history teaching 中文意思是什麼

history teaching 解釋
歷史教學
  • history : n. 1. 歷史，歷史學。2. 沿革，來歷；（個人的）履歷，經歷。3. 對過去事件的記載；大事記。4. 對形成未來的進程有影響的事件[思想]。5. 過去的事。6. 歷史劇。
  • teaching : n. 1. 教學，講授。2. 〈常 pl. 〉教導，教訓，教義，學說。
  1. On the use of empathy in history teaching

    現代化準備階段的世界歷史發展
  2. The study and research of creative thinking in history teaching is mainly a study of how to make students think creatively according to the history course standards in order to overcome the short comings of the traditional teaching in this field

    歷史教學中創造性思維的研究與探討，沖破傳統教學的弊端，遵循歷史課程標準的基本理念，把發展學生的思維，培養創造性思維能力，作為主線來研究的。
  3. The attainment target of oral history teaching in primary school is totally different from college, not to be trained as a professional historian, but to encourage the pupil learning by self spontaneously, enhance their thinking and imagination

    口述歷史應用於小學階段的教學目標，不同於大學之專業口述人才的培訓，而是做為一種教學方法，鼓勵學生的主動學習，發揮想像力和培養思考問題的能力。
  4. Many states still see history teaching, and the inculcation of foundation myths, as a strategic imperative ; others see it as an exercise in teaching children to think for themselves

    很多政府仍視歷史教學還有建國神話為戰略必須的；其他一些認為這個是教導孩子們如何看待他們自己的練習。
  5. Two issues about the content of modern world history teaching

    世界近代史教學內容研究二題
  6. On the aesthetic education in middle school cultural history teaching

    論中學文化史教學中的審美教育
  7. But if you let the activity enter into the history teaching, it will make the student study history very relaxed and happy. history has the large knowledge system, it makes studying history very difficult, but the activity teaching can let the student has a lot of practice chance, it can rise the students " intrests to study history, and improve them their quality

    歷史學科課程知識包容量大，難度高，沒有相當的認識能力和認知水平是很難學好的，而活動教學恰好是讓學生能有更多的操作體驗，給學生自己動腦動手分析問題、解決問題的機會，從活動中引發學生的興趣，讓他們施展才能，從而提高他們的素質。
  8. About the use of social investigation in history teaching

    論社會調查在歷史教學中的運用
  9. Gu jie - gang ' s ideas of history teaching and their practice

    顧頡剛的歷史教學思想及其實踐
  10. It is practically probed how to lead students to study independently. to different circumstances and contents of teaching in history teaching, the operating strategies that have different specialties and are good for students " self - determination study are built. those strategies consist of the operating strategy of class teaching, the tutoring strategy of cultivating students " ability of self - determination study, the controlling strategy of self - determination study and the evaluating strategy of self - determination study

    在歷史教學中引導學生進行了自主學習的實踐探索，針對歷史教學中不同的教學環境和教學內容，提出並實施了自主學習的課堂教學策略、自主學習的指導策略、自主學習的調控策略以及自主學習的評價策略等，形成了歷史教學實施自主學習的策略體系。
  11. The second section about the necessities of using modem history viewpoint in senior middle school teaching introduces its poor conditions at present and analyzes reasons : confusion in theory, outdated topics, content of teaching to politics, dogmatism in thought, single revolutionary emotion education, and so on, and expounds the necessities : time ' s call ; its own scientific nature, demand of topic ' s study and of teaching reform in modern history in senior middle school the third section mainly focus on the teaching strategies : sense transformations as the presupposition content construction with the topic modernization, aim perfection in history teaching, construction of evaluation, system about modern history of senior middle school by using history standpoint of modernization, improvement of teaching and learning methods, students " active participation as the basic way

    該部分介紹了高中近現代史教學的窘困現狀，並從傳統史觀上對現狀歸因分析：傳統史觀存在理論上的誤區、主題的陳舊、偏重政治的教學內容、思維上的教條主義、單一的革命精神的情感教育等弊端。論證了現代化史觀運用於高中近現代史教學的必要性：時代的呼喚、現代化史觀自身的科學性、高中近現代史主題的研究需求及高中近現代史教學改革的需求。三、高中近現代史教學運用現代化史觀的教學策略：觀念的轉變是高中近現代史教學運用現代化史觀的前提；以「現代化」為主題構建高中近現代史的教學內容；運用現代化史觀完善高中歷史教學目標；運用現代化史觀構建近現代史評價體系；運用現代化史觀改進高中近現代史教與學的方法；學生的主動參與是運用現代化史觀教學的基本途徑。
  12. Secondly, try teaching the students " of " eagle " class by discipline interacting within one year. during that year, do quantitative and qualitative analyses of this teaching methodology through questionnaires, tests, examinations, observing the students " behavior, analyzing their achievements etc. finally, draw a relatively scientific conclusion, that is, in order to train the students " comprehensive abilities in art, it ' s more beneficial to practise discipline interaction in history teaching

    實驗程序：將所教的文科班分為實驗班和對照班，在實驗班中試行「學科滲透」教學法一年，通過問卷調查、行為觀察、成果分析、測驗與考試等方式對該模式進行定量和定性分析，進而得出相對科學的結論，即在歷史教學中通過學科滲透教學方法有利於培養學生文科綜合能力。
  13. Teachers ought to propagate a correct view of " probing study " and avoid being too simplistic or extreme, so that they may deepen the reform of history teaching and enhance the ability of students

    同時對研究性學習應有辯證認識，避免單一化、絕對化力求揚長避短以進一步深化歷史教學改革，提高學生歷史學習能力。
  14. For the sake of the actual function of the discussion as a way of teaching, we passes by to experiment for the teaching of period a semester half, experimenting the result enunciation, a kind of predominant teaching method of the discussion as a way of teaching conduct and actions senior high school history teaching, with the senior high school for promote the senior high school history teaching history that living to study to rise obvious function, it is beneficial to break that kind of traditional teaching situation, but this kind of break " is not to the simple negation of the teach type teaching method, also do not replace the predominant position of the teach type teaching method, but be partial to a kind of correcting an error of the teach type teaching method irregularity, combining to become a kind of can with complement each other and predominant teaching method in teaching method in teach type

    討論式教學法就是以討論法為主要教學方法的一種教學模式。它的最主要的優點就是特別強調學生的主體地位即注重學生的學習能動性、獨立性和創造性，但它並不忽視教師的主導地位。為了證明討論式教學的實際作用，我們經過了為期一個學期半的教學實驗，實驗結果表明，討論式教學法作為高中歷史教學的一種主導教學法，對于促進高中歷史教學和高中生的歷史學習起到明顯的作用，它有助於打破那種傳統的教學局面，但是這種「打破」不是對講授式教學法的簡單否定，也不是要取代講授式教學法的主導地位，而是對講授式教學法弊端的一種糾偏，並成為一種可與講授式教學法相輔相成的主導教學法。
  15. Form its teaching aim, teaching principle, teaching pattern and teaching tactics, to the design of teaching links, and to the assessment of teaching result, it is necessary to study and expound it particularly and formulate a teaching scheme to help spread the " inquiry learning " in the history teaching

    從其教學目標的定位、教學原則的制定、教學模式及教學策略，到教學中各環節的設計與規劃，直到最終檢驗成果的教學評價，無一不需要仔細研究、具體闡述，以制定出一套可供借鑒的教學方案來輔助歷史學科研究性學習的推廣與普及。
  16. This paper expounds how to foster the humanistic spirits through history teaching in middle school, especially in the aspects of improving the teachers " qualities, appreciating humanistic meaning of the teaching materials, encouraging students to take part in the course discussion on their own initiative, and counting in the transfer of attitude value in student evaluation

    本文從提高教師的素質，充分挖掘教材的人文內涵，鼓勵學生主動參與課堂討論，教師在評價學生成績時，將「態度價值觀」的轉變納入評價范圍等方面闡述中學歷史教學怎樣培養人文精神。此課題具有很強的現實性。
  17. Besides making a macroscopic system for dhte, the author designs the criterion and practical scheme during history teaching, as well as establishing the evaluation principle, range and criterion

    對發展性歷史教師評價進行宏觀構建，制定評價原則、評價維度及標準，重點設計了歷史課堂教學評價標準以及課堂教學評價的具體實施方案。
  18. The content of modern world history teaching mainly consists of macroscopically examining the events and the figures which affected the overall situation of the world and the course of world history in the development and evolution of the world from the 15th and the 16th centuries to the 19th century, drawing the basic line of the history development from the world of separ ate parts to the world of the whole among the rich and varied historical faces, summarizing experiences and lessons, and discovering the general trend of development of world history

    世界近代史的教學內容主要是對15 、 16世紀至19世紀世界發展演變中那些牽動世界全局、影響世界歷史進程的事件和人物進行宏觀考察，從豐富多彩的史實中勾勒歷史從分散向整體發展的基本線索，總結經驗教訓，揭示世界歷史發展的大趨勢。
  19. Will usually aware of self the formation in us usually of teaching practice " a the method is a lord, many the method helps each other ", " a kind of teaching mode as to predominate, various teachings mode for teaching situation that assist ", the senior high school history teaching of today be formation regard teach type teaching method as the predominant teaching situation, but the irregularity that this kind of teaching situation present it already and more and more, also deviating from more and more should try the education reform that education direction character educate the main direction of the change

    在我們平時的教學實踐中常常會自覺不自覺形成「一法為主，多法相助」 、 「一種教學模式為主導，多種教學模式為輔「的教學局面，今天的高中歷史教學就是形成以講授式教學法為主導的教學局面，但是這種教學局面已越來越顯現出它的弊端，也越來越背離應試教育向素質教育轉變的教育改革的大方向。因此打破這種教學局面已是大勢所趨，也成為今天教學改革的重點。
  20. The journal " history teaching " of nankai university will publish a special issue on canadian studies

    我們上次通知有關南開大學《歷史教學》雜志將出版加拿大研究專刊的徵稿的條件。
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