students-centred 中文意思是什麼
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The main expressions are : the substantiality of value outlook, the thinness of social responsibility, university students are " extremely self - centred ", the poorness of social morality, the disconnection of cognition and behavior, materialization of job application and study initiative
主要表現為：價值取向趨于實惠，社會責任感淡薄，自我意識彰顯，公德素養較差，認知與行為脫節，求職和學習目的功利化等等。大學生道德素質方面存在問題的原因是復雜的。 -
But due to the influence of exam - oriented education, at present in many senior high schools, phenomenon such as the backwardness of the teaching thought the outmoded teaching methods and the singleness of the exchanging way between the teachers and students are still existing. pouring, duck - filling teacher - centred and book - centred methods still control the class. so the students " principal status is neglected and the development of the students " personality is killed
但由於長期受「應試」教育的影響，在目前的高中教學中，仍然存在著教育觀念落後，教學方法陳舊，師生間信息交流方式單一的現象，注入式、滿堂灌，以教師為中心、教材為中心，從而忽略了學生學習的主體地位，扼殺了學生個性的發展。 -
From the analysis of relationship between learning and teaching, this paper introduces the new perspective of effective teaching which takes the learning - centred theory as its basic notion, and holds the views as follow : the ultimate purpose of effective teaching is to promote the students " learning and development, which is also the only standard to measure the effectiveness of teaching ; to motivate and mobilize the students " initiative, activeness and self - consciousness in learning is the starting point and foundation of effective teaching ; the essential and center of effective teaching is to supply and create appropriate teaching conditions and to make the students generate effective learning
有效教學的理念與策略便是其一。本文從分析學習與教學的關系入手，提出了以「學習中心論」為基礎理念的有效教學新主張，認為促進學生的學習和發展是有效教學的根本目的，也是衡量教學有效性的唯一標準；激發和調動學生學習的主動性、積極性和自覺性是有效教學的出發點和基礎；提供和創設適宜的教學條件，促使學生形成有效的學習，是有效教學的實質和核心。 -
Experiential learning is a student - centred learning style in which students are engaged in critical thinking and problem solving and decision making to get new knowledge, skills and attitudes within contexts that are personally relevant to them
體驗學習是一種以學習者為中心的，通過實踐與反思相結合來獲得知識、技能和態度的學習方式。 -
Elementary education curriculum reform has evolved from theories to practice. contrarily, the present methods on evaluating chinese learning in junior schools stagnate on the summative evaluation in the form of a teacher - centred, examination in writing and score - quantitive approach, which doesn " t tally with the nature of chinese in the unity of humanism and tool, for the sole assessment loses contact with students " intelligent development and the culture and beauty existing in chinese itself
基礎教育課程改革逐步從理念層面走向實踐，然而，當前對初中語文學習評價方法還停留在以教師為主體、以書面考試為載體、用分數量化等方面的終結性評價來檢測學生的知識和能力，這與工具性和人文性相統一的語文學科特點極不相符。 -
However, due to problems of syllabus design, needs analysis, students ' emotional intelligence, teacher autonomy and its relation to learner autonomy, teaching evaluation and self - assessment, it is suggested that learner - centred instruction should be restricted within the limit of small - scale experiment at the moment
但是，從大綱設計、需求分析、學生情商、教師自立及其與學生自立的關系、教學評估與學生自我測試等方面來考察，目前以學生為中心的外語教學仍宜局限在小范圍的實驗階段。 -
And from the practice side the paper tries to draw the concl usion through comparing the contents of senior middle school entrance examination with that of college entrance examination, so as to find the differences between them and look for the reason why they bring in the cohesion problem, we assumpt that too easy of the senior middle school entrance examination, text - centred, little focus on language - using ability, are the main factors that lead to the incoherence. then the paper shows the different parts that ca n ' t connect with each other in the incoherence problem, and furthermore it tries to inquire into some practical ways of solving it from the angel of testing. and besides, the paper also appeals to the society for the necessity of reforming the senior school entrance examination, and meantime appeals to our middle school language teacher, never just cast their eyes only upon tests, but also the cohesion of students " permanent development
為了保證本文的科學務實，文中多處通過對比分析，定性分析等研究方法，具體剖析二者不銜接方面之所在，最終得出結論：由於中考試題的簡單，以教材為中心，不注重分析問題，解決問題等能力的考察，只圍繞課本中原封未動的知識來變換題型，進而導致初中英語教學過于強調知識的準確性，而忽略了只有通過廣泛閱讀大量語言材料，不斷輸入新的語言信息才能生成的閱讀能力以及其他語言運用能力的培養，造成初中為高中在能力方面鋪墊過少，高一學生沒有具備進入高中學習所必備的相關能力等不銜接問題；而高考測試注重閱讀能力等綜合語言能力考察的導向確保了高中英語教學從起始階段就以培養閱讀能力、搜集、整理、分析、綜合各種語言信息的能力為中心等綜合語言能力為中心，由此推出初高中英語教學的不銜接問題從初中既已形成，而在高中教學中表現得尤為突出。
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