classroom behavior 中文意思是什麼

classroom behavior 解釋
課堂行為
  • classroom : 教室。
  • behavior : n 1 行為，品行；舉止，態度，舉動，表現，行動。2 （生物的）習性；（機器等的）特性，性能，狀態；（...
  1. Classroom behavior contract and consequence step - ladder

    課堂行為契約與後果階梯
  2. On english teachers classroom behavior

    論英語教師的課堂行為
  3. The rules not only cover classroom behavior and manners but also encourage students to live life to the fullest

    這些班規不僅涵蓋課堂上的舉止，也鼓勵學生活出最精彩的人生。
  4. Only when teachers have acquired some critical reflective skills and are able to look at their classroom behavior, teaching methods and consequences of their actions reflectively, can they raise their professional judgments and improve their practice

    教師只有學會並掌握科學有效的反思途徑，不斷對自己的教學行為、教學方法及效果進行反思，才能提高自己的職業判斷力，促進自身發展。
  5. In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning, cooperative learning, accepted learning and inquiry learning ; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom, video and audio laboratory, computer classroom. the fourth part takes the no. 2 primary school of lanzhou refinery company as practicing object, exploring its teaching practice

    最後設計形成了以建構主義、人本主義為理論基礎、以任務驅動法和課程整合法為主要教學方法、以自主學習與合作學習，接受學習與發現學習相結合為主要學習方法、以集體授課，個別化學習和小組相互作用相結合為主要教學組織形式、以表現性評價為主，調查測驗為輔的教學評價方法，以及以多媒體教室、電教實驗室、計算機室為主要教學環境的信息技術課課堂教學格局。
  6. The independent study " four - link " teaching method includes four links : leading self - study, organizing discussion, less teaching to answer questions, practices to improve. with optimizing the class teaching, reforming the teaching method, paying attention to instruct the study method, this method develops the self - study ability, expressing ability, analyzing and criticizing ability and creating ability of middle school students, let them play their independent roles in classroom. and this makes the classroom full of energy, improves the students " knowledge, ability, consciousness and behavior at the same time, and lets the students " study get gain, get thought and get effect

    思想政治課「四環節」教學法包括「引導自學? ?組織討論? ?精講解惑? ?實踐提高」四個環節，它從優化課堂教學入手，從改革教法方面突破，從指導學法上下工夫，培養中學生自學能力、表達能力、分析批判能力及創造性思維能力，充分發揮其課堂主體作用，使課堂教學充滿活力，使學生知識、能力、覺悟、行為同步提高，課堂學習學有所得，學有所思，學有成效，能運用辯證唯物主義和歷史唯物主義的觀點分析和解決現實生活中的實際問題。
  7. Part four : this part analyzes the process of effective classroom management behavior

    第四部分：有效課堂管理行為的過程分析。
  8. Part five : this part deals with the strategies of effective classroom management behavior

    第五部分：有效課堂管理行為的策略。
  9. The teacher ' s nonverbal behavior and classroom climate

    教師非言語行為對課堂氣氛的影響
  10. Part three : this part discusses the orientation and types of effective classroom management behavior

    第三部分：有效課堂管理行為的取向與類型。
  11. It is very clear that this thesis is about the teaching behavior which adopts various forward position means, such as cases method, to go deep into classroom instruction

    從標題可看出，這是一篇關于教學行為，採用案例方法等前沿手段，深入課堂進行研究的文章。
  12. . the latent gender culture in school, the manners of teachers both inside and outside classroom and the different gender roles in school life, as the hiding curriculum, stipulate girls ` gender behavior potentially.

    學校潛在的性別文化、教師課堂內外的言行舉止和男女兒童在學校生活中的角色劃分作為學校的「隱藏課程」 ，潛在的規約著女童的性別角色行為。
  13. It has been proved that the feasibility to construct " the model of history & inquiry " teaching theory, and the strategy of classroom teaching preparation, the teaching behavior of researching type, classroom management, and the evaluation of concept teaching under the " the model of history & inquiry " teaching theory are constructed in this paper

    論文對「歷史探究模式」教學理論的可行性進行了論證，構建了「歷史探究模式」下了課堂教學的準備策略、探究式的教學行為策略、課堂管理的策略、概念教學的評價策略。
  14. Meanwhile, in the classroom, instructions are employed to organize the class ( to control the students " behavior and to connect the teaching exchanges ), by whose language functions the teacher ' s underlying attitude towards the students and their relationships might be revealed

    此外，為了使教學得以順利完成，課堂上教師需要管理學生的行為，教師針對學生的具體情況用指令語提出要求和希望。此時，教師對學生的態度及他們之間的關系可以通過指令語的言語功能反映出來。
  15. However, owing to the limitations of teaching condition, in traditional classroom there is not much of teaching students ’ organic unification over cognition, ability and consciousness and knowledge, sentiment, consciousness and behavior, strictly speaking, what is called an armchair strategist, which contribute to students ’ serious lag in their political consciousness and ability in the future competition

    但由於條件所限，傳統的思想政治課堂教學在學生認知、能力、覺悟的有機統一和知、情、意、行的統一的培養上往往力不從心，只能「紙上談兵」 ，導致學生的覺悟和能力嚴重滯後於競爭日益激烈的現實需要。
  16. ( 4 ) the classroom environment was positively related to students " biology learning. the behavior of teaching and learning should be adjusted to better the learning environment and improve the students " biology study

    生物教師應當在教學中加強對學生活動的設計，鼓勵學生參與課堂教學，提高師生互動水平，改善課堂教學環境，才能達到促進學生學習的目的。
  17. This historical review provides the basis for the construction of the subsequent thoughts on e ffective classroom management behavior

    歷史研究為以下的有效課堂管理行為思想的建立提供了基礎。
  18. This concept of teaching has been criticized and there have also been theories trying to revise the " special process of cognition ", like the theory of development, the theory of activity ( behavior ), the theory of practice, but in today ' s classroom teaching practice, the traditional teaching characteristics such as classroom - centred, book - centred and teacher - centred can still be seen and stubbornly dominated teachers in their teaching behaviors

    這種教學認識盡管受到批評，在理論研究中也出現諸如「發展說」 、 「活動說」 、 「實踐說」試圖修正「特殊認識說」 ，但在今天的課堂教學實踐中，依然體現出課堂為中心、書本為中心、教師為中心的傳統教學的特徵，並頑固地左右著教師的行為。
  19. As the result of the searching field of teacher ' s professional development is so broad, the writer limited the study field in this paper : using the theory of multiple intelligences ( mi theory ) as the medium, to observe the teacher ' s professional behavior in the classroom and the relevant educational idea by way of practice research, trying to explain the present situation of the teacher ' s professional development, and putting forward the relevant improving ways

    由於教師專業發展研究涉及面的寬廣，本文把研究范圍設定在：以多元智能理論作為促進中小學教師專業發展的中介，通過實踐研究的方式，對中小學教師現有的課堂教育教學專業行為及其相關教育理念做出考察，試圖以此說明現實中的教師專業發展現狀，並提出相應的改進對策。
  20. There fundamental must be followed : teaching with happy, emotion and harmonious relation between teachers and students in class. outside classroom, two fundamental must be followed : higher level than student on emotion and as good friends on behavior

    高中實施情感教育，要求在教學過程中應該遵循寓教於樂、以情施教、師生情感交融等三條原則；在課外教學外要注意把握情為人師、行為人友的原則。
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