teaching math 中文意思是什麼

teaching math 解釋
教學數學
  • teaching : n. 1. 教學，講授。2. 〈常 pl. 〉教導，教訓，教義，學說。
  • math : n. 1. 〈口語〉＝ mathematics. 2. 〈英方〉割草。
  1. Teacher of math should apply constructivist perspective teaching, namely change math knowledge into constructivist problem for further exploration, students solve the new problem with the elicitation of the teachers by themselves, and thereafter let possible the construction of new knowledge

    即在數學課堂教學中應盡可能地把新數學知識轉化成具有探索性和建構式的問題，學生在教師的主導作用下通過個體的獨立探索活動使問題得以解決，使新知識在學生的心理上得以建構。
  2. Cultivation of ability to innovate in teaching math

    數學教學中創新能力的培養
  3. The conclusion is made : the research studies integrated in math teaching will not only improve the students " interst in mathematics, expand students " willing and the ability of thinking, but also greatly improve the students " mathematics

    針對研究的結果，筆者就如何在數學學科教學中更好地實施研究性學習，提出了一些教學改革的思路、實施策略和教學建議。
  4. Having analysed the strategies for math - learning according to the individual ' s differences put forward in literature ; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence. the results show : such teaching has a negative influence upon the individual ' s achievements and psychology and therefore should nr abandoned ; having analysed whether cooperative learning is feasible and the results show : cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools. instead, we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math - teaching

    對文獻中提出的班級教學組織條件下進行差異教學的對策作了分析，對目前文獻中提出的按能力分組分層教學進行了試驗研究，結果表明：這種教學形式對學生的數學成績和心理都有消極影響，應該放棄；對合作學習進行了可行性分析，結論是：在當前重點高中大班額等條件下，合作學習不能作為差異教學的組織形式；提出：班級授課組織內，適應個別差異的學習過程個別化的強化的形式，是目前重點高中數學差異教學可實行的最佳選擇。
  5. An investigation by education department in 2000 reports middle school students in our country are generally lack of interest in math learning. therefore the motivation and promotion of the students " interest in math is significant to impel the " stuff education " and improve the teaching quality. the author impose her opinions on " interest in math learning basing on both the research in and out china and the teaching practice "

    據我國教育部基教司2000年調查報告顯示，我國中學生一般都欠缺對數學學習的興趣， 「沒有絲毫興趣的強制性學習，將會扼殺學生探求真理的慾望」 ，大力培養和促進學生的數學學習興趣，對于推進學校的素質教育，提高學科教育質量，具有十分重要的現實意義。
  6. 4. having suggested, based on the writer ' s many years of teaching and literature study, how to identify and train the excellent in key high school math - learning. this has achieved a great deal in the writer ' s teaching

    在多年實踐和文獻研究的基礎上，提出通過考試和對學生課內外表現的觀察識別重點高中數學優秀生的方法，並從課內和課外兩個方面提出針對重點高中數學優秀生培養的教學建議，此理論在作者實踐中已收到良好效果。
  7. How to develop math majors ' teaching - planning ability in teachers colleges

    論高師學生數學課堂教學設計能力的培養
  8. To train undergraduates ' thinking ability of dialectics and logic in higher vocational math teaching

    高職數學教學中學生辯證邏輯思維能力的培養
  9. In essence, bilingual math teaching is a teaching on math through which the information carrier is two languages, and the goal of which is to master the math knowledge and to achieve the proficiency of two languages as well

    英語只是一種教學媒介，教學語言。數學雙語教學的實質是把語言作為傳遞信息的工具，讓學生在掌握數學知識的同時形成使用兩種語言的能力。
  10. 1. high school math teachers should pay much attention to the beauty of mathematics ; 2. the ideological value of the beauty of mathematics should be embodied in high school math teaching

    碩士學位一淪文一衡本文關于數學美與中學數學教學的理論探討的結論包括兩點:一、中學數學教師要重視數學美;二、數學美的思想價值要體現在中學數學教學中。
  11. Training assistance for disabled people : including dance, painting, sculpture, music, instruments, chinese massage, chinese and math teaching, nutrition consultant and so on

    智障、自閉癥等特殊藝術家的治療訓練助理：舞動、繪畫、雕塑、音樂、器樂、中醫推拿，文化課、營養咨詢等等。
  12. Then, during my montessori 3 - 6 training, i observed school where children chose math over everything else and worked on it for hours and hours, and where teachers loved teaching it

    后來，在我參加的蒙特梭利3 - 6歲階段的培訓中，我觀察到學校里的孩子選擇數學多過其他課程而且會持續工作數小時，老師也愛教數學。
  13. This textbook on math is part of series will be updated as improvements be come apparent. i hope that my teaching practice and the research on the new textbook could provide some the reference and advice for the continued use of it. and i hope it will provide some valuable materials for editing the senior curricular plan and the teaching outline

    數學新教材只是一個階段性成果，隨著認識的提高還會有新的改革，希望我對新教材的教學實踐和研究可以為其今後的繼續使用提供一些參考和建議，也希望能為進一步修訂普通高中課程計劃和教學大綱提供一些有價值的資料。
  14. Foster math learning disability students study motivation and interest through : a ) brain storming, seek multiplied solutions to the same problem, one problem presented in different forms, one problem for different possible solutions and induce the regulation ; b ) explore the beauty of math at length ; c ) stress on the verbal expression effect in math teaching ; d ) create situations for the voluntary selection, satisfy their inner drive for cognition ; e ) stimulate the positive emotion to activate their study interests ; 3

    2 、激發數困生的學習動機，培養學習興趣。主要採取如下措施：開闊思路，一題多啟，一題多解，一題多變，總結規律；充分挖掘數學美；加強語言表達在數學課堂中的修飾作用；創設情景，增強學生自我選擇，滿足其固有的認知內驅力；調動學生的積極情感，以激活學習的動機。
  15. Bilingual math teaching is carried out in china with difficulties such as the lack of the bilingual math text books, the teachers " unsatisfying attainments in both math and english and the students " poor learning environment, etc. the bilingual math teaching ca n ' t go on effectively unless the obstacles listed above are moved away

    雙語教學的開展還面臨很多困難，比如教材的使用，教師的專業與外語水平，學生的學習環境等因素。現在都沒有得到很好的解決。解決不了這些矛盾，雙語教學就不能有效的進行，全面的開展。
  16. Not only do approaches to teaching science and math vary among individual u. s. communities, the report finds, but there appears to be little strategic focus within a school district ' s curricula, its textbooks, or its teachers ' activities

    35該報告發現，不僅美國各學區之間數學和自然科學的教學方法各異，而且同一學區內的課程、教科書和老師的行為也沒有戰略重點。
  17. This thesis is directed by the thought above, we adapt the approach of concrete evidence through the help of activity of math with the way of survey communication chatting to the students and then gain scientific esplaination and analysis to show the character of the personalized thought so that we can design the personal teaching stradgy, which can improve the thought of math to promote the way of being transferred from the fact and skill to gain some method of solving problems to increase the ability of math thought which we called the thought of math. so we can realize the aim of making the reach into practice

    本文正是在上述思想的指導下，採用實證方式，以數學活動為載體，對學生進行觀察、交流、訪談、調查，通過對獲得的材料的解釋和分析，來揭示初中生的個性化的思維特點，並制定相應的以優化學生數學思維的教學策略，促進學生由掌握數學事實和技能，轉變為掌握解決問題的一般方法，提高數學思維的能力，即形成「數學式的思考」 ，實現研究為實踐服務的目的。
  18. Impact of the teaching of math analysis to normal college students ' mathematical attainments

    數學分析教學對師范生數學素質的培養
  19. He should have no problem teaching math

    他教數學決無問題。
  20. In teaching math, the key avenues of cultivating students ' innovative quality are stimulating students ' consciousness to innovate by rationally deploying the positions of teachers and students, building an environment for students to innovate by applying linguistic techniques correctly, opening students ' motive force to innovate by optimizing teaching programs, and protecting students ' psychology to innovate by further reforming assessment methods

    摘要在數學教學過程中，合理地調配師生位置，激發學生創新意識；正確運用語言藝術，營造學生創新環境；優化教學方案、開啟學生創新動力；進一步改革測評手段，以保護學生創新心理是培養學生創新素質的重要途徑。
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