邏輯教學 的英文怎麼說

中文拼音 [luójiāoxué]
邏輯教學 英文
logic teaching
  • 邏 : Ⅰ動1. （巡察） patrol 2. [書面語] （遮攔） blockⅡ名詞1. （巡察） patrol 2. [書面語] （山溪的邊緣） edge
  • 輯 : Ⅰ動詞（編輯; 輯錄） collect; compile; edit Ⅱ名詞（整套書籍、資料的各個部分） part; volume; division
  • 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...
  • 邏輯 : logic
  • 教學 : 教學teach school; teach
  1. A fourth - grade teacher was giving her pupils a lesson on logic

    小學四年級的教師正在給學生們上一堂邏輯課。
  2. In middle school mathematics teaching, the logical thought education has been paid more attention, but intuitional thought has n ' t been paid enough attention

    在中學數學教學中，較為重視邏輯思維的培養，而對直覺思維的培養並未引起足夠的重視。
  3. On logic teaching reform in liberal art schools of universities

    高校文科邏輯學教學改革探討
  4. As to teaching methods, new - type teaching methods which stress practical ability such as object teaching, training emphasizing logical thinking and scientific experiments are promoted

    從教學方法上來看，直觀性教學、重視邏輯思維訓練及科學實驗等推崇實踐能力的新型教學方法得到提倡。
  5. The logical obtrusion of translators and translation teaching

    論譯者邏輯介入與翻譯教學
  6. Probing the logic structure of basic category in ideaistic and political pedagogics

    思想政治教育學基本范疇的邏輯結構試探
  7. Next, theoretically, this essay elaborates the main applied principles ? standardization principle, logic principle, aesthetic principle and pertinency principle

    第二部分，從理論上闡述了語文教學語言運用的原則，即：規范性原則、邏輯性原則、審美性原則、針對性原則。
  8. Via the investigation on the subjects such as philosophy of moral education, semasiology, logic, anthropology, psychology and so on, the author thinks that the ultimate goal is to cultivate the value character of our students. this character is an " attitude " dynamic system which consists of the subsystems such as " moral cognition ", " moral emotion ", " moral behavior ", etc. it is built on the basis of our traditional culture, which focuses on three dimensions of " learn to be ", " learn together " and " learn to act ". and it embodies the respect - responsibility ( individual to himself, to others, to society, to nature and so on ) value which is the students " core character as well as the goal of education that our moral education should pursue

    透過道德教育哲學、語義學、邏輯學、人類學、心理學等多學科的考察，論文認為，學校道德教育的根本目的在於培養受教育者的德性品質（品格） ；受教育者的品格是由「道德認知」 、 「道德情感」 、 「道德行為」等子系統組成的「態度」動力系統；建立在傳統文化基礎上，圍繞「立身」 、 「處世」 、 「行事」三個維度，體現「尊重?責任」關系（生命個體對自己、他人、社會、自然等）價值觀，既是受教育者核心品格，也是學校道德教育應該追求的教育目標。
  9. Besides the common characters of exploring teaching, such as the scientificalness, processiveness, applicableness, participantness, openingness, multiformity, creativeness and so on, the high school history exploring teaching still has itself characters. these characters are the following 3 unifications : the first unification lies in the exploring intention. the seek truth and practicality are unified

    中學歷史探究教學除具有探究教學的科學性、過程性、應用性、參與性、主體性、開放性、多樣性和創造性等共同特點外，還具有獨特的學科特點，具體表現為三個方面的統一：在探究目的上求真與致用的統一，在探究內容上廣泛性與選擇性的統一，在探究方法上邏輯推理與具體體驗的統一。
  10. Through the approach of investigative questionnaire and ability examination, considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem, taking the method of fixing the quality and quantity, we make a demonstration research. at last, we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level, called repeating thinking, includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction, comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking. illogical thinking mainly contains intuition, association and space imagination of micro - particle

    通過調查問卷、能力測試等途徑，結合教師在中學化學的教學實踐和學生在分析、解決問題的實際需要，採用定性與定量結合的方法，進行實證研究，得出結論：化學學科能力的19種表現形式歸納為3個層次：最基礎的再造性思維能力層次包括對化學事實和化學反應中量的關系的識別和判斷、對化學基礎知識的比較概括；以培養創新能力為核心的創造性思維層次包括化學直覺思維、聯想、對微觀粒子的空間想象為主的非邏輯思維和靈活運用已學的化學知識通過分析、綜合地解決問題為主的邏輯思維；化學實驗能力層次是化學學科能力的最高層次，它以思維能力為基礎，集中體現了化學教學的基本特徵，實驗能力層次包括：選用實驗方法和設計實驗方案，對實驗的評價，研究和處理實驗事實、資料、數據，發現規律，表達實驗及其結果，最終解決問題的能力和發散思維。
  11. Therefore, based or a great number of literature reviews, this paper employs questionnaires, on - the spot interview, mathematical statistic approach and logical deductive approach, etc to have a research on the health education of the key middle schools in shandong province. here, the author draws the following tentative conclusions : 1. in shandong province, the health education has n ' t been paid much attention to yet, few schools have set the leading office for health education and the leading personnel have less authority

    為此，本文從調查山東省重點中學的健康教育現狀的入手，在佔有大量文獻資料的馴上，採用問卷調查法、專家訪談法、數理統計法、邏輯歸納法等多種研究方法，對山東省重點中學健康教育進行研究，初步得出以下結論： 1 、山東省重點中學的健康教育尚禾得到克分重視，設有健康教育領導機構的學校較少，領導機構成員的權威不高。
  12. Functions : only by using the elicitation method of teaching can teachers have their students go on discovering and blazing new trials in study

    （ 1 ）合情推理非邏輯思維在啟發式教學中的作用和種類，進行啟發式教學，才會讓學生在學習中，有所發現，有所創新。
  13. " nishidas position zur reflexionsphilosophie " in : " epoche und reduktion. formen und praxis der reduktion ", ed. by r. kuhn and m. staudigl, freiburg / munchen, 2001

    西田幾多郎的宗教哲學以《場所邏輯與宗教的世界觀》為例《現代儒家與東亞文明：地域與發展篇》 ， 2002年。
  14. The book by professor chen bo studies in philosophy of logic, both examining logic in philosophy and examining philosophy in logic, reflects a line of thought of a man of logic

    摘要陳波教授從《邏輯哲學引論》 （ 1990 ）到《邏輯哲學導論》 （ 2000 ）再到新作《邏輯哲學研究》 （ 2004 ）的系列專著，以哲學思考邏輯，以邏輯思考哲學，是一位真正邏輯學人的哲學思索，對中國邏輯哲學作出了歷史性貢獻。
  15. On tendency of logical teaching in colleges and universities

    中國高校文科邏輯教學走向何處
  16. Talk about university ' s liberal arts it teaching laboratory innovation of construction

    中國高校文科邏輯教學走向何處
  17. Practice - oriented setting up of teaching content of logic in public security colleges

    公安院校邏輯教學內容設置應面向實際需要
  18. On the relation of logic courses and the cultivation of thinking ability for the universities of humanities

    論文科高校的邏輯教學與思維素質培養
  19. While the latter paid more attention to the modernization of the teaching and research of logics, the former emphasized the relationship between logics and the historical process of modernization

    如果說后一口號更多地是在強調邏輯教學與研究自身的現代化，那麼前者注重的則是邏輯與現代化的歷史進程的關系。
  20. In piaget ' s theory, however, there is little elaborate description of the process of reflective abstraction, which results in the difficulties of deeply understanding the formation of logico - mathematic knowledge and applying piaget ' s theory in educational practice

    然而，在皮亞傑理論中，我們卻很難找到有關反省抽象過程本身的細致刻畫。這不僅對我們深刻理解邏輯?數學知識的形成過程造成了障礙，而且也使得皮亞傑理論難以在具體的教育實踐中貫徹實施。
分享友人
分享到 Line

分享到臉書