school of chemistry 中文意思是什麼

school of chemistry 解釋
化學學院
  • school : n 1 學校；〈美國〉（大學的）學部，學院；學系；校舍；講堂，教室。2 研究所，訓練所，養成所。3 〈不...
  • of : OF ＝Old French 古法語。
  • chemistry : n. 1. 化學。2. 物質的組成和化學性質；化學作用[現象]。3. 〈比喻〉神秘的變化（過程）。
  1. Ways and means of how to cultivate high school students ' qualities of emanative thinking and creative thinking in chemistry teachings were discussed through in - class teaching examples

    摘要結合課堂教學實例，闡述了在中學化學教學中如何培養學生發散性思維和創造性思維品質的方法。
  2. Interest in chemistry to be trained in grade three of junior school

    談初三學生化學課興趣的培養
  3. Kornberg, like his father a faculty member of the stanford university school of medicine, won the 2006 nobel prize in chemistry

    孔柏格繼承父親衣缽，也任教於史丹福大學醫學院，他贏得二六年諾貝爾化學獎。
  4. Through the approach of investigative questionnaire and ability examination, considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem, taking the method of fixing the quality and quantity, we make a demonstration research. at last, we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level, called repeating thinking, includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction, comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking. illogical thinking mainly contains intuition, association and space imagination of micro - particle

    通過調查問卷、能力測試等途徑，結合教師在中學化學的教學實踐和學生在分析、解決問題的實際需要，採用定性與定量結合的方法，進行實證研究，得出結論：化學學科能力的19種表現形式歸納為3個層次：最基礎的再造性思維能力層次包括對化學事實和化學反應中量的關系的識別和判斷、對化學基礎知識的比較概括；以培養創新能力為核心的創造性思維層次包括化學直覺思維、聯想、對微觀粒子的空間想象為主的非邏輯思維和靈活運用已學的化學知識通過分析、綜合地解決問題為主的邏輯思維；化學實驗能力層次是化學學科能力的最高層次，它以思維能力為基礎，集中體現了化學教學的基本特徵，實驗能力層次包括：選用實驗方法和設計實驗方案，對實驗的評價，研究和處理實驗事實、資料、數據，發現規律，表達實驗及其結果，最終解決問題的能力和發散思維。
  5. The idea of assigning questions is based on the natural growing point of chemistry content and combining point of middle school chemistry teaching and college chemistry teaching

    試題的基本命題思想是考察能力，是立足於化學內容的自然生長點、中學化學教學和大學教學的結合點。
  6. Exploration of chemistry researching study in junior middle school

    初中化學研究性學習課程的探索
  7. Sophisticated facilities and laboratories were also opened to participants, for example, faculty of arts electro - acoustic music centre ; the school of communication s new media laboratory, digital imaging centre, animation studio, tv studio ; the faculty of science s biology, chemistry, physics and computer science laboratories ; and the school of chinese medicine s chinese medicine clinic, library and the anatomy, acupuncture, herbal medicine and pathology teaching laboratories

    各學院開放了實驗室和獨特設施予中學生參觀，例如文學院的電聲音樂研究中心、傳理學院的新媒體實驗室、數碼圖像中心、電視錄影室、動畫製作室等，理學院亦開放生物、化學、物理及計算機科學系的實驗室。中醫藥學院則開放了中醫藥診所、中醫藥圖書館、以及解剖、針灸、草藥及病理教學實驗室，並設有示範、健康評估及中醫義診等。
  8. For a long time, under the influence of the subject - centered curriculum theory, the chemistry teaching materials in senior middle school always adopt chemistry - centered model in our country, the compilers have stressed on the logicality and integrity of chemistry knowledge, which made the teaching materials to be the reduced books of chemistry knowledge. such kind of chemistry teaching materials is easy to " teach " but difficult to " learn "

    長期以來，由於受學問中心課程理論的影響，我國傳統高中化學教材一直是以化學學科知識為中心來組織編排的，教材的編寫者非常注重化學知識的邏輯性和完整性，教材成為化學系統知識的縮印本，這類教材便於教師「教」但不利於學生「學」 ，重視知識的傳授但忽視能力的培養
  9. In the research of chemistry instructional design and the practice of quality - oriented education in the normal school, we not only paied attention to developing students " intelligence factor, but also paied attention to developing students " non - intelligence factor ; not only let students obtain knowledge, grasp knowledge, but also develop students " thinking ability and learning ability, train students to have the technical ability and tactics in the practice and blazing new trails, ect ; not merely let students understand nature, realize nature, but also let students study learn life, work, ect

    在中師化學教學設計研究與素質教育探索實踐中，我們不僅注重發展學生的智力因素，還注重發展學生的非智力因素；不僅讓學生獲得知識、掌握知識，還發展學生思維能力和學習能力，培養學生實踐能力和創新能力等技能與策略；不僅讓學生了解自然、認識自然，還讓學生在學習中學會學習、學會生活、學會工作等。
  10. The application of chemistry mcai in middle school can enable students to observe and analyse chemical experiments, explore microcosmic world, understand abstract principles as well as get to know some chemical phenomena and processes that are difficult to be observed in reality

    多媒體cai在中學化學中的應用使學生更好地觀察和分析化學實驗，探析微觀世界，理解抽象原理，認識難以實地觀察的化學現象和過程等。
  11. Firstly, this thesis was based on thoughts and theories of chemistry teaching material experiment parts of establishments that was discussed, and stressed on studying the united states reformation of the high school chemistry teaching material practices since half a century ; and summed up five characteristics on experiment parts of establishments : first has more than hours of the experiment lesson, and student need use half time do the experiment ; second is to emphasize strict and careful science attitude, and educate students as scientists to do the experiment ; third is that a chemistry experiment should face to the society, face to the life and face to the other related course ; fourth is that investigating types and its ability have been used as the important contents on chemistry experiment reform and development ; fifth is that chemistry teaching material establishment emphasize universal science and technique knowledge, and increase citizens chemistry science attainments

    本文首先在論述化學教材實驗部分編制的思想理論基礎上，重點探討美國半個世紀以來中學化學教材的改革實踐，並總結出了其實驗部分編寫的五個特點：一是實驗課時較多，學生需用一半的學習時間做實驗；二是強調嚴謹的科學態度，教育學生象科學家那樣去做實驗；三是化學實驗面向社會、面向生活、面向其它相關學科；四是探究式學習和探究式能力培養一直作為化學及化學實驗改革和發展的重要內容；五是化學教材編制強調普及科學技術知識，提高公民的化學科學素養。
  12. The subjects are 3 classes and their chemistry teacher of a certain senior middle school of gansu province, china

    研究對象是甘肅某中學2002級三個班的學生和作為行動者的教師自己。
  13. The structure of chemistry teaching materials in senior middle school is the logical organization among elements and components inner the teaching materials, those elements include knowledge element ( e. g

    高中化學教材結構是指高中化學教材內部各要素、各成分之間合乎規律的組織形式。
  14. This paper discussed the theoretic foundation for dividing scientific interest into different levels from pedagogic, psychologic, philosophic dimensions. according to existent theory and the characteristic of chemistry, students " scientific interest was divided into four levels from low to high ? pperceive interest, manipulative interest, inquiry interest, creative interest the paper revealed the situation of students " scientific interest during the process of chemistry instruction in middle school by questionnaire and accessing

    本文從教育學、心理學和哲學的角度探討了對科學興趣進行水平劃分的理論依據；然後借鑒已有的理論，結合化學學科的特點，由低到高將中學化學教學中學生的科學興趣劃分為感知興趣、操作興趣、探究興趣和創造興趣等四級水平。
  15. Peter agre, m. d, professor of biological chemistry at the johns hopkins university school of medicine, was awarded the 2003 nobel prize in chemistry by the royal swedish academy of sciences

    摘要美國約翰?霍普金斯大學生化教授彼得?埃格瑞博士，他被瑞典皇家科學院授予2003年諾貝爾化學獎，以承認他們的實驗室在1991年發現的水通道。
  16. In middle school, we carry out environmental education, its basic concept are : first, by way of infiltrate teaching, impart the knowledge of the environmentalism in the chemistry class, it means that we make the text as the basic, make the educate target as warranty, make coalescent of chemistry knowledge and protect environment as a core, and make students " acceptability as principle, grasp osmotic content exactly, make the environmental education in the class teaching

    在中學化學教學中開展環境教育的基本理念是：一、通過滲透教學，利用化學課堂傳授環保知識。即以教材為基礎，以教育目標為依據，以化學知識與環保知識的結合點為核心，以學生的可接受性為原則，準確把握滲透的內容，做到寓環境教育滲透于課堂教學之中。
  17. Thus the implementation of cooperative learning of chemistry teaching in middle school is the concrete incarnation of the full - scale development in the over - all education, the principle of principal part, the law of development, and cooperation

    所以在中學化學教學中運用合作學習策略，是落實素質教育全面性、主體性、發展性和合作性的具體表現。
  18. The paper surveyed the historical origin of the idea and the backgrounds of the rise of the learning strategy research, and reviewed some facets such as its concept, structure, feature and teaching ; the paper investigated and analyzed the present status of the learning strategy, the learning habits and the thinking process of problem solving of senior middle school students ; the paper also committed a theorical and practical study about the instruction and training of chemistry concepts learning and problem solving strategy in senior middle school students

    文章追述了學習策略思想的歷史淵源，學習策略研究興起的時代背景，對學習策略的涵義、結構、特徵、學習方法、學習策略的教學等進行了綜述；對高一學生學習策略的應用現狀、學習習慣及解題思維過程進行了調查分析；對在高一化學中實施化學概念學習策略和化學解題策略的教學與訓練進行了理論及實踐研究。
  19. We only discuss the normal students who fail to study in a concrete subject like chemistry and we only discuss the studying strategy factors which cause them fail. in the practice of chemistry teaching in senior high school, we investigate the students who are difficult to study on studying strategy, and analyze which factors cause them fail to study. the investigative paper and some questions for senior high school students who fail to study are designed to investigate their studying situations

    在高中化學教學實踐中，對學習困難學生進行學習策略調查，分析哪些學習策略因素導致這些學生的學習困難筆者設計了「高中學生化學學習情況調查問卷」 ，在所教學的班級中選擇化學學局中化學學習困難學生有效學習策略研究習困難學生對其學習策略進行問卷調查，分析導致這些學生化學學習困難的基本學習策略因素、外部學習策略因素、自我調控策略因素。
  20. In theory bases are chemistry science, psychology, pedagogy, science of thinking and like, the creative thinking and its training have been defined ; combined with the characteristics of high school chemistry, the principle and contents of training have been put forward ; in teaching practice, from the aspects of cognizance structure perfection, value of chemistry test, strengthening methods of every subject etc, the relevant path about creative thinking training has been explored

    在理論上，以學科科學、心理學、教育學、思維科學等有關科學理論為依據，對創造性思維及其訓練有了界定，並結合高中化學學科特點，提出訓練的原則和內容；在教學實踐中，從完善學生的認知結構，重視化學實驗，加強各科教學手段等方面，探索出有關創造性思維訓練的有關途徑。
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