組織的專業活動」也是比較重要的來源，但是相比之下， 「作為學生時的經驗」 、 「職前培訓」和「閱讀專業書刊」則是最不重要的來源；在教師知識應用上，闡述教師知識和教師教學決定的關系；針對新課程的改革，以及教師知識的轉換，闡述課程設計與教師教育的有關問題:最後對教師知識的未來發展進行了展望。
  11. Holec, h. 1985. " on autonomy : some elementary concepts " in riley ( ed. ). discourse and learning

    戴軍熔: "普通高中學生英語自主性學習能力調查與分析" ， 《中小學外語教學》 ， 2004年第5期
  12. In addition, in this paper, as an efficient means to implement independent study, xml is applied to the courseware generation module

    此外，作者還將xml技術應用於課件生成模塊中作為一種實現自主教學的有效的技術方法。
  13. The teaching of autonomous study is the unity of teaching and learning ; the unity of learning and cognition ; the unity of learning the knowledge, developing ability and personality

    以此為核心的自主教學模式是教與學的統一、學與認知的統一、學習知識與發展能力和個性的統一。
  14. Especially is the viewpoint of the research model, advocated the development of the curriculum with the assessment should conformity be one, the teacher during development curriculum, namely should do action research to evaluate self - teaching with introspection, extremely is worth at present carrying out the school - based curriculum development as well as the teachers of emphasizing professional independent in school to refer

    其中特別是研究模式的觀點，主張課程的發展與評鑒應集成為一，教師在發展課程的同時，即應以行動研究的方式，對自我的教學行動做評鑒與反省，非常值得當前推行學校本位課程發展以及強調專業自主的學校教師們參考。
  15. The sources of the thesis are mainly from the teaching practice, the way of studying originates from some scientific idea. i ' ll make a collection and sifting on the reading theory hi different respects, using the realization theory in materialism, and finish the study process, according to the reading practice

    本論文的來源多取自於教學實踐，使用的研究方法是用科學的理論觀念來聯系自己的教學實踐，利用科學的辯證唯物主義認識論和方法論，對閱讀理論進行多方面、多角度的篩選與整合，再依據閱讀實踐，完成本文的研究。
  16. Question - answer is the key to the teaching - learning activities, but the network ' s getting involved hinders this two - way exchange between learners and instructors. thus, research and developing question - answering system, that is, how to giving learners satisfied reply efficiently is the core mission to the development of web - based distance education

    答疑是教學活動中必不可少的關鍵環節，而網路的介入卻給師生之間的雙向交流帶來了阻礙，因此，答疑係統的研究與開發，即如何在基於web的自主式學習環境中實現有效答疑就成了發展基於web的遠程教育的核心問題之一。
  17. On specific implementation about the three sectors, in view of the phenomenon of theory, that is, put the construction and aesthetics as the foundation of theory, and tracing it back to the source and development from chinese ancient theory of reading. on practice discussion, we put forward the whole conception and practical solution circling around the three sectors by combining with one ' s education practice, making use of new thought of reading theory abroad and analyzing the valuable discovery on creative education in china

    對這三個環節的具體實施上，針對閱讀教學基礎理論薄弱的現象，本文首先從理論的高度觀照其實踐意義，即以建構主義和接受美學理論作為理論基礎，並從中國古代閱讀理論中追溯其源頭及發展；在實踐探討上，結合自身教學經驗，借鑒了近年來國外閱讀教學中的新思想，分析了我國在創新教育中進行的有益探索，圍繞這三個環節，提出了進行創造性閱讀能力培養總體設想及實施建議。
  18. In fact, we misunderstand judicial review. on the contrary, the limited intervention turns out to make school run better. to balance the relationship among judicial review, running a school dependently and the protection of right to receive education, the key is the limited judicial review, which includes : 1 ) the limited scope of accepting cases which means only acts seriously encroaching right to education may be brought to court ; 2 ) the limited essentials of review which means that administrative reconsideration is the preceding procedure ahead of administrative litigation ; 3 ) the limited standard of

    司法介入、自主辦學與受教育權的保障完全可以保持良性互動，其關鍵是審查的有限性，它包括： 1 、受案范圍有限，只有嚴重影響受教育權的部分事項才可提起訴訟； 2 、審查條件有限，指行政復議為行政訴訟的必經前置程序； 3 、審查標準有限，指正當程序為案件的主要審查標準，告知、聽取相對意見與說明理由是最低標準，聽證是其核心制度。
  19. In brief, the teacher must carry on the successful teaching, not only need study the curriculum standard idea, understand that its connotation and significance as well as operating procedure, what is important is must approve in the emotion, dispels the traditional patternizing teaching boldly the fetter, utilizes according to the curriculum standard teaching ' s idea its determination in own teaching practice, tried to find out on own initiative, the resonsideration, the accumulation teaching experience, explores as soon as possible suits oneself teaching style the method

    總之，教師要進行成功的教學，不僅要學習課程標準理念、理解其內涵和意義以及操作方法，重要的還是要在情感上認同，大膽祛除傳統模式化教學的束縛，根據課程標準教學的理念將其自覺運用於自己的教學實踐中，主動地摸索、反思、積累教學經驗，盡快探索出適合自己教學風格的方法。
  20. To adjust oneself to the new situation of rapid enlargement of students ' recruiting, diversity of teaching and scientific researching and regulatory of university management in chinese universities, the stuffs working in the basic management section of universities should update their own understandings of the new situation, improve their qualification, bear in mind that to serve, is the final purpose of their work, so that to realize the objective of devoting what they can do for the whole educational system of a university

    摘要針對我國高等院校近幾年急速擴招、自身教學科研工作的多樣化和復雜化、管理工作本身的規范化和制度化形勢對高校基層管理工作者提出的新要求，基層管理工作者首先應該提高對當前新形勢的認識，從自身素質的提高入手，發揚主人公精神，樹立以人為本的觀念，在日常工作中牢記管理就是服務的宗旨，為高校的教學、科研和育人做出貢獻。
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