curriculum section 中文意思是什麼

curriculum section 解釋
教學組
  • curriculum : n. （pl. curriculums, -la ）1. （一個學校，專業，或學科的）全部課程。2. （取得畢業資格等的）必修課程。
  • section : n 1 （外科、解剖的）切斷；切割；切開。2 【外科】切片，【金相】磨石。3 （果子的）瓣。4 【數學】截...
  1. Four databases contained are as follows : student information database stores the school ' s section ( including school and department, specialty, class, etc ) ; as well as undergraduates " information ( including student ' s serial number, name, score in each academic year and semester, class curriculum schedule, teacher curriculum schedule, etc )

    本系統共有四個數據庫，分別是學生信息庫：保存學校的部門信息（院系、專業、班級等） ；在校本科生的信息（學號、姓名、各學年成績、班級課表、教師課表等） 。
  2. As an important section in the reform of fundamental educational curriculum, research - oriented study plays a main role in the compr ehensive education part emphasizing activities

    「研究性學習」是基礎教育課程改革的一項重要內容，是綜合活動板塊的一項重要內容。
  3. It deals with the theoretical and practical base of the system management in school - based curriculum development. the second section analyses the system management in school - based curriculum development, it deals with the systems analysis on the condition of the sbcd ; the system management on the curriculum programming ; the system management on curriculum implement ; the system management on curriculum evaluation. the third section discusses the problems in the system management in practice

    基於此目的，本論文共分為三個組成部分：第一部分，介紹校本課程開發系統管理的理論及現實基礎，主要是從系統管理理論與當前我國的現實引出校本課程開發的系統性；第二部分介紹校本課程開發的系統管理，主要論述了對校本課程開發情境的系統分析，對校本課程規劃的系統管理，對校本課程實施的系統管理和對校本課程評價的系統管理；第三部分提出了對校本課程開發實施系統管理的思考，主要分析了校本課程開發系統管理在實施中存在的各種問題。
  4. In the end, scientific management theory not only lends rationale to the management system, but challenges the system with different difficulties. in the fourth section, in light of the theory of organization structure and organization culture, the dissertation first analyzes that the management system is shaped by school organization structure from two aspects : the labor division and sectionalization of school organization as well as the division of power in school organization. on one hand, although the school system based upon the discipline division is effective and clear in responsibility sharing, it cannot adapt itself to the demand of curriculum integration and overall development of learners

    第四部分借鑒組織結構和組織文化的一般理論，首先從學校組織的勞動分工及部門化、學校組織的權責分配兩方面分析了學校組織結構對學校課程管理的影響，認為學校以學科劃分為基礎的勞動分工雖然具有提高效率和明確責任的意義，但不能適應學校課程綜合化和學生全面發展的要求；集權傾向的學校權責分配雖然有利於統一領導和協調，但妨礙了教師參與學校課程管理和發展的積極性和創造性的發揮。
  5. Section one let us know the situation of the present internal web - based learning curriculum and then analyzed the present situation of web - based learning curriculum. from that, the writer concludes the problems that are neglected in design of web - based learning curriculum

    全文共分為五個部分，各部分內容簡介如下：第一部分，主要介紹對國內當前網路教學課程進行調查的情況，分析網路教學課程的現狀，明確網路教學課程設計中被忽視的問題。
  6. Then, through the analysis of the experiences, itcompares the domestic models of the training so as to combine the perceptual knowledge with rational knowledge. the second section analyses the history of training of guangxi schoolmasters and the present situation in order to gamer relevant information and recognize the regulation so as to identify the direction of the training. based on the above situation, regulation and the tendency, the third section puts forward construction connotations for the training model. the fourth section raises constructive proposals : that is to establish training models based on the administration, instruction, goals curriculum, the faculty training evaluation

    從校長培訓的管理、教學、目標、課程、師資隊伍建設和培訓評估等方面去構建：在管理上， 「計劃」與「需求」相結合；在教學上，以教學實踐活動為中心的多維教學模式；在課程上，以提高校長綜合素質為核心的集群組合式課程：師資建設上，專兼結合、科研促進、強化培訓；培訓評估效益化等，從而構成了符合廣西實際的中學校長培訓模式體系。
  7. In section four the thesis in details analyzes the reason of the " alteration " in curriculum implementation, mainly including three aspects of reason : firstly, the reasons of curriculum itself, that is value orientation formerly - designed curriculum, practicability and elasticity of curriculum plan ; secondly, influence come from the interior of education system, that is curriculum design, the difference between designer and implementor, the hinderance of linking up in the chain of main - body ; thirdly, influence come from external environment, that is traditional view from society, the support and policy which forms a complete set from the government, the regional feature of curriculum implementation and the development and changes of times and etc. in section five the thesis talks in details about how to promote to produce " construction " effect and how to restrain " impediment " effect

    第四部分，具體分析課程實施中「異變」出現的原因。主要包括預設課程的價值取向、課程計劃的可行性、課程計劃的彈性等課程本身的原因；教育系統內部課程規劃、設計者與課程實施者的異質性、課程實施過程中主體鏈溝通障礙也容易引起異變的產生、課程實施者的素質等方面的原因；外部環境社會傳統觀念的影響、政府部門的配套政策與支持、課程實施的地域特點、時代的發展變化等方面的原因。第五部分，具體探討在課程實施中如何採取相應的措施促進「異變」的建構效應的產生，抑制其阻礙效應的產生。
  8. Section : " it in education policy ", daniel chan said that in mapping the curriculum, they developed a " spectrum theory " based on the idea of a spectrum continuum, with teachers and students, teaching - based and task - based directions as being within the same continuum

    題目：資訊科技教育政策。陳校長指出，在編寫課程上，他們發展了一套以光譜連續體為基礎的光譜理論。當中，教師學生以及教材為本與專題習作為本的兩個方向，均出現于同一光譜上。
  9. The first section tries to provide a clear definition for the continuing education of the p. e teachers. the following 2 sections put forth primary education physical and health education reform and development in and abroad, which give the enlightenment to the curriculum reform of continuing education of re teachers the correspondent countermove of reform based on the analysis and expounding of the current situation of curriculum reform and the problem arising from it, in the primary and middle school re teachers continuing education in hubei province

    第一節主要是對繼續教育及體育教師繼續教育概念問題的界定。后兩節就國內外基礎教育體育課程改革對體育教師繼續教育的啟示、對我省中小學體育教師繼續教育課程設置這一典型問題進行了分析與闡述，然後相應的提出了改革對策和原則。本文首先從宏觀上對繼續教育、體育教師繼續教育概念的界定入手。
  10. 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。
  11. They are experienced in teaching and have joined training programs provided by the gifted education section, curriculum development institute, education and manpower bureau and other associated institutes

    具有豐富的教學經驗，亦參加了教統局課程發展處資優教育組及其他資優教育培訓課程，能掌握教導資優兒童之要訣。
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