experience curriculum 中文意思是什麼

experience curriculum 解釋
經驗課程
  • experience : n 1 經驗，體驗。2 見識，經歷，閱歷。3 〈pl 〉 【宗教】靈性的感受。vt 1 經驗，體驗。2 感受，經歷。...
  • 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。
  1. In 1999 from oneself started an undertaking until now, firstexperiences has started an undertaking, the skill market trains, really holds the management, the teaching management process, throughunceasingly charged the study, sums up experience, the union practicepromotion theoretical level, is the cosmetology profession and thecorrelation profession raise image design synthesizes the talentedperson thousand people, and was 30 enterprises successes plans theenterprise image, the market marketing brand, the staff etiquette, thequality, skill training ; and establishes the consummation educationalmodel, the educational administration management for the correlationprofession teaching unit, promotes the teachers level, to enhance thefresh source quantity : develops the new curriculum, like - - - " high - quality beautiful armor ", " improves looks beautiful releaseindustry mda management management ", " shanghai vocational educationfilm and television puts on make - up ", " color consultant ", " thecosmetology putting on make - up industry practical fine arts ", " practical human body colored drawing on pottery and beautiful armordesign ", " image design and psychoanalysis ", " image design andaccompaniment shopping ", " image design psychology consultation ", " advertisement animation drawing ", " fashion puts on make - up modelling " and so on, the compilation teaches document 22

    1999年從自我創業至今，首先經歷了創業、技能市場演練、實操經營、教學管理的過程，通過不斷充電學習、總結經驗、結合實踐提升理論水平，為美容行業及相關行業培養形象設計綜合人才千餘人，並為30餘家企業成功策劃企業形象、市場營銷品牌、員工禮儀、素質、技能培訓；並為相關行業教學單位創立完善教學模式、教務管理、提升師資水平、提高生源數量：開發新課程，如- - - 《高級美甲》 、 《美容美發行業mda經營管理》 、 《上海市職業教育影視化妝》 、 《色彩顧問》 、 《美容化妝業實用美術》 、 《實用人體彩繪及美甲圖案》 、 《形象設計與精神分析》 、 《形象設計與陪同購物》 、 《形象設計心理咨詢》 、 《廣告動漫繪畫》 、 《時尚化妝造型》等，編寫教案22本。
  2. Based on " educational television system, " the actual design, development and exploration experience in practice, " etv " network curriculum design principles, system design, function module and technology aspects of the theory and practice of exposition

    本文結合《教育電視系統》的實際設計、開發實踐和探索經驗，對《教育電視系統》網路課程的設計原則、系統設計、功能模塊以及技術實現方面進行理論和實踐的闡述。
  3. Based on the experience of native or foreign country, integrating the fact of local area and teaching experience of the experimental schools, the author began researching in the autumn in 2002 with the researching methods such as the participant observation, literature analysis, questionnaire survey, deep - seated interview etc. through the researching of this task, the author strives hard to provide the reference teaching material for the practical teachers and make greater progress of science curriculum

    為此，筆者借鑒國內外經驗，結合本地區的實際和實驗學校一年多的教學經驗，運用課堂觀察、文獻分析、問卷調查及深度訪談等研究方法，在2002年秋季開始以理論與實踐為主線開展本課題的研究。力求通過本課題的研究，為一線教師提供一些可以借鑒的教學資源，促進《科學》課程的進一步發展。
  4. Mathematics pentathlon relates to a mathematics curriculum and staff development program known as mathematics experience - based approach ( meba )

    數學五項全能運動涉及到數學課程及以經驗為基礎的數學方法的教職員訓練程序（ meba ） 。
  5. Secondly, with talking with infant teachers and a survey, it finds out most of the infant teachers will regard curriculum as activity or experience and most of them will accept child - centrism curriculum outlook

    而他們對於3種主流課程觀的態度，則表明大多數幼兒教師接受的是兒童中心主義課程觀。但是，調查也發現有些幼兒教師沒有完全接受這種課程觀。
  6. Please include details of any pre - college experience, business course, vacation placements, internships or attach a curriculum vitae

    包括大學以前的經理、商務課程、假期兼職、實習、見習期或附上簡歷表。
  7. In terms of discipline building, he advocated making textbooks by absorbing foreign advanced experience in curriculum development and taking into considerations the conditions in china ; in terms of school management, he emphasized the building of teaching staff and the management of students

    對于學科建設，他主張汲取外國先進課程設置經驗，依據國情編好教材；對于學校管理，他強調加強師資建設，做好學生管理工作。
  8. 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。
  9. ( 3 ) a new system for humanity education in medical institutions of higher learning should be established, which is composed of five parts : a four - dimensional training model consisting of the in class, after class, campus cultural atmosphere and self - taught acquisition of humanity education ; a curriculum system made up of common humanity curricula, medical humanity curricula and hidden curricula ; a system of teaching methodology encompassing " self - realization ", " imagination ", " dialogue and discussion " and " experience and reflection " ; a supporting system comprised of the development of disciplines and the cultivation of teaching staff, improvement of educational facilities, and creation of campus cultural atmosphere ; and an instructional assessment system of teaching - learning process and effectiveness

    研究指出，高等醫學院校人文教育體系應該由以下五個方面組成：培養模式（第一課堂、第二課堂、第三課堂和自我教育） ；課程體系（共同性人文課程、醫學人文課程和隱性課程人教學方法體系（ 「隱喻」 、 「想象」 、 「對話」 、 「討論」 、 「體驗」 、 「實踐」和「反思」 ） ；教學支撐體系（師資隊伍和學科建設、教學條件建設和校園文化建設） ；教學評價體系（評價機制與評價指標體系建設） 。第六部分為結語，是對本研究的回顧與前瞻。
  10. Meanwhile, chapter 3 offers perspectives to search for strategies from the characteristics and experience of international integrated science curriculum design

    同時，為下文從國際綜合理科課程設計特點和經驗中探尋借鑒方略提供了視點。
  11. Part ii, " research on international integrated science curriculum design ", aims at analyzing and searching for characteristics and experience of international integrated science curriculum design

    第二部分為「國際綜合理科課程設計研究」 ；旨在分析探討國際綜合理科課程設計的特點和經驗。
  12. To improve the students the skills in reading literature is an important and urgent task in chinese teaching, no humanism is an chinese curriculum in the daytime obligatory education in 2001 published by educational department, request much to the teaching of literature, the reading experience and the methods of reapidemic in modern society

    2001年教育部制訂的《全日制義務教育語文課程標準》對文學作品閱讀教學，中學生應具備的文學素養，文學作品閱讀的方法都做了詳盡的要求。在當前的文學作品閱讀教學中，部分具有前瞻意識的語文教育工作者已認識到文學作品閱讀教學的重要性，並進行了積極的探索。
  13. Based on the analysis of current situation of compulsory education and the social development characteristics in guangxi by taking the reference from foreign countries and the advanced experience in other regions in china, new curriculum system of guangxi compulsory education can be drawn out in five directions as followed : first, the traditional and obsolete curriculum concepts that curriculum is the process of learners " constructing their knowledge actively ; that curriculum is not only the carrier of the specified knowledge system but the show of the learners ' real life ; that curriculum is the whole world " s prospect, not the mixture of separated disciplines and that curriculum is not only the medium of transferring the national culture

    針對廣西自身的經濟社會發展特點和義務教育課程現狀，借鑒國際及國內其它地區課程改革的先進經驗，我們認為，廣西義務教育課程體系的未來發展方向是：第一，改變教師傳統、陳舊的課程觀念，樹立課程是學習者主動建構知識及意義的過程、課程不只是特定知識體系的載體還應該體現學習者的現實生活、課程是世界的整體圖景而不是分科知識的雜糅體、課程不僅是傳承而且是創新民族文化的手段的課程觀念。
  14. The second part offers some perceptual experience of overall application of the dialogue in reading instruction and emphasizes the application of the dialogue theory in three different kinds of reading materials selected from the textbooks and gives some concrete microprobe. in this part the author also gives readers some ideas of the application of the dialogue in schoolbased curriculum, hoping to improve it

    這部分著重從應用對話要針對選文的特點這個角度，就選取的三個課例對對話在統編教材課堂教學中的具體應用作了一些微觀的探討；這部分還對對話在語文校本選修課教學中的應用進行了例說性的探討。
  15. Curriculum vitae together with proofs of academic qualifications ( including university graduation certificate, certificate of professional qualifications, etc. ) and experience relevant to the post or evidence of special achievementsabilities

    履歷連同學歷證明（包括大學畢業證書、專業資格證書等）及與所擔任職位相關的工作經驗證明，或具備特別成就專業能力的證明；
  16. If we make a study of the curriculum historically there were content curriculum and experience curriculum in the light of relation of the child and the curriculum

    也就是說，課程組織是對課程的基本要素或學習經驗所作的組織，是構成課程研製系統歷時態要素中的一個環節。
  17. From the point of view of structure, integrative practical activity course is an integrated curriculum, an experience curriculum as well as a required course

    從結構類型來看，綜合實踐活動課是綜合課程、是經驗課程或體驗課程也是必修課程。
  18. The sponsors of experience curriculum which considered the child as the center, make the child and the curriculum interact and integrate with the teachers guiding the students

    經驗課程以學生為中心，教師與兒童是一種指導性關系，在一定程度上實現了「兒童與課程的互動與整合」 。
  19. From the perspective of the ideology of relation my thesis makes a reflection and summing up of the content curriculum and experience curriculum in the past analyses why we should transform the content into learning experience

    本研究從「關系論」的視角對歷史上的「內容課程」與「經驗課程」進行了反思與梳理，對課程組織為何要實現「從內容到經驗的轉化」等問題進行深入的探討。
  20. The teacher passes the content, without any consideration of the students " needs and interests, which leads to the contradiction of the child and curriculum, and the child and the teacher. experience curriculum emerged due to the development of educational psychology as an antithesis in the needs of the time

    教師傳遞教育內容? ? 「知識」 ，沒有考慮學生需求與興趣，導致了兒童與課程、兒童與教師的對立；經驗課程的出現是教學心理化發展到一定階段的產物，是對內容課程的反叛，也是時代發展的需求。
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