curriculum standards 中文意思是什麼

curriculum standards 解釋
課程標準
  • 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。
  • standards : 標準,規程
  1. He also urged more teacher training and higher math curriculum standards

    他還敦促更多的教師培圳和建立更高的數學標準。
  2. Mainly by using the historically comparative experience method, and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories, and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development, this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy, etc. and finally by addressing the essential frameworks of the new curriculum standards, the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "

    在對我國小學語文識字教學歷史經驗進行回顧的基礎上，分析其中的合理性與局限性，找出問題的癥結所在，探索如何將漢字構字規律與學生的認知規律有機結合起來，提高識字教學水平，是本文的主要研究目的。本研究主要運用歷史經驗比較法，借鑒漢語言文字學、布魯納的結構主義和現代認知心理學的有關理論，在論述我國小學語文識字教學的學科結構和兒童的認知特點的基礎上，反思我國小學語文漢字教學的實踐，提出識字教學必須處理好幾對矛盾：識字教學與小學語文教學體系、識字的階段性與識字方法的多樣性、拼音是識字教學的手段還是目的、識字的主要方法與次要方法等，結合新課程標準的基本精神，提出「教是為了不教」是識字教學的最終目標，也是我國小學語文教學改革的努力方向。
  3. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  4. The paper expounds the knowledge of the leading document " mathematics curriculum standards of fulltime compulsory education ", guiding the mathematics curriculum reform and the practice of mathematics teaching in junior high school guided by the document

    本文論述了對指導數學課程改革的綱領性文件《全日制義務教育數學課程標準》的認識以及在其指導下進行初中數學教學的實踐。
  5. Based on the constructivism theory, following the suggestions and requests in the fully time compulsory education curriculum standards of chemistry ( experiment draft ), this thesis makes it clear that the experimental inquiry and the investigating inquiry are the main approaches in the inquiry learning activities. after analyzing these two approaches in detail, the author proposes some concrete learning in scientific inquiry activities according to the characteristics of these two inquiry approaches. they are inquiry experiments, observation, designing the experiment, deducing, differentiating and measuring which are based on the experiments ; visiting, reading, collecting materials, asking and investigation which are based on the investigation

    本文主要以建構主義理論為依據，以《標準》中對探究學習活動的建議和要求出發，明確了實驗探究和調查探究是開展探究學習活動的主要方式，以及兩種探究學習方式的特點；並深入分析了實驗探究和調查探究，提出了化學教學中具體的探究學習方式，分別為以實驗為基礎的探究實驗、觀察、設計實驗、推斷、鑒別、測定和以調查為基礎的參觀、查閱、收集及調查，使化學教學中對學生進行探究學習培養具有針對性。
  6. Exploration of teaching method of high mathematics education discusses under the mathematics curriculum standards

    加大教學改革力度提高成人教育辦學質量
  7. In training the students " reading ability, the chinese curriculumstandards emphasiz es the core aim of training the students " " independent reading ability ", which makes the old curriculum standards " description of this problem change from an ordinary one to a strengthened one, in this case, the training aims of the reading ability of different stages join together and become an organic integration

    在閱讀能力培養上，課程標準（大綱）經百年之發展，最後在《語文課程標準》中提出了培養學生「具有獨立閱讀的能力」這一核心目標。這一核心目標的確立，使舊課程標準（大綱）對這一問題的一般表述變為強調表述，同時不同階段的閱讀能力培養目標也前後銜接、互相勾連而成為一有機整體。
  8. The thesis, based on the teacher ' s direct teaching experience and guided by new curriculum standards, treats the practical modes and the execution of cooperation study in senior middle schools. it is divided into three parts

    本文從圍繞物理學科教學的角度出發，以教師的直接教學經驗為基礎，以新課程標準為指導，探討合作學習在高中階段的具體模式及其操作。
  9. In evaluating reading approaches, our curriculum standards pays more attention to the evaluation of the methods, speed and reading scope while the massachusetts curriculum framework emphasizes the ability of the students

    我國的閱讀評價較為側重對方法、速度及閱讀范圍的評價，對方則較為側重對閱讀實踐能力的評價；我國的寫作評價標準較關注寫作能力的培養，對方則比較側重寫作實踐。
  10. According to new curriculum standards as well as the characteristics of senior school students and the characteristics of the subject of physics, we divide cooperative study of physics for senior - school students into four modes. that is, help acceptance type, cooperative probe type and group research study

    作者根據高中學生特點、物理學科特點和新課程標準的要求，把高中物理合作學習劃分為幫助接受型、協作接受型、協作探究型以及小組研究性學習等四種模式。
  11. Areforming the courses of mathematics education in normal universities on mathematics curriculum standards of middle - school

    面向高中課程新標準的高師數學教育類課程體系的改革
  12. This paper gave the following conclusions ? ational curriculum standards are necessary and important for keeping the quality and level of curriculums and instructions in national wide ; national curriculum standards should face the whole country and possess the quality for generalization, and meanwhile, it should allow the multiplicity and flexibility in order to have the certain function and practical significance ; national curriculum standards should have the core framework or the themes which has the quality for instruction and manipulation ; during the development of the standards, it is important to make cooperation with the government educational department, professional groups, teachers, etc. in order to improve the quality of the standards and their acceptance of the standards ; the implementation of national curriculum standards is an up - down transition and the effective interactions among all the stages are very important

    本文認為國家課程標準對于在全國范圍內維持課程與教學的水平和質量是必要的和重要的；國家課程標準必須面向全國，具有可以普遍推廣或應用的性質或價值，同時又要允許多樣性與靈活性的存在，才能具有較為確定的作用和實踐意義；國家課程標準要有確定的核心框架或主題內容，要注意其指導性與可操作性；在國家課程標準研製中，要注意政府教育主管部門、專業團體、教師等的多方合作與協同努力，提高標準研製的質量與標準的認同程度；國家課程標準的應用過程，有一個自上而下的轉換過程，因此，各層面的工作的有效轉化與互動相當重要。
  13. National english curriculum standards for common senior high school gives a definite definition for four skills - listening, speaking, reading and writing

    《普通高中英語課程標準》對這四項技能作出了明確的界定。
  14. Finally, the researcher hopes to use this article to help everyone understand the curriculum standards of " 1 - 9 coherent " in 2001

    最後個人希望本文的淺略探討，能對90年代即將實施的九年一貫課程綱要，能略盡棉薄之力。
  15. Especially, while new curriculum standards have been carried out, more and more teachers have participated in educational scientific researches

    尤其是在新的課程標準的逐步實施過程中，廣大的中小學教師更加踴躍地投身於教育科研活動。
  16. A study of probability and statistics in mathematics curriculum standards between china and america. on the basic research of the part two, there is a deep study about some difference, for example, communication of mathematics of probability and statistics, the statistics reasoning, the problem solving. at last, the writer gives some suggestions to the teacher of china

    第三部分對幾個「數學能力」的進一步分析與教學建議這一部分在中美兩國數學課程《標準》 「統計與概率」比較的基礎上，對兩國都比較重視的幾個「數學能力」 ：交流能力、統計推理、問題解決等做了進一步分析，並在分析的基礎上提出了一些教學的建議。
  17. On the year 2001, the notification of the " basic education curriculum reform outline ( a trial version ) " by the ministry of education, together with the writing of the " curriculum standards " and new syllabuses, signified the actual implementation of the education reform

    2001年教育部發出了關于印發《基礎教育課程改革綱要（試行） 》的通知， 《課程標準》及新教材的編寫和試用標志著課程改革已進入具體實施階段。
  18. Designs of mathematics classroom teaching objective on new high school curriculum standards

    對新課程理念下農村初中數學教育的若干思考
  19. And this paper expounds the questions as follows : the teaching practice guided by " mathematics curriculum standards ", the teaching which combines our life with the students " actual situation and the teaching combining with mathematics activities. and what ' s more, it studies the teaching on topic study, the teaching through the mathematics excha nge, the teaching with the aid of modern information technology and the evaluation of students. in ma paper, it also points out some unsettled questions, which exists in my teaching practice

    本文闡述了在《數學課程標準》的指導下進行初中數學教學的實踐，論述了聯系生活實際和學生實際進行教學、結合數學活動進行教學、對「課題學習」的教學、利用數學交流進行教學、藉助現代信息技術進行教學以及對學生的評價這幾個方面的內容，也指出了本人的教學實踐中存在的一些待解決的問題。
  20. In the aspect of curriculum structure, our curriculum standards takes the designing approach of nine - year system which contains a big aim with four different schooling stage aims under it. the design was made according to the three - dimension idea of knowledge and ability, process and approach, and mood, feeling and ideology of value. the three dimensions mix with each other and make a whole

    2 、在課程標準的結構方面，我國課程標準的課程目標按九年一貫制整體設計，總目標之下有學段目標；課程目標的設計根據知識與能力、過程與方法、情感態度價值觀三個維度，相互滲透，融為一體。
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