teaching and research division 中文意思是什麼

teaching and research division 解釋
教研室
  • teaching : n. 1. 教學,講授。2. 〈常 pl. 〉教導,教訓,教義,學說。
  • and : n. 1. 附加條件。2. 〈常 pl. 〉附加細節。
  • research : n. 1. 仔細搜索 (for, after)。2. 〈常 pl. 〉研究,調查,探測;追究。vt. ,vi. 追究;調查,研究 (sth. , into sth. )。
  • division : n 1 分,分開,分割;分劃,區分。2 分配;分派。3 分裂,(意見)不一致,傾軋。4 區域;〈英國〉選區...
  1. He served successively as director of the material micro - analysis lab, director of the teaching and research office of metal material, deputy director of the material department, chief of the education administration division, vice president of scu and vice president of shanghai railway university

    先後擔任西南交通大學材料微觀分析實驗室主任、金屬材料教研室主任、材料系副主任、教務處長、副校長,上海鐵道大學副校長。
  2. Students awarded studentships will receive stipends in return for assisting in the teaching and research work of the graduate division

    獲授以研究生助學金之學生,將每月獲取津貼,並須協助有關學部進行研究或教學工作。
  3. The school of chinese medicine, hkbu, was formally established in 1999. it comprises three divisions, namely, the teaching division, clinical division, and research development division

    浸會大學中醫藥學院於1999年正式成立,學院轄下設有教學部臨床部,及研究與開發部。
  4. The school of chinese medicine, hkbu, was formally established in 1999. it comprises three divisions, namely, the teaching division, clinical division, and research & development division

    浸會大學中醫藥學院於1999年正式成立,學院轄下設有教學部、臨床部,及研究與開發部。
  5. The findings of this research indicates that we ca n ' t bring the efficient method of teaching into full play, owing to the divergence of the teachers " view on the co - teaching as follows : 1. the students wo n ' t participate in the co - learning initiatively for the teachers " divergence of the grope division and the management of the classroom teaching. 2. teachers neglect the feeling interflow with the students because of their unchanged rational opin

    本研究表明,通過採用「合作教學」激發學生主體參與精神,高中英語教學兩極分化現象是可以改變的。首先要轉變學校管理者的管理理念,充分調動教師的教學積極性,將教學管理的重點從又教致師的「控制」轉向又中攀生的「學」的引導上。
  6. In line with the actual english teaching states the research mainly employs the questionnaire method and the auxiliary random interview with the teachers and students to discuss the followings. 1. the division of the groups ; 2. the division of the students " individual tasks in the co - learning and how to control the process ; 3. the detail contents in the classroom teaching ; 4. the order of the teaching process ; s. the appraisal of the co - teaching ; 6. the effect on the polarization " s changing ; 7. the level of learning strategies in english employed by the students ; s. the management of the classroom teaching ; 9. how to enhance the teachers " enthusiasm by improving the level of the administration

    為了這也有本研究本著從實際出發的原則,結合高中教育教學現狀,以問卷調查為主,輔之以隨機訪談,就「合作教學」中的如下問題: 1 、關于/ j 、組戊叮分問題; 2 、組員間的分工與小組控制問題; 3 、師生「合作」的具體內容; 4 、關于課堂教學各組成部分的順序問題; 5 、 「合作教學」的評價問題; 6 、 「合作教學」對改變兩極分化的效果問題; 7 、關于學生在「合作學習」中對學習策略的使用問題; 8 、課堂教學管理問題,又長致師和學生分別進行了調查、訪談。
  7. Consisting of the teaching division, clinical division, research development division, and division of continuing professional education, the school strives to achieve an all - round development in teaching, research, clinical service and technology with the aim of advancing chinese medicine into the international arena

    學院轄下設有教學部臨床部研究及開發部,與持續及專業教育部,本著教學與研究並重,教學研究醫療服務科技開發四位一體協同發展的基本策略,推動學院的全面發展,努力使學院成為中醫藥走向世界的重要窗口。
  8. A study on evaluation system for teaching and research division work of higher vocational schools

    高職院校教研室工作評估指標體系的研究
  9. The mission of cardiovascular division has provided excellence in clinical care, teaching and research

    本科主要的任務在於提供完善的臨床照護,教學及研究。
  10. The students " grade of the experiment class reduced gap. the effect of layer division teaching ' s experiment class is the best. demonstration research 2 shows that there are distinct differences in the ability of solving the synthetical problems ( for the first time ) between the experiment class where g. polya inspiring memod was used and the class where g. polya inspiring method was not used

    在訪談調查二中,優等生和非優等生經過實驗后,他們在數學學習動機、習慣和興趣等方面都向積極方面變化,含波利亞啟發法實驗的學生更喜歡數學、更主動學習數學、充滿自信、數學創造能力增強;含分層教學性實驗的學生自主學習意識最強。
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