設計教學法 的英文怎麼說

中文拼音 [shèjìjiāoxuéfǎ]
設計教學法 英文
project method of teaching project teaching method
  • 設 : Ⅰ動詞1 （設立; 布置） set up; establish; found 2 （籌劃） work out : 設計陷害 plot a frame up; fr...
  • 計 : Ⅰ動詞1 （計算） count; compute; calculate; number 2 （設想; 打算） plan; plot Ⅱ名詞1 （測量或計算...
  • 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...
  • 法 : Ⅰ名詞1 （由國家制定或認可的行為規則的總稱） law 2 （方法; 方式） way; method; mode; means 3 （標...
  • 設計 : devise; project; plan; design; excogitation; layout; layout work; styling
  • 教學 : 教學teach school; teach
  1. Task - based instruction is a new development of clt ; it integrates form - focused instruction with meaning - focused instruction, through the learners carrying out the designed communicative tasks

    任務式教學法是交際教學法的一個新發展，通過讓學習者完成所設計的交際任務的方式，將語言形式教學與語言意義教學接合在一起。
  2. The fourth part discuses the influences of kilpatrick upon china education practice, paying emphasize on project method principles and its spreading in china

    第四部分，探討克伯屈對近現代中國教育實踐的影響。著重論述設計教學法的原理及其在中國的傳播。
  3. The thesis chooses the life of kilpatrick as a point to cut in, and then makes a tentative approaches of contents and influences in following issues, including the contacts between him and his chinese students, two times visits to china in 1920s, and the experiment of project method he designed and proposed in china. the author ' s all efforts are trying to find out the exact and all round relations between kilpatrick and the modern china education, returning the history original face

    本文以其生平作為切入點，在追述克伯屈教育思想形成的同時，通過考察其與中國留學生、學者的互動往來、兩次來華講學活動及推行設計教學法產生的影響，及其對中國教育產生較大影響的原因的分析，旨在對克伯屈與中國近現代教育的關系作一較為全面的探討，還歷史以本來面目。
  4. These must be got to know and made clear in the first place for any school where a course will be given in the pbl. therefore, the first part of the paper exerts itself to expound the connotation of the pbl, the teaching objectives of the pbl and their comparative research, the characteristics and material requirements of the pbl, the thought origins between the pbl, dewey ' s problem - based teaching, kilpatrick ' s project - based teaching, bmner ' s discovery learning and schwab ' s inquiry learning, and the cause and practical significance of the pbl

    為此，本文第一部分先著力闡述了研究性學習的內涵界定，研究性學習的目標定位及其比較研究，研究性學習的特點與內容要求，研究性學習與杜威的「問題教學法」 、克伯屈的「設計教學法」 、布魯納的「發現學習」及施瓦布的「探究式學習」的思想淵源，以及實施研究性學習的動因何在、意義何在。
  5. Par method can explain the whole process of " problem - program " as well as improve substantially the programming skills of students ; about the implement technology, the popular generic paradigm is incorporated and the results in ai ( knowledge representation and automated reasoning ) are used, which enables the system to be a truly " open system " with infinitely many problems and solutions, instead of just a compilation of fixed ones ; about the function of the system, it incarnates the constructivism and it has excellent human - machine interface, concurrence, and openness

    Par方法可以說清「問題程序」的全過程，可以解決現有程序設計教學存在的根本問題，幫助學習者實質性地提高程序設計的能力；在實現技術方面，借鑒了當代流行的泛型思想，並將人工智慧在知識表示、自動推理等研究中形成的思想方法和成果應用於程序設計icai系統的開發，使得系統具有一個既有問題又有解答的無限題庫，這些解答是由自動推理產生的而不再是固定問題、答案的堆砌；在系統功能方面，充分體現了建構主義思想，具有良好的人機交互性、並發性和開放性。
  6. The author elaborates autonomous learning categories, such as brainstorming, role - play, case studies, situated learning and so on. then the author designs a synthetical e - learning model that includes establishing unit objectives, problem driven ; creating situation, learning method instruction ; self exploring, discovering problem ; collaborative inquiry in group, communication among group ; teacher instructing, communication on web ; solving problems, constructing meaning ; forming works ; summary and evaluation

    論述了頭腦風暴、角色扮演、案例研習、情景化學習等自主學習的實踐類型，嘗試設計了一種包含確立單元目標、問題驅動；創設情境、學法指導；自主探索、發現問題；小組協作探究、組間交流；教師指導、網上交流；解決問題，意義建構；形成作品；總結評價八個環節的綜合網路學習模式。
  7. This instructional design draws its model and principle from a variety of disciplines : learning theory, systems theory, communications theory, and instructional theory. its major content involves the following component : front - end analysis, clarifying instructional objective, writing evaluation test questions, designing instructional strategy, writing instructional solution, formative evaluation of systematic instructional design, and revising instruction

    這種教學設計是以學習理論、系統論、傳播理論和教學理論為基礎，運用系統方法進行教學設計的理論和模式架構；系統教學設計的基本內容包括前期分析，教學目標的闡明和評價試題的編制，教學策略的設計，教學設計方案的編制，系統教學設計的形成性評價，修改教學；最後，構建了以上述內容為要素的系統教學設計模式。
  8. The author observed the external factors that affect the students " inquiring activities carefully. the approach of this dissertation is based on the evaluative method about the students " inquiring and constructing concepts used in the book teaching elementary science through investigation and colloquium, written by brenda landsdown, etc, and a general questionnaire and personal questionnaires as well, through which the real thoughts and some direct suggestions can be used to analyze the relationships between the depth of inquiry learning and some external factors

    作者仔細地觀察了影響學生探究學習深度的外部因素，以美國蘭本達等人合著的《小學科學教育的「探究?研討」教學法》中評價學生探求概念和建立概念的的部分內容為基礎，設計了探究活動公共問卷和針對個人探究的個人問卷，即採用問卷調查法得到學生真實的想法和對一些問題的直接建議。
  9. In terms of the planning and delivery of lessons, the three teachers learned to design the targets of individual modules and became able to choose various teaching methods depending up the specific teaching materials. they no longer limit the teaching of science lessons inside the classrooms

    在教學上表現為，初步學會了設計教學單元目標、能根據不同的教材選擇多樣的教學手段、教學地點不再局限於教室、課堂內外安排學生活動的時間較前有了明顯的增加，甚至嘗試將科學教學的方法遷移到數學教學中。
  10. Actually service - learning is a pedagogical approach for teachers. it enables students to learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs

    對教師來說，服務學習是一種教學方法，通過精心設計，讓學生積極投入社區服務，從直接經驗中學習和成長。
  11. After analyzing the existing teaching methods of law education in our country, the author realizes the necessity of reforming the existing methods and proposes several constructive ones. modern teaching devices can be adopted so as to construct manifold teaching surroundings

    通過對我國法學教育方法現狀的分析，論證了改革教學方法的必要性，分析、設計了案例分析教學法、蘇格拉底式教學法、讀書指導和專題報告法、課堂討論法和直觀法在法學教育中的運用。
  12. Guided inquiry teaching is much more helpful for students to memorize physics knowled ge, and to comprehend, apply physics knowledge. in the mean time, students " capability of resol ving physics problems increases substantially. as a result, their grades skyrocket

    2 、引導探究型教學模式較傳統講授教學法更能幫助學生對物理知識的識記、理解、應用和運算能力的增強；同時更能有效發展學生解決物理問題的能力，表現在實驗設計和探究物理問題的能力大大增強。
  13. 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。
  14. Basic knowledge of instructional design, education, psychology and mastery of instructional design techniques

    具有教學設計、教育學、心理學的基礎知識，熟悉教學設計方法論。
  15. Some measure about reform of digital circuit experiment were introduled. some comprehensive experiments of design were added, and the teaching method of circuit module was given out to enhence the training on students ability of using hands, so that the basic competence of the students was raised

    介紹了數字電路實驗改革的具體方法，提出了增設綜合設計性實驗內容，加強學生動手能力訓練的應用電路模塊教學法，以提高學生的素質水平
  16. Obviously, to reform traditional education only in teaching field must meet many interference and even got half the result from twice efforts. we should not be restrained in activity education, either. we should use the idea of activity education, systematically examine and establish new education aim and new content of the course. in this only way could we establish systematic and all - round activity education theory

    過去一段時間，人們僅僅從教學領域來改革傳統教育，遇到了重重阻力，以至於事倍功半。我們應該突破活動教學法的藩籬，用活動教育思想全面地設計新的教育目標和課程內容，這樣我們就能建構起系統的活動教育理論。
  17. Actually, the project method and dalton plan in curriculum reform in the early 20th century have offered us certain experiences on how to respond to such a challenge

    如何應對這種挑戰，實際上，歷史已經給我們提供了一定的借鑒，那就是20世紀初國文課程改革中的設計教學法和道爾頓制。
  18. It includes the whole story about experiment of project method and dalton plan in chinese, such as its sponsor, its basic teaching pattern and characteristic. at the same time, this chapter also give some cases in the specific enforcement in teaching, and analyzed its influence on teaching practice

    包括設計教學法、道爾頓制在中國實驗的始末、推廣人、基本教學模式和特點；同時列舉了它們在教學中具體實施的一些案例，分析其給教學帶來的實際變化。
  19. Secondly, the theory foundation of project - based learning is concerned. project - based learning syncretizes many education theories. besides multiple intelligences, it also includes " learning by doing ", project method, constructivism and so on

    項目學習作為一種學習方式，一種課程理念，它融合了許多教育理論，除了多元智力理論，還包括「從做中學」理論及思維五步法、設計教學法、建構主義等。
  20. Analyzing the course of landscape architecture in detailes, this thesis uses different methods in different chapters to make a multimedia cai software, to explord a method that applies multimedia tecnology to landscape architecture teaching more fitfully, and to present a kind of method that makes modified vcd avilable

    本論文通過對園林設計課程的詳細分析，對不同章節應用不同的方法，製作了多媒體輔助教學軟體，探索了一種將多媒體技術更恰當的應用於園林設計教學的方式，提出了將相關影音文件處理後作為教學素材是一種可行的方法。
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