pedagogical education 中文意思是什麼

pedagogical education 解釋
師范教育
  • pedagogical : adj. 教育學的，教授法的；教師的。 pedagogic research group 教研組。adv. -gogically
  • education : n. 1. 教育；訓導；培養。2. 教育學，教授法。3. （蜜蜂、蠶等的）飼養；（動物等的）訓練。
  1. It is very important for the current teacher education reform to sum up and reconsider historical experiences of china ' s higher pedagogical education in its centurial development

    摘要在當前的教師教育改革中，總結和反思中國高等師范教育百年發展的歷史經驗，具有重要的現實意義。
  2. On the pedagogical education in training primary school teachers

    淺談小學教育專業的教育教學
  3. The ideal education of profession should be strengthened for the students of pedagogical colleges

    應全方位突出對師范生的職業理想教育
  4. The present study provides some pedagogical implications for foreign language teacher education : an inset course for foreign language teachers as short as 15 days can help most of the trainees to achieve the course aims to a large extent if the course makes good use of the reflective model of training foreign language teachers. other implications are related to course material writing, trainer training, training course management

    本研究對外語教師培訓有一些啟示：如果反思模式在外語教師培訓中得到有效運用，也就是說，如果受訓教師在接受培訓的過程中反復體驗從實踐到理論再到實踐的過程，即使是為在職外語教師而設的為期15天的短訓班也有可能在很大程度上從認知和行為兩方面幫助受訓教師達成培訓目標。
  5. The first part is about discussing theories of inquiry learning, with the current situation of physics teaching, the author expounds the practical significance to change the old study mode of students and train students to put up inquiry learning, compares inquiry learning with reception learning, discusses the theoretical basis of inquiry learning, discovery learning of bruner, significance learning of ausubel and constructivism being the psychological basis, the theory of lifelong education and the theory of principal part being the pedagogical basis

    第一部分是關于研究性學習的理論探討，從物理教學的現狀出發，闡述培養學生進行研究性學習的現實意義，將研究性學習與接受性學習作比較，闡明了研究性學習的理論基礎，布魯納的發現學習理論、奧蘇伯爾的有意義學習理論以及建構主義的學習理論是研究性學習的心理學基礎，終身教育理論、主體教育理論是研究性學習的教育學基礎。
  6. So, it is the author ' s motive to attempt to seek the ways of changing the poor areas " education status quo. beginning with promoting the language competence of preschool children, the writer tries to study the change of teaching mode and pedagogical ideology. the main causes lie in : 1 ) organize the language education activity to improve the language ability of preschool children ; 2 ) the class is chinese - oriented, but the aim of teaching and children ' s development is unclear ; 3 ) restricted by economy and culture, the language development in these areas is in an unfavorable position ; 4 ) compared with the field of arts, the teachers available now is more qualified for language teaching, so it is easier to change the form of language activity ; 5 ) children ' s language acquisition is not only confined to chinese class - teaching, but also penetrated into the other activities, such as art, handwork, and games

    本研究以促進學前班兒童的言語發展為突破口，改變貧困地區農村學前教育的現狀，原因主要有以下幾點： （ 1 ）組織語言教育活動，促進兒童言語發展，是幼兒教育的主要任務之一； （ 2 ）學前班以語文課堂教學的形式實施語言教學，但教學目標和兒童發展的目標不明確； （ 3 ）受經濟、文化等因素制約影響，農村貧困地區兒童言語發展處在不利境地； （ 4 ）與藝術等教育領域相比，現有教師的知識儲備更能勝任語言教育，因此，改變語言活動形式的設想更易實現； （ 5 ）兒童語言教育研究工作者明確提出，兒童語言教育並不僅僅局限於「語文」課堂教學，而應滲透到其它活動當中去，故借開展語言教育活動之際，可以適當地開展藝術、手工、游戲等教育活動，以豐富活動內容。
  7. In the past two decades, the overwhelming majority industries had entered into buyer ' s market early or late, but pedagogical activity, above all higher education, still get off to seller ' s market

    改革開放20年來，我國絕大多數產業都先後進入了買方市場，但是教育事業，尤其是高等教育，仍處于賣方市場。
  8. The construction of professional curriculum system for undergraduate who major in primary school education in higher pedagogical education

    高師小學教育本科專業課程體系的構建
  9. The present research is carried out in combination with disciplinary education under the guidance of relative theory of pedagogical psychology in one specif c domain

    本研究是在教育學心理學有關理論指導下結合學科教育中一個具體的領域進行的。
  10. On the pedagogical implication in metacognition for foreign language reading education

    談元認知理論對外語閱讀教學的指導意義
  11. Max van manen believes that pedagogical tact is a special virtue of education, which bases on teachers ' love to students, and it is the deeply attention to students given by teachers, and the aims of pedagogical tact is to promote the formation of students ' unique individuality

    摘要范梅南認為教育機智是教育的一種特殊品質，教育機智是教師對學生的深切關注，以教師對學生的愛為基礎，教育機智促進兒童獨特個性的形成。
  12. There are many shortcomings in current curricular set _ up ofchinese language education, which have effected the training of pedagogical personnels of new type

    現行的漢語言文學教育專業課程設置存在著許多弊端，嚴重影響了新型師范人才的培養。
  13. English teaching methodology course should closely focus on and directly serve to the elementary education, and embody pedagogical features in the field of teachers ' education

    高師英語教學論課程應密切關注和直接服務基礎教育，真正把師范特色體現在教師教育領域里來。
  14. His pragmatism had great influence on china, especially on the pedagogical aspects of education. so it may have great point to study his thought. in conclusion, though we always have great different opinions about dewey ' s education theory, we can still say that dewey ' s vocational theory is the focus of his pragmatism

    總而言之，雖然我們對杜威的理論總有著不同的看法，我們仍然可以認為杜威的職業教育理論是他的實用主義的集中體現之處，對它的研究，可以使我們從整體上把握杜威的實用主義教育理論，並為我們今日的職業教育理論與實踐所借鑒。
  15. Here, referring to the course reformation for the perspective, i venture to start from the organizational mode of reformed teaching for an exploration on possibility of integrating theoretical study into practical work. with students in the regular senior high school as my target, exercise of an integrated study mode in history teaching as the theme, and modem pedagogical and psychological theories such as constructivism, group dynamics, need hierarchy, self - efficacy and independent education as the basis, i construct a cooperative studying mode that suits modem history teaching in a way with functional goals, experimental principles, operational process, pedagogical strategies in full consideration, and actively probe into the relation among modes for cooperative study, independent development of the students, cultivation of cooperation and innovation

    因此，筆者以課改為契機，試圖從改革教學組織形式的角度出發，將理論研究與實踐探索相結合，以普通高中學生為研究對象，以在歷史教學中實施合作學習模式為課題，以建構主義、團體動力學說、需要層次理論、自我效能理論和主體性教育等現代教育學、心理學理論為依據，從功能目標、實驗原則、操作程序、教學策略等方面，全方位地構建了適合現代歷史教學的合作學習模式，並對實施合作學習模式和學生主體性的發展、合作與創新精神的培養的關系進行了積極的探索。
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