間接教學 的英文怎麼說

中文拼音 [jiānjiējiāoxué]
間接教學 英文
indirect teaching
  • 間 : 間Ⅰ名詞1 （中間） between; among 2 （一定的空間或時間里） with a definite time or space 3 （一間...
  • 接 : Ⅰ動詞1 （靠近;接觸） come into contact with; come close to 2 （連接; 使連接） connect; join; put ...
  • 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...
  • 間接 : indirect; secondhand
  • 教學 : 教學teach school; teach
  1. The empoison of this courseware changed the situation of the traditional teaching model in which the teacher draw the picture on the blackboard and it is so difficult to image the three - dimension space that the students ca n ' t understand the relevant knowledge in space analytic geometry

    本課件的開發改變了傳統教學中，學生空間想象力差難以接受相關知識以及教師在黑板上畫圖，難以建立空間概念等困難的現狀。
  2. The attribute database gives each knowledge point attributes and a link to the teaching material base, while the linkage database describes the relation among knowledge points. this linkage database is suitable for ratiocination

    知識點屬性庫描述知識點的特性和與多媒體教學材料庫的連接關系知識點鏈接庫反映知識點間的關系，便於推理。
  3. Based on an investigation in a few higher learning institutes in hubei province and some exchanges of ideas with the colleagues of the shanghai educational committee and several shanghai colleges and universities, this article has summed up the following problems coming up as china embarks on the road of the popularization of higher education. first, mechanical application of trow ' s theory ; second, blind pursuit of popularization disregarding the actual conditions ; third, universal opening regardless of the level and type of the school ; fourth, undue emphasis on the quantity of student enrollment ; fifth, isolated initiatives by individual schools

    本文通過對湖北省內的幾所高校進行直接或間接的了解，並利用工作機會到上海市，與上海市教育工委和幾所兄弟高校進行交流，認為高等教育大眾化過程中中國大學辦學存在著以下幾個方面的問題：套用高等教育大眾化理論，大學追求大眾化；不依據實際條件，大學盲目追求大眾化；不分層次，不分類別，所所大學開放化；片面追求量的大眾化；孤立的追求大眾化。
  4. All the data were analyzed by analysis of variance of spss, and it turned out some surprising and unexpected findings, which deviated from the original hypothesis : ( 1 ) chinese non - english - majored efl learners showed multiple perceptual learning modalities, which was the similar tendency with those in traditional classroom ; ( 2 ) although there was a slight decrease of the means of six instructional learning styles, there was no statistically change of the visual, tactile, kinesthetic, individual and group learning ; ( 3 ) however, there was a significant negative shift on auditory learning style of chinese non - english - majored efl learners, which was contrary to the originally hypothesis ; ( 4 ) after being analyzed as a moderator variable, gender played a significant part in the choice of instructional learning styles among chinese non - english - majored efl learners ; ( 5 ) within the group of female or male learners, it produced significant change in auditory, kinesthetic and group learning in female students while there was no significant change of all the six learning styles in male students

    而長期以來，研究者都是從理論的角度，對學習方式和計算機輔助教學進行研究，從實證角度的研究乏善可陳，基於此，本文運用定量研究的方法，著眼于調查研究計算機輔助教學對大學英語學生學習方式影響.本文以重慶大學來自8個專業的353名學生為研究對象，根據他們接受計算機輔助教學的時間長短分為三個組，進行問卷調查，對數據進行整理和分析，得出以下結論：大學英語學生傾向于多種學習方式；在六種學習方式中，有五種學習方式並沒有隨著在計算機輔助教學的環境而呈現顯著的變化；但在聽覺型學習方式上，出現了下降；從對性別的比較中，男生和女生在幾種學習方式上具有顯著的差別;而計算機輔助教學環境對男生學習方式沒有明顯的作用，卻對女生的聽覺型，體驗型和小組型學習方式有顯著影響。
  5. To shorten the distance in teaching language, changing the literary language into popular language and changing the one - voiced class into all - voiced class 3. to shorten the teacher - student distance in time, communicating with them not only in class but also out of class 4. to shorten the teacher student distance in space, instructing them off the platform instead of on the platform in one word, as long as we attach importance to the emotional education, teaching by feelings and exchanging feelings, we will arouse the student ' s enthusiasm and improve the teaching and learning effect

    實踐證明，情感教學在中等專業學校思想政治課教學中實施的途徑與方式主要有：變傳統的師生關系為平等、互尊、相容的新型師生關系，縮短師生心理上的距離；變書面語為通俗語，變「一言堂」為「群言堂」 ，縮短授課語言上的距離；變課堂上接觸學生為平時多接觸學生，縮短師生時間上的距離；變守住講臺授課為走下講臺授課，縮短師生在空間上的距離。
  6. It can be assessed by the means of question - answer drills in class, practical analysis and operation, writing of findings reports or theses etc. in environmental teaching, the effective method of quick knowledge accumulation via indirect experience should not be denied

    在地理教學中開展情境教學，不能否定通過學習間接經驗來迅速積累知識這一有效途徑。因此，學習並不一定都要在具體情境中發生，可以因知識的種類而異。從總體上看，教學應該以學習間接經驗為主，以直接經驗為輔。
  7. 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。
  8. As a brand - new teaching thoughts and teaching method, exploratory reading - teaching is based on constructive theory and literature acception theory, it considers reading as an inter - communication and dialogue between students and text, it also regards reading as an exploratory behavior of pursuing comprehending and self - comprehending and of constructing text and self - constructing. this kind of method pays attention to students " experience in reading, the exploration in experiencing. it breaks conceptual reading - teaching mode and reflects its tight - holding on the characteristics of chinese

    作為一種新的教學理念和教學方式，探究性閱讀教學是以建構主義理論和文學接受理論為基礎，把閱讀視為學生與文本之間情感的交流、心靈的溝通與對話活動，認為閱讀是尋求理解和自我理解、建構文本和建構自我的探究行為，它注重學生閱讀中的體驗，體驗中的探究，打破了概念化閱讀教學模式，體現了對漢語文特點的深切把握。
  9. This kind of cai made the students have few chances to take part in the teaching activities and accept them passively. it was difficult for students to study actively and positively and no good nurturing people with creative ability

    按這樣的理論設計的cai ，學生參與教學活動的機會少，大部分時間處于被動接受狀態，學生的主動性、積極性很難發揮，更不利於創造型人材的成長。
  10. Proposal : use unused school building and surchage teacher to build school of children of a few hobo more, facilitate ab extra wu is versed in enter a school of personnel children nearby, also can promote the communication between school time and competition ; bring into the school educational superintend and director to guide network, unqualified to evaluating school, supervise and urge its deadline is rectified and reform ; to the enterprise contribute money aid learn behavior, branch of wu of industrial and commercial duty gives derate company revenue award appropriately inside particular fixed number of year ; groom to receiving the president of school of children of the member that receive worker of ab extra wu, teacher to strengthen, improve the educational education quality of these schools ; educational service should strengthen the research that teachs new trend new characteristic to children of foreign worker worker, combinative psychology coachs, aggrandizement thought ethic, start is good at the same time parent school, solve the parent ' s bewilderment and problem

    建議：利用閑置校舍和超員教師多建一些流動人口子弟學校，便於外來務工人員子女就近入學，也可促進校際之間的交流與競爭；將學校納入教育督導網路，對于評估不合格的學校，督促其限期整改；對企業的捐資助學行為，工商稅務部門在一定年限內適當給予減免企業稅收獎勵；對接收外來務工人員子女學校的校長、教師加強培訓，提高這些學校的教育教學質量；教育行政部門要加強對外來工子女教育新動向新特點的研究，結合心理輔導，強化思想道德規范，同時開辦好家長學校，解決家長的困惑與問題。
  11. In economics, the higher school logistics socialization is to put the higher school rear service into the socialist market economy system, socialize the service body, changing self - service into social service through further reform ; commercialize the service fruits, changing service without teward into one with reward ; market the service ways, changing the direct service into indirect one, to thoroughly changethe condition that higher school ran society under the planned economy, overwhelm the bottle neck of higher school development, and create conditions for our country ' s higher education to be better suited to our rapid development

    摘要從經濟學的角度來分析，高校後勤社會化就是將高校後勤服務納人社會主義市場經濟體系，通過深化改革逐步實現服務主體社會化，變自我服務為社會服務；服務成果商品化，變無償服務為等價有償服務；服務方式市場化，變直接服務為間接服務，從根本上改變計劃經濟條件下形成的「高校辦社會」的狀況，克服高校發展的體制「瓶頸」 ，為高等教育更好地適應我國快速發展的社會經濟創造條件。
  12. Finally, at the base of these research, aiming at characteristics of views about chemical substance, we think that the teaching strategy that is used to cultivate students " views about chemical substance, should follow five principles, which are respectively expansibility, integrating straightly explain and effect, paying attention to chemical experimentation, influence from scientific logic thinking and scientific methods, enhancing relations inside and outside of chemistry. four kinds of effective teaching strategy could promote the development of students " views about chemical substance in class

    最後，在前面工作基礎上，針對化學物質觀的特點，認為培養學生化學物質觀教學策略應遵循發展性、直接講解與間接滲透相結合、注重運用化學實驗教學、科學邏輯思維和科學方法的滲透以及加強化學學科內外綜合的聯系等五項原則，可以運用直接教學策略、先行組織者教學策略、自然科學方法論教學策略和培養對化學物質觀認知的教學策略等在課堂上促進學生化學物質觀的發展。
  13. The study paid attention to the change of teacher ' s sense of teaching efficacy teaching motivation and occupational stress under such realistic background. by analysis and explanation of investigation data, the study concludes the results as follows : 1 after implement of curricular reform, general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while personal teaching efficacy ( significantly ) declines ; 2 after implement of curricular reform, intrinsic motivation of teachers who have joined curricular reform compared to their past ( significantly ) presents descending trend, while their outer motivation ( significantly ) rises apparently. so that their intrinsic motivation and outer motivation are significantly much higher than of what teachers who have n ' t joined curricular reform ; 3 after implement of curricular reform, occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while their relaxation of personal resource significantly declines, but have no remarkable difference at other aspects ; 4 the sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform ; 5 teachers " sense of teaching efficacy teaching motivation and occupational stress tie together tightly, while the interaction of teaching motivation and occupational stress is prominence, occupational stress directly influences teaching motivation, and indirectly influences the sense of teaching efficacy

    通過對調查數據予以分析和說明，本研究得到如下結論： （ 1 ）課程改革以後，參與課改的教師無論與自身縱向相比，還是與未參加課改的教師橫向相比，其一般教育效能感顯著上升，而教師的個人教學效能感則（顯著）下降； （ 2 ）課程改革以後，參與課改的教師與自身縱向相比其內部動機有較為顯著的下降趨勢，外部動機則有顯著地上升趨勢；其內部動機和外部動機都（顯著）高於未參加課改的教師； （ 3 ）課程改革以後，參與課改的教師無論是與自身縱向相比，還是與未參與課改的教師橫向相比，其「職業任務」和「個體緊張反應」方面均呈現（非常）顯著地上升趨勢，而在「個體應對資源」方面除休閑是顯著降低外，其餘無顯著的差異； （ 4 ）不同特徵和類別教師的「教學效能感」 、 「教學動機」和「職業緊張應對」在課改前後的變化狀況上存在（顯著）差異； （ 5 ）教師教學效能感、教學動機和職業緊張應對密切聯系，教學動機與教學效能感相互作用顯著；而職業緊張應對直接顯著影響教學動機，間接影響教學效能感。
  14. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  15. To be loaded with the matter environments of school and the behivior and figure of educator and the spiri t of class and school, the hidden curriculum indirectly and imperceptibly influences on the moral development of student, the paper dictiss its efficacy of moral education form five aspects : it can lead the moral recongnization and value idea of student ; it can mould the moral feeling of the student and urge the moral will of the student ; it can restrain the moral behavior in order to conform to the standerds of society and cultivate the good moral habit ; it also cultivate and improve the student " ability of oneself education

    隱性課程是課堂內外間接的、內隱的，由教育者以特定方式呈現，通過受教育者無意識的、非特定心理反應發生作用的教育影響因素。隱性課程以學校的物質環境、教師行為形象以及班風校風為載體間接的、潛移默化的影響著學生的道德成長。本文從五個方面對其德育功效進行論述：引導學生的道德認識和價值觀；陶冶學生的道德情感；激勵和磨煉學生的道德意志；規范學生的道德行為，養成良好道德習慣；培養和提高學生的自我教育能力。
  16. Furthermore, with the provision of holistic education, schools should adopt multi - faceted appraisals for students, which include not only intellectual assessments, but also assessments in non - academic areas such as spiritual, moral, physical, social and aesthetic formation

    為了讓學生可以有更多時間接受全人教育，學校應作適當的課程剪裁和綜合，為了配合全人教育的推行，學校應採用多元化評估。除智育評估外，也設靈德體群和美育等非學科評估。
  17. The ip address is various because teachers and students go to the internet in different places and different connection. using ihe mixed architecture of the server programming, the clients immediately communicate as peers and the server is only connecting function. as clients, teachers and students can directly deal with data without server, the quantities of information or server were reduced and the middle tache during transferring data was avoided

    教師和學生上網地點不定，上網連入方式不同，其ip地址是不固定的，採用混合型服務器程序設計方法，服務器端只起到握手連接作用，讓客戶端直接連接，教師和學生直接進行數據通訊，使學生和教師的數據處理無須通過服務器，降低服務器信息處理量，從而消除了數據傳遞的中間環節。
  18. Ltd. is the first overseas flying training organisation granted with the cad approval to conduct professional pilot training courses of an approved syllabus which will enable the pilot trainees, upon course completion, to satisfy cad s licensing requirements for the direct issue of a hong kong commercial pilot licence with an instrument rating ( hk cplir )

    該所飛行學校名為英國宇航航空訓練學校，是香港以外首間通過香港民航處許可審定，採用民航處核準的教學大綱提供專業飛行員培訓課程之機構。學員成功完成有關課程后，可直接獲頒具備儀表飛行等級的香港商用飛機駕駛執照。
  19. The author argues that in network teaching receptive study and academic study should be combined organically into the course teaching ; that in network teaching the center should not be teachers, nor students, but communities of learners consisting of teachers, students, and the things to be learned ; that network teaching is not a learning activity that only happens in a virtual space, it happens in a condition which is a organic combination of virtual learning space and real learning space ; network teaching should be supported by technology conditions, and be rooted in teaching

    筆者認為，在網路教學中接受式學習和研究性學習應當有機地結合在學科教學中；網路教學不應以教師為中心，也不能以學生為中心，而是由教師、學生和學科內容組成的學習者共同體；網路教學不僅僅是發生在虛擬空間中的學習活動，其環境應當是虛擬學習空間和真實學習空間的有機結合；網路教學應以技術環境為支撐，以教學為本位。
  20. Long - range education is to point to suffer between pedagogue and pedagogue, what depart each other suffer between pedagogue and educational organization, pedagogue provides education plan and education content, through a variety of transmission methods to suffer pedagogue to impart contemporary knowledge, information, join teaching and learned process

    遠程教育是指受教育者和教育者之間、受教育者和教育組織之間相互分離的，教育者提供教學計劃和教學內容，通過多種傳播手段向受教育者傳授現代知識、信息，連接教與學的過程。
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