teacher student relation 中文意思是什麼
teacher student relation
解釋
師生關系-
This article will take up the question of student as main body in chinese teaching in high school in the following four respects. firstly it takes for example the lack and loss of taking student as the main of education in such respects as seeking short - term success and quick profits and attending to trifles and neglecting essentials in siting chinese teaching goal ; paying too much attention to the basic knowlegde and skill and ignoring the humane intension ; stressing teacher " s instruction to student ' s participation ; the long unimplemented position of student as main body in teaching relation
本文對此從以下四個方面進行了論述：首先從當前中學語文教育的現狀出發，列舉了主體性教育缺失的四種現象，主要有在語文教育目標的定位上急功近利，舍本求末；在語文教學內容上重「雙基」教學，忽視人文性內涵；在語文教學的方法上重教師講授輕學生的主動參與；在師生關繫上學生主體地位沒有真正得到落實。 -
Institutional factors, operational principles, trial purpose, teacher - student relation, modification - integration and so on support my understanding of this conception. new theoretical conception based on practice divided into systematic science, modern teaching - learning view, teaching - learning mentality and chinese language educational theory, which play a positive role hi its teaching - learning practice
文章從構成因素、運作原理、實施目的、師生關系和調控整合等五個方面系統論述了語文教學運行體系全程優化理念的本質內含，分析了語文教學運行體系全程優化實驗的理論基礎，認為系統科學理論、現代教學理論、教學心理學理論和語文教育學理論為實驗奠定了堅實的理論基礎。 -
The relation of teacher and students has circled the positive and negative course from the ancient " teacher - centered theory ", through " student - centered theory " in may 4th age, to current " teacher - directed and student - centered theory "
語文教學師生關系從古代的「教師中心論」 ，到「五四」時期的「兒童中心論」 ，再到新時期的「教師主導?學生主體論」 ，走過了一個正反合的邏輯圓圈。 -
Within the range of traditional epistemology, because knowledge is thought as objective, value - neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement ; in terms of function, teaching evaluation is represented by social guidance ; in terms of method, teaching evaluation is characterized by empirical feature, etc. the deficiency are represented as follows : because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself, there is still much room for improvement
在傳統認識論視野中，由於人們將知識視為客觀的、價值中立的，教師和學生都將課程知識等同於真理，而真理是不能改變，也不需要改變的。因此，教學的核心任務就是正確地傳遞和掌握課程知識，教學的方式則以客觀知識的灌輸為主，教師與學生僅僅是知識的傳遞者與學習者… …在上述影響下，該時期的教學評價呈現出如下特點與不足：從內涵上講，教學評價等於教學測量；從功能上講，教學評價呈現出一種社會導向的功能；從方法上講，教學評價體現出實證化的持點等。其不足則表現為：由於教學評價等同於教學測量，並認為教學評價的對象是可以被測量的，從而把「價值」排除在外；教學評價所關注的是作為客體的知識，而不是人，這就使得教學評價的主客體關系本末倒置，評價主體所要評價的對象是學生所要學習和掌握的知識，學生既不是評價主體也不是評價客體，而是完全地被懸空于教學評價過程之中；從評價方法本身來看，也存在著諸多不足。 -
On informal communication and the construction of teacher - student relation
非正式交往與師生關系的構建 -
Rational thinking on teacher - student relation of colleges and universities in new times
對新時期高校師生關系的理性思考 -
A new interpretation of the teacher - student relation after the enlarged enrollment of college students
高校擴招后的師生關系新探 -
Look on the construction of quot; perfect quot; teacher - student relation from the historic evolvement of teacher - student relation
對體育教學中理論課與技術課師生人際關系異同點的比較研究 -
The dual - subject theory of teacher - student relation looks training and making use of the role of teachers and students as the principle regulation and essential objective, putting the countering relation of teachers and students into an interactive relation and making a combination of teaching and learning
摘要師生雙主體論把培養和發揮師生主體作用看成教育的基本規律和根本目標，把教與學的對立關系轉化為師生互動關系，是實現教與學的有機統一。 -
In accordance with the interactive relation of curriculum essential factors and learner - centered, the author pose four curriculum types. those are peer - group integrated curriculum, teacher - student integrated curriculum, self - discipline integrated curriculum, self - society integrated curriculum
根據課程要素的交互關系，以學生為中心，從而構建出四種新的課程類型，即同伴整合課程、師生整合課程、己課整合課程、己社整合課程。 -
It is impossible for teachers lacking in centering position to train students with centering habits. the educator should set up his own teaching view point set up his own teaching view point of communication and mutual motion, teacher - student relation view point of teaching and learning promoting each other, the learning viewpoint of building students, at the same time, he should make full use of the actual situations of teaching and learning and all opt various types of teaching method, so as to fulfill the training of the student - centering habit
筆者著重從教育理論和歷史教學實踐結合上，就學生主體性的培養與歷史教學的關系進行探討，認為： （一）教育者主體性的發揮，是學生主體性培養的前提和保證，缺乏主體性的教師不能培養出富有主體性的學生。教育者必須樹立交往、互動的教學觀和教學相長的師生觀、建構主義的學習觀，並結合教與學的實際情況，靈活運用多樣化的教學方法，實現學生主體性的培養。 -
The basic characteristics of relation between teacher and student of technician school in the new period
新時期技工學校師生關系的基本特徵 -
Secondly, according to postmodernism, modern education sets up a relation of dichotomy between curriculum and teaching. then the author analyzes the main reasons that have caused the phenomenon. thirdly, in the light of postmodernism the modern teacher - student relationship is not educative
后現代主義認為，現代課程與教學二者之間是一種二元對立的關系，分別從課程、從教學的角度對其表現及其危害予以揭示，並對泰勒原理這一典型代表予以批判，最後分析了造成課程與教學二元對立的原因。
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