評導教學 的英文怎麼說

中文拼音 [píngdǎojiāoxué]
評導教學 英文
criticism lesson
  • 評 : Ⅰ動詞1. （評論; 批評） comment; criticize; review 2. （評判） judge; appraise Ⅱ名詞（姓氏） a surname
  • 導 : 動詞1. （引導） lead; guide 2. （傳導） transmit; conduct 3. （開導） instruct; teach; give guidance to
  • 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...
  • 教學 : 教學teach school; teach
  1. The course was conducted in the form of participatory and open instruction and integration of theory with practice. starting from how to identify the major problems in farmers training, gaining confidence at communicating with farmers, and understanding their current pressing needs, facilitators systematically discussed theories and practices concerning the concept and purpose of participatory methodology ; participatory experiment and testing, and how to do experiment research ; principles, methods and steps of participatory rural appraisal ; how to use participatory methods to carry out farmers training ; responsibility of participatory facilitators and points for attention during training ; and, the nine principles regarding adults training

    培訓班採用參與式開放式教學理論與實踐相結合的方式，輔導員從如何尋找農民培訓遇到的最大問題，與農民打交道的自信來源，掌握當前農民的迫切需求為切入點，較系統的討論了參與式方法的概念目的參與式實驗與試驗如何做試驗研究參與式評估pra的原則方法步驟如何利用參與式方法開展農民培訓活動參與式輔導員的責任和在培訓中應注意事項以及成人培訓的九條原則等理論知識和方法。
  2. This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study, the characteristic and specific situation formation ( the background, precondition ), to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training, facing all students and choose the typical individual to track at the same tune, and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file, etc to strengthen one " s own consciousness, learn to regulate oneself ; to evaluate the effect of attribution training, that is, chemistry - learning efficiency, the author actively try combining subjective evaluation with objective evaluation, teachers " evaluation with students " own

    本研究較深入地了解到高一學生對化學學習的自我效能感現狀，高一學生在化學學習中的歸因傾向、特點及其形成的特定情境（背景、前提條件） ，並據此在化學學科教學中對學生進行心理歸因訓練;採用團體輔導與個別訓練相結合，面向全體學生同時選擇典型個體進行追蹤，積累案例材料;充分發揮學生主體的主觀能動性，通過寫反思日記或學習小結、建立化學學習檔案等方法，強化自我反思意識，學會自我調節:積極嘗試主觀評價與客觀評價、教師評價與學生自我評價相結合的方式，對歸因訓練效果即化學學習效能進行了評價。
  3. Under the guidance of the modern concept of the idea of pluralism, and with the help of the current achievements in the educational research, the successful experiences of exploring the assessment to quality of comprehensive activity curriculum both at home and abroad, the dissertation integrates the methods of the assessment to quality of comprehensive activity curriculum : portfolio assessment, educational connoisseurship and educational criticism, recording and analyzing of student ' s growth and class participation and classroom discussion

    本文在多元評價觀指導下，借鑒當前教育教學理論研究成果，在總結國內外對綜合實踐活動課評價探索中的成功經驗的基礎上，嘗試性提出了以文件夾評價為主，包括教育鑒賞與教育批評、學生成長記錄與分析、研討評定等方法為輔的綜合實踐活動課評價技術。
  4. The main characteristics of problem - based learning are : ( 1 ) learning is student - centered ( 2 ) learning occurs in small student groups ( 3 ) teachers are facilitators or guiders ( 4 ) problems form the organizing focus and stimulus for learning ( 5 ) problems are authentic and ill - structured ( 6 ) problems are a vehicle for the development of real - world problem - solving skills ( 7 ) new information is acquired and skills are trained through problem - solving process ( 8 ) evaluation is authentic and performance - based. after describing the features of problem - based learning, this thesis compares problem - based learning with other instruction models - lecture, direct instruction, case methods, discover - based inquiry, problem - centered learning, simulation and gaming and mantle of the expert ( roles ) on three aspects : ro

    這種教學模式的基本特徵是： （ 1 ）是一種以學生為中心的教學方法； （ 2 ）學習形式是以一個學生小組為單位； （ 3 ）教師是輔助者、引導者； （ 4 ）以問題為中心組織教學並作為學習的驅動力； （ 5 ）問題是真實的、劣構的； （ 6 ）問題是發展學生實際解決問題能力的手段； （ 7 ）在問題解決的過程中獲得新的知識、培養能力； （ 8 ）真實的、基於績效的評價。
  5. Last part of the paper, it presents a outlook of system development and prospect. the teaching mode of dual - initiative, which can brings teachers into leading roll and embodies students in cognition role, more fits teaching development ; historical inheritance model of student can provides system an accurate assessment for student and implements optimal teaching effect

    華東師范大學計算機系碩士學位論文一個雙主型的計算機基礎智能教學系統的設計與實現本文提出的雙主型教學模型，既能發揮教師的主導作用又能充分體現學生認知主體作用，更符合我國目前的教學發展情況;有學習歷史繼承的學生模型，使系統對學生的評估比較準確，實現了最優的教學效果。
  6. This thesis is guided by the modern education theory on " basing on human being, developing independently ". starting from the general program and principle of instructional design and applying system and control theory, go over the present physics instructional design in the flowing seven items : learning - task analysis, books content analysis, learner characteristics analysis, making teaching purpose, determination instructional strategy, media selection and operation, assessing performance, all of which show some phenomena that the past instructional design paid attention to the teachers mind and neglected students, not getting harmonious between teacher and students

    本文以「以人為本、自主發展」的現代教育理念為指導，從教學設計的一般程序和原理出發，在學習任務（需要）分析、教材內容分析、學生特徵分析、教學目標的制定、教學策略的制定、教學媒體的選擇與應用、課堂教學評價等七個方面，應用系統論和控制論的觀點和方法、應用教學設計的原理和技術審視中學物理課堂教學設計，說明以往課堂教學設計中存在著重視教師心理，忽視學生心理的現象，從而沒有達到教師和學生心理上的共鳴。
  7. 11 what is the guideline of the teaching evaluation

    教學評估的指導思想是什麼？
  8. Chapter four explains the concept and components of leaching unit, and exemplifies the teaching unit with informationalized instructional design, provides some relevant cases, case analyses and evaluation criterions, for the application of the model of case - based in - service teacher ' s infonmtionalized teaching skill training

    第四章闡述了培訓中的教學單元的概念與組成，並以信息化教學設計教學單元為例，設計了單元教學計劃，並提供了相關案例、案例分析與評價指標等支持資料，以期為在職教師信息化教學技能培訓提供一些實踐性的指導與啟示。
  9. The introduction of this thesis points out that in recent years, middle school literature teaching research works focus mainly on the function of middle school literature teaching and its relationship with students, but weak in the research of teacher ' s self. it overlooks the importance of teacher ' s knowledge in literary theory and literary criticism

    文章的引論部分指明，近幾年的中學文學教育和教學研究從文學教育的功能及其與學生的關系方面著眼比較多，而對作為教學主導的教師的研究相對說來顯得薄弱一些，忽視了對教師的文學理論、文學批評理論等文學知識和文學素養的關注。
  10. The chaper one firsly reviews the three ldnds of definihons in the developmen history of cwhculum, which are subect, plare aim and experience. secondly it differentiates cwhcultun and teaching two closely related definihons, deflnes the relaton between cwhculum and teaching even formal schooling. ttirdly, the thesis analyses the ptaltical meanings of differnt cwhculum dedrihons states my own preliminary recognition of cwhcultnn

    導言陳述「走向創新時代的大學課程發展」研究的背景、意義、思路與方法；第一章先評介課程發展史上視課程為學科（或學程、教材） 、計劃或目標、經驗等3類具有代表性的定義，然後界說課程與教學兩個密切聯系的概念、理清課程與教育及正規學校教育之間的關系，進而初步提出對課程概念的認識。
  11. It can reflect the teaching quality of teacher ' s teaching, play the encouraging of rule, find the question of teaching in precise terms and enhance teaching quality. the thesis bring forth news ideas in two points. first, it made the evaluation of teaching quality of those colleges and schools of the chinese people ' s armed police army as an object of study

    本課題以「三個代表」重要思想為指針，以武警部隊對技術院校人才培養目標為依據，以現代教學質量評價理論為指導，研究了武警技術院校教學質量評價的特點、主要方法、組織實施，分析了武警技術院校教學質量評價應包括的主要內容，並在此基礎上構建了武警技術院校教學質量評價模型。
  12. Part three has expounded further the explorations investigated rs activities in it environment in several middle schools in lan zhou and the relevant analysis based on those. such aspects as it environment, schools, teachers, students and practice of pbl activities are investigated. it was found that those schools who have no any pbl activity are lack of finance, it facility, rs knowledge, consciousness for rs from leaders in schools, effective organizing activities for pbl, and teachers " research capabilities for pbl ; on the contrast, those schools who have pbl activities achieved many benefits such as students " improved capabilities of acquiring, analyzing, evaluating, and processing information, changes of students " traditional studying manners, students " advanced capacities of synthetically applying knowledge, communication and cooperation, students " developed creative intelligence and practice abilities on research, students " high social responsibility and courage facing to frustration, extended modern education concept and increased performance of teachers, update of schools " facilities, innovation of schools " management system

    在本部分，論文通過初步走訪調研、問卷調查，研究從信息技術環境、學校、教師、學生以及研究性學習活動開展的具體實施情況幾個層面進行了詳盡的調查，發現了在未開展活動的學校主要存在以下原因：資金短缺、信息技術環境落後；師生有關研究性學習活動的理論素養貧乏；學校領導思想意識不到位，對研究性學習活動的領導組織不得力；教師的業務能力、科研水平低下等原因；同時也分析了開展活動的學校在活動中取得的收益和存在的不足，其中收獲有：學生方面培養了學生獲取、評價、處理和分析信息等多方面的能力、轉變了學生的學習方式、培養了學生綜合運用知識的能力、培養了學生的創新精神和研究的實踐能力、增強了學生與他人交往、協同工作的能力、增強了學生的社會責任感以及面對困難、戰勝挫折的心理素質；更新了教師的現代教育教學觀念和意識，提高了教師的業務能力和素質；加快了學校教學設施的完善和更新，推動了學校各種管理體制、激勵機制的改革。
  13. The reform of teaching writing must lay stress on the whole and the process : assigning topics - change the single form into varied ; correcting - put one pens into scores of pens ; commenting - turn " teachers - only " into students speaking ; instructing - make the closing form open

    作文教學改革必須重整體、重過程：作文命題? ?變單一型為多樣型；作文指導? ?變封閉型為開放型；作文批改? ?變一支筆為幾十支筆；作文講評? ?變「一言堂」為「群言堂」 。
  14. Furthermore, based on the systematic ideology, analytical strategies, and the experiences from foreign researcher, this paper studies university education very deeply, from top to bottom, from outside to inside, and present a new integrated education evaluation system. this system uses ahp ( the analytic hierarchy process ) to set up a mathematical evaluation model

    本文根據目前高校教育的需求，在提出教學評估指導思想和評估原則的基礎上，運用系統的思想，採用自上而下、由表及裡、內外結合的分析策略，借鑒國內外高校評估經驗，提出了一套完整的教學評估體系，運用ahp層次分析法建立了訐估模型，並開發了相應的教學評估系統。
  15. For a long time, the deviation, lying in grasping the purpose of traditional primary school word - learning teaching in china, has led to several serious problems in the teaching : ( 1 ) a few words ( 2 ) mechanical memorizing ( 3 ) memorizing in detail ( 4 ) one sided assessment, etc. consequently, all this results in the situation of small quantity, slow speed, bad effect and time consuming " in primary school word - learning teaching, which affects the whole word - learning, which affects the whole chinese teaching negatively

    長期以來，我國傳統的小學識字教學在目的把握上存在偏差，導致在教學中出現一些嚴重的問題：識字量少（達不到閱讀的要求） ；機械識記（死記硬背，易忘，負擔重） ；精細識記（識字過程分析講解居多，整體認讀難，在閱讀過程中無法做到「識字自動化」 ） ；評價片面（單純以能寫會默為評價標準） ，等等。因而造成了小學識字教學「少慢差費」的狀況，對整個小學語文教學帶來了很大的負面影響。
  16. Exam results and the proportion of the students entering schools of a higher grade are the only targets and this is used as its assess standard. as for the teaching contents, it pays its attention to the teaching of indirect experiences and as a result, what is learned is divorced from practice. the basic teaching steps put forward by karav are more used, that is, " teaching organization - review - check - transfer to the new lesson - study - consolidation - assignment ", while the students can not play their main and creative role in this way

    在教學理念上，傳統教學強調教師的主導作用，忽視學生的個性差異；在評價機制上，以考試分數和升學率為惟一的衡量教學質量的指標，不注重學生的綜合發展；在教學內容上，注重書本上的間接經驗的傳授，所學內容與社會實際嚴重脫節，不能培養真正適合社會需要的人才；在教學方法上，多運用凱洛夫的「組織教學?復習檢查?導入新課?學習新課?鞏固新課?布置作業」的基本教學環節進行教學，學生的主體作用和創造能力難以發揮。
  17. The teaching procedure consists of four main courses : ( 1 ) to set up teaching circumstance and to optimize teaching aim. ( 2 ) to direct students how to learn ; students master knowledge. ( 3 ) to develop migration ability ; students learn to bring new ideas and to make use of new knowledge

    教學程序主要包括四個階段： （ 1 ）創設教學情境，優化教學目標（ 2 ）指導學法，內化知識（ 3 ）發展遷移能力，學會創新運用（ 4 ）科學評價，教學相長。
  18. It can give a fair assessment to the object being tesed for instructional purpose

    計算機輔助測試通過測試軟體對測量對象測量並給出合理的評價以指導教學實踐。
  19. During the research, the author carried out the new methods. on the basis of combination of theoretical curriculum and practical curriculum, and the theory and the practice in curriculum structure, author puts forward the mode of the theory and practice unified teaching. it is instructed by the idea of ability - based teaching. on the basis of vocational analyses, form the mode of the curriculum system and set up the objections of three - section teaching, that is knowledge, ability and attitude. using the form of dividing students into groups, individualized teaching and individual form of organizational teaching to set up the interaction system of envaluation, through the method of co - operation and set up the main method of teaching mode of criterion evaluation and correcting in time. in the research, based on the theory suppose, the author used experiment methods as follows : 1 ) to develop curriculum and make up teaching outline and teaching plan, on the basis of analyzing of vocational post ability ; 2 ) to develop teaching resources on the basis of teaching materials ; 3 ) to draw attention on the ability - based on teaching ; 4 ) to carry out the teaching objections based on objective teaching ; 5 ) to get the aim both the teachers and students on the basis of applying the way of co - operation ; 6 ) to envaluate the teaching quality based on the ability of students

    通過整合學術性課程與實踐性課程，使理論與實踐在課程結構上融為一體等理論假設基礎上，提出「理論與實踐一體化」教學模式的設想：把「能力本位」的教育理念作為指導思想；在職業能力分析的基礎上，形成模塊式的課程體系；確立知識、能力、態度三個層面上的教學目標；採取分組式教學、 「個性化」學習、個別化的輔導等教學組織形式；倡導師生合作學習的教學方法；建立綜合能力評價體系，注重形成性評價和及時反饋矯正。在具體嘗試過程中採取了以下具體做法： 1 、以職業崗位能力分析為依據，開發課程、編寫教學方案； 2 、充分開發和利用教學資源； 3 、教師進行精心的課前準備，確定教學目標、認真準備教學現場、認真準備教學清單； 4 、著眼于學生技能的形成，合理安排教學過程； 5 、師生合作學習，共同達標； 6 、以學生能力形成為依據，評估教學質量。
  20. In the first part, according to the current teaching situation of reading, from four aspects, teachers, students, teaching materials and evaluation, it analysizes the reasons briefly ; in the second part, in order to guide teaching and change the current teaching situation, it puts forward an opinion on reading with diverse and limited answers. mainly from three angles, it analysizes the reasons for teaching of reading with diverse answers. meanwhile, it raises a " vague " theory to help improve the reading with diverse and limited answers ; in the third part, it focuses on the reseach into the practice of teaching of reading with diverse and limited answers - complicated dialogue - style reading of teaching on different levels ; in the fourth part, it lays emphasis on adjustment of the teacher ' s performance in the dialogue - style teaching of reading, mainly illustrating three aspects : the improvement of teaching quality, the adjustment of teaching, and the improvement of teaching evaluation

    本文主體共分四大部分，第一部分從閱讀教學現狀入手，並從教師、學生、教材、評價四個方面簡要分析原因；第二部分提出要以多元有界閱讀觀來指導教學，改變現狀，主要從作者、文本、讀者這三個角度分析形成作品多元解讀的原因，同時用混沌理論來觀照有界閱讀；第三部分主要探索多元有界閱讀教學的具體實踐? ?即多重復雜的「對話式」閱讀教學；第四部分強調教師在「對話式」閱讀教學中的轉變，主要從教師教學素質提高、教學行為調整、教學評價完善這三個方面進行探討。
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