object lesson 中文意思是什麼

object lesson 解釋
實物教授課；（某原理的）具體實例；可作教訓的實例。

  • object : n 1 物，物體，物件。2 目標 （of; for）; 目的，宗旨。3 【哲學】對象，客體，客觀 （opp subject）; ...
  • lesson : n. 1. 功課。2. 一節課，（教科書中的）一課。3. 〈pl. 〉 課程。4. 教訓，訓誡；懲戒。5. 【宗教】日課。vt. 1. 教課。2. 教訓，訓斥。
  1. America's humiliation in that distant enterprise was seen as an object lesson in the immorality of america's postwar world leadership.

    美國在這場遙遠的戰爭中所遭受的恥辱被看成是美國在領導戰後世界中倒行逆施而應得的一場公正的教訓。
  2. Consider my life an object lesson

    把我的生命當作一個目標課程。
  3. Let this accident be an object lesson in the dangers of drinking and driving

    這一事故可以作為醉酒駕駛危害的實際教訓
  4. Managing her materials with deceptive ease and fluency, ms tomalin provides an object lesson in how to write a life

    托瑪琳以故作輕松流暢地方式組織素材，為如何寫傳記提供了截然不同的經驗。
  5. Following data should submit when dealing with : ( 1 ) " estate move registers requisition " ; ( 2 ) identification ; ( 3 ) transforms the agreement of the compensation that tear open change of card doing object lesson via program land branch or old city ; ( 4 ) compensation and estate of the change that be torn open have price difference, the paid poor cost that the part that need a value should submit photocopy of filling difference bill and development business to issue proves

    辦理時應提交下列資料： （ 1 ） 《房地產轉移登記申請書》 ； （ 2 ）身份證實； （ 3 ）經規劃國土部門或舊城改造辦鑒證的拆遷賠償協議書； （ 4 ）補償與被拆遷房地產有差價的，差值部分應提交補差發票復印件及發展商出具的付清差價款證實。
  6. The tradition teaching method of the new automobile structure lesson is the combination of class lecturing and experiment teaching ( real object teaching )

    汽車新結構課的傳統教學方法是課堂講授與實驗教學[實物指導]相結合。
  7. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  8. Accumulate the process of the piece, to the classroom teaching, is a teacher according to the actual need of the teaching, face the different teaching object, aim at one some teaching stage and the teaching targets, make use of the teaching material well, combine the teaching strategy, create a lesson piece with valid phantasmagoria

    積件的過程，對課堂教學來說，就是教師根據教學的實際需求，面對不同的教學對象，針對某一教學階段和教學目標，充分利用教學素材，結合教學策略，製作出千變萬化的有效課件。
  9. This lesson topic takes chinese classic garden name as object, inquires into garden name ( containning the view name ) mode, name design method and its classification, reflects the culture content of confucianism and daoism and buddhism from garden name

    課題以中國古典園林名稱作為研究對象，探討園林名稱（主要是景點名稱）的結構模式，名稱創作設計方法及其分類，以及園林名稱中所反映出來的儒家、道家和釋家等思想的文化內涵。
  10. Just under such background, in this paper, i ' ll take the lesson in self - cultivation of the mind and morality in universities as the object to be studied. first, i will discuss the reason for the current situation, the needs of the students, the problems they have, and also the root. next, the shortage of the present lesson is analyzed and the good experience abroad is introduced

    本文正是在這種大背景下，以高校思想道德修養課為研究對象，首先探討了造成這門課程現狀的原因以及這門課授課對象的主觀需要、主要問題及其根源；然後分析了我國現行思想道德修養課在目標、內容及授課方法方面存在的不足，借鑒了國外思想政治教育的成功經驗；最後從「兩課」的整體高度出發，以思想道德修養課的目標、內容和方法三方面為著眼點對這門課程的整個理論體系進行了探討性的構建。
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