英美教學理論 的英文怎麼說

中文拼音 [yīngměijiāoxuélǐlún]
英美教學理論 英文
théorie pédagogique anglo-américaine
  • 英 : 名詞1 [書面語] （花） flower 2 （才能或智慧過人的人） hero; outstanding person 3 （英國） britain...
  • 美 : Ⅰ形容詞1 （美麗; 好看） beautiful; pretty 2 （令人滿意; 好） satisfactory; satisfying ; good; ple...
  • 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...
  • 理 : Ⅰ名詞1 （物質組織的條紋） texture; grain （in wood skin etc ） 2 （道理;事理） reason; logic; tru...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 英美 : british american racing
  • 教學 : 教學teach school; teach
  • 理論 : theory
  1. Harold bloom, a monumental and legendary figure of literary criticism at yale university, a name that cannot be avoided in poetry criticism, is one of the strongest and definitely the most prolific critics of his generation or of several past generations. professor xu jing, correspondent of foreign literature studies, interviewed professor bloom in may 2006. this interview focuses on his theory of poetry that was explosively brought forth in the 1970s by his famous tetralogy : the anxiety of influence, a map of misreading, kabbalah and criticism, and poetry and repression. bloom regards his theory of " the anxiety of influence " as his most important contribution to literary criticism, and uses " dancing " to explain his famous yet baffling six rations of " misprision. " always preoccupied with his own theory, bloom here again traces the precursors of emily dickinson and makes a brief comparison between walt whitman and wallace stevens. looking back to his past, bloom gives a summation of his life ' s trajectory as a critic : a revivalist of romantic poetry, a theoretician of poetry, and a critic for the general public. bloom began his career as a critic of british romantic literature in the afterglow of the new criticism. in the 1970s, bloom brought forth his explosive " theory of poetry " in the tetralogy publised in very quick succession in the 1970s. since the 1980s, bloom has become less technical and hopes to reach a wider readership. his literary criticism and what he calls his " criticism of religion " for the general public have made harold bloom a household name in america as well as in the world. at present, the 76 - year - old harold bloom is intensely engaged in the writing of what he hopes to be his masterpiece, the anatomy of influence, which is to be published in 2008 by princeton university press

    哈羅德?布魯姆教授是耶魯大學具有里程碑意義和傳奇色彩的文學批評家，一個詩歌批評界的一個不可迴避的名字，是他那一代人或幾代人中最猛烈的、也無疑是最多產的批評家之一.本刊特約記者徐靜於2006年5月對布魯姆教授進行了采訪.本次訪談的重點是布魯姆在20世紀70年代以《影響的焦慮》 、 《誤讀的地圖》 、 《卡巴拉與批評》 、 《詩歌與壓抑》四部曲的形式相繼提出的、具有爆炸性的"詩歌理論" .布魯姆認為"影響的焦慮"是他對文學批評最重要的貢獻，並用舞蹈這一形象的比喻來解釋了他那著名的卻常常令人困惑的關于"誤讀"的"六個定量" .在訪談中，布魯姆還追溯了幾位對愛米莉?狄金森頗有影響的前輩詩人，並簡單比較了惠特曼和史蒂文斯.布魯姆將他的批評生涯概括為三個階段:浪漫主義詩歌的復興者，詩歌理論家以及面向大眾的批評者.在新批評的余輝中，布魯姆以對英國浪漫主義詩歌的批評開始了其批評生涯. 20世紀70年代布魯姆提出了他那爆炸性的、以四部曲的形式相繼問世的"詩歌理論" .進入80年代后，布魯姆的批評不再艱深難懂，他希望能擁有更廣大的讀者群.他為普通大眾所寫的文學批評及"宗教批評" （布魯姆語）使得哈羅德?布魯姆成為了美國以及全世界的一個家喻戶曉的名字.目前， 76歲的布魯姆正全力寫作《影響的解剖》一書，將於2008年由普林斯頓大學出版社出版
  2. In the light of this strategy, the schools should develop various parts of courses in line with their own educating theory and realistic situation in order to satisfying the students " demand for respective developing. while it lengthways pursue deeply the philosophic natures by tracing to the source of the theory of the school - based curriculum development, this paper also selects several developed countries and area in education in the world where their school - based curriculum development has been got overview, analysis, and comparison to be performed as the landscaped orientation blueprints. at the same time, the chinese current practice in this field has been thoughtfully considered, based on which this paper proposes some valuable perspectives and propositions

    本文通過對校本課程開發的思想理論的追本溯源，以美國的約瑟夫?施瓦布（ jesephschwab ） 「實踐的課程模式」和英國的勞倫斯?斯騰豪斯（ lawrencestenhouse ） 「過程模式」的理論建構和實踐探索的分析，在縱向深究其哲學本真的同時，選取世界上教育較為發達的若干國家和地區，綜述、探討、比較它們的校本課程開發，得出校本課程開發的主要國際經驗：即開發的主體是教師、開發的兩種形態，開發的步驟等。
  3. Online classroom teaching of ' selected readings from american amp; amp; british newspapers amp; amp; periodicals

    建構主義理論指導下的英美報刊選讀網路課堂教學
  4. The application of schema in british and american news reading

    圖式理論在英美報刊閱讀教學中的嘗試
  5. The thesis tries to shape a training model of k12 english teachers by surrounding the functional essence of " c " as well as the integration of both ict and english learning & teaching after carefully studying the training models of david eastment and those in uk, usa and in china. with knowing the gap, borrowing the successful experience at home and abroad, the paper brings forward a new theory for k12 english teachers " training and forms a new model which is with " c " as the foundation after practice and pondering. this model can give some practical and operative ways to the ict training of english teachers in our country

    本論文研究試圖通過研究英國獨立師資培訓專家davideastment的培訓和英美等國k12語言（英語和外語）教師的培訓，借鑒國際上語言教師培訓的成功案例經驗；同時分析國內中小學英語教師培訓的現狀與趨勢，把握當前國內外前沿的英語教師培訓理論與實踐經驗，了解國內外差距，結合我國中小學英語教學的實際情況，提出etip中小學英語教師培訓思路：即從ict與英語語言教學的共同功能本質「 c 」出發，以「 c 」為核心設計培訓內容和培訓組織方式，提高教師對「 c 」的認識和ict與英語教學結合的能力；通過實踐、反思與總結，形成一種以「 c 」為核心，立足於ict與中小學英語教學內在結合的教師培訓模式，為我國正在開展的英語教師培訓提出一些可操作的方法。
  6. This article is based on the comprative study of the system on legal education and the forming of legal profession community in major legal system, from the present conditions such as the weak foundation of legal education and the diversity of back ground knowledge > custom of thinku ^ institution of permitting persuing this profession and so on, in order to form the community of legal profession in china, i raise my suggestion as follows : first, we must establish the conception of forming legal profession community, foster the lofty feeling on persuing this profession and the significance feeling on persuing this mission among the community members ; second, we must reform the train model of legal education, just as promoting the stratification of legal education, standerdizing the type of legal education, scientific planning the train scheme ; third, optimizing the content of legal education, attaching importanca to the theory of law, cultivating the conception of legality and the humanities quality and the professional ethics ; forth, recommending the teaching method, on the one hand, we enrich the traditional lecture method, on the other hand, we tolerant the case method ; finally, we must continuously carry out the way of boding the unified judical examination, at the same time, i put forward some suggestions on improving the unified - examination institution

    本文在對大陸法系和英美法系主要國家的法律教育和法律職業共同體養成制度進行比較研究的基礎上，針對我國法律教育基礎薄弱、法律職業成員內部在知識背景、思維習慣及準入制度等方面參差不齊的現狀，從在目前中國社會培養法律職業共同體這一根本目標出發，提出在我國養成法律職業共同體必需在教育觀念上樹立培養共同體的意識，培養共同體成員的職業崇高敢感和歷史使命感；在培養模式上規范法律教育的類型、提升法律教育的層次、科學設計人才培養方案；在教學內容上，必須致力於培養學生優化的綜合素質，包括理論素質、法治素質、人文素質、職業道德素質等方面；在教學方法上，提倡在傳統的講授法的基礎上豐富和嫁接案例教學法；在法律職業的準入制度上，應繼續推行統一的司法考試制度，並對這一制度提出了大膽的重構設想，以期對構建法律職業共同體的養成制度具有一些借鑒意義。
  7. With the development of personnel system reform in chinese public institution, the teachers - engagement system in university come to reality. as well known, the foundation of teachers - engagement system bases on scientific teacher assessment. unfourtunately, the current assessment theory of university teachers is obviously unable to explain or solve those problems occurred in university teacher assessment. thus reforming on current university teacher assessment system and raising human resources management skills of university become more and more urgent. there are two popular teacher assessment theories at present, one is teacher assessment aiming at reward and punishment, another, another is developmental assessment of teacher, the two kinds of assessment theories both have their own drawbacks : teacher assessment aiming at reward and punishment pays over attention to the function of choice and appraisal, this can be found easily in lately universities of china, such as " survival of the fittest ", " reward best and punish worst ", " eliminate the lasf ' and so on ; although developmental assessment of teacher declares to promote teachers - efficiency under no pressure of reward or punishment, it lacks of operation ability and needs to spend lots of time and resources, thus it is very hard use in real situation

    目前在教育領域流行的教師評價主流是獎懲性教師評價（總結性教師評價）和發展性教師評價，但這兩種教師評價體系都或多或少的有各自的弊端：獎懲性教師評價過于偏重鑒定選擇功能，近幾年在我國高校教師評價中經常用到的「優勝劣汰」 ， 「獎優罰劣」 ， 「末位淘汰」 ， 「能者上、庸者下」等等，都充分反映出我國教師評價中以獎懲為目的的鑒定選擇功能發揮到了極致；而近年引入國內的發展性教師評價理論雖然標榜是一種不以獎懲為目的而是在沒有獎懲的條件下促進教師的專業發展，從而實現學校的發展目標的評價體系，但由於其可操作性不強，在發源地英國和美國的實施情況卻並不如意? ?需要耗費大量的資源和時間而難以真正貫徹落實。
  8. The article firstly summaries the forming and developing of the school system management of chinese and foreign universities. while summaring the present conditions about the school system management of our universities, it analyzes the wrong conditions existing and the reasons causing it finally, from the angle of management science and higher education science, aiming at the character of university organization, through drawing successful experiences from american and english universities about the school system management, it discusses the theory of forming the school system management of our universities. it mainly explains three aspects about school : principle of setting up it, design of organizational structure, and establish of working system furthermore, it raises the consulting model of r working system of our the school system management

    本文首先概述了國內外大學學院制的形成與發展，在總結我國大學學院制現狀的同時，分析了存在的誤區及其產生的原因，最後從管理學、高等教育學的角度，針對大學組織的特點，並借鑒美國、英國大學學院制的成功經驗，對我國大學學院制構建的理論進行了論述，主要闡述了學院組建的原則、組織結構的設計、運行機制的確立等三方面內容，並提出了我國大學學院制運行機制的參考模式。
  9. This thesis totally is divided into five chapter. as for chapter 1, oral communication teaching has been combed from the lengthways angle, which makes us know that our country ' s oral communication teaching has ever walked through the road of a difficult turns and the knowledge of oral communication teaching has been changed from ignorance to stress, from superficiality to deepness ; the chapter 2 from the horizontal angle the courses criteria of li in abord for oral communication teaching are talked of ( e. g the united states, germany, the united kongdom ), in comparison with syllabus of chinese ; the third, four chapter are the key to thesises. the chapter 3 puts forward and analyzes the present questions of current oral communication teaching ( e. g oral communication teaching ' s value orientation, oral communication teaching ' s materials, oral communication teaching ' s method, oral communication teaching ' s evaluation ) ; the chapter 4 brings up some related counter measures by aiming at this present conditions

    本論文共分五章。第一章從縱向的角度對我國的口語交際教學進行了歷時的梳理，從中可看出我國的口語交際教學走過一條艱難曲折之路，對口語交際的認識也由漠視逐步到重視，對其概念的內涵的認識也逐步由膚淺到深刻；第二章從橫向的角度對國外（以美德英國為例）的口語交際教學（僅從母語課程標準）上來觀照，並將其與中國現階段的課程標準進行比較分析；第三、四章為本論文的關鍵部分，第三章對我國當前口語交際教學的現狀迷失（口語交際教學的價值取向、口語交際教材、口語交際教學方法、口語交際教學評價等四個維度）進行了較深層次的剖析與「診斷」 ；第四章針對這些迷失的現狀本文提出了一些相關的對策研究。
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