teaching practice 中文意思是什麼
teaching practice
解釋
教學實習, 試教-
The studies of chinese subject rely on autodidacts " self - apperception, which had indicated that the new curricular standard has an emphasis on the special feeling and general apperception of students, however, the education of apperception during teaching practice was n ' t attached importance to
漢語文的學習要靠學習者的「自我感悟」 ，這已為千百年來的學習實踐所證明。新的語文課程標準也特別強調，語文學習要注重學生的獨特感受和整體感悟。但學生感悟能力的培養在教學實踐中並未引起足夠的重視。 -
The consideration of law conspectus in teaching practice
教學實踐的思考 -
Note ： practice teaching platform credits : the sum of practice credits about teaching practising 、 teaching practice and general courses platform in form iv
說明： 1 .實踐教學平臺學分計算為：表四中教學實踐、教學實習與通識課程中實踐學分之和。 -
Section iv is " developmental intendancy of american teachers " continuing education ". through understanding teachers " continuing education in u. s. a and that in the world, the author predicts that american teachers " continuing education will be more complex, that training courses will be more various and systematical, that training form will be in closer combination with teaching practice, and that training organization will turn out to be universalized and multiplied
在第四部分「美國教師繼續教育的發展趨勢」中，通過對美國及世界教師繼續教育現狀的把握，筆者預測了未來美國教師繼續教育的培訓目標將更趨全面復雜、培訓課程將更加多樣系統、培訓模式將更趨于與教學實踐的結合，以及培訓機構將傾向于大學化、多元化等方面的發展趨向。 -
In order to understand accurately and use correctly cai in teaching practice, based on the theory of modern education, the author in the essay explains the strong points and weak points of cm, and focuses on analysing some problems for misusage of cai
摘要為了在教學實踐中正確認識併合理使用計算機輔助教學，文章結合現代教育理論，闡述了計算機輔助教學的優勢及局限性，著重分析了計算機輔助教學在應用中的一些誤區。 -
Teaching practice and thinking of mycology
真菌學教學實踐與構想 -
From the aspect of activating the factors of beauty appreciation mentality, it is probed into how the teacher should, in the literature teaching practice, lead students into the mentality activity of beauty appreciation, expounded from the following four aspects : maneuvering the percipience of aesthetic judgment ; resorting to the imagination o f aesthetic judgment, arousing the feelings of aesthetic judgment and infiltrating the understanding of aesthetic judgment
二是從激活審美心理要素的角度，探討教師如何在文學教學實踐中，引導學生進入審美心理活動。分四個方面闡述：調動審美感知、訴諸審美想象、喚起審美情感、滲透審美理解。 -
Yet, there has been so far no systematic theories, nor been any comparative studies made. thus, the results might lack credibility, or be only hypothesis without practice, or only phenomenalistic investigation and analysis of internal causes without teaching strategies, or with strategies that are not based on teaching practice
但目前還沒有較系統的理論體系，研究一般沒有採取對比實驗研究，其結論失去可信度，或只是理論假設，根本沒有進行實踐，或只有現象調查及內因分析，沒有教學對策，或有教學對策，但不是來自於教學實踐的總結，只是推理研究。 -
This thesis is based on chinese teaching condition of middle school ( long - period cut off from study circle and cultural circle ), chinese teaching aim in middle school ( develop students " interests and abilities of feeling, understanding, using and creating of national language ), hard conditions of chinese teaching ( dull teaching practice and special requires of chinese teaching ), the actual conditions of middle school students ( longing for the literature influence and guide ), and the special literature characteristics of novels ( vivid characters, typical background, winding plot )
本課題的提出依據是：中學語文教學現狀（長期與學術界、文化界相隔絕） 、中學語文教學目標（培養學生感受、理解、運用、創造民族語言的樂趣和能力） 、語文教師的困境（枯燥的教學實際與語文教學的特殊要求） 、中學生的實際情況（渴望文學的熏陶與導引） ，以及小說自身獨特的文學特徵（生動的人物形象、典型的環境、曲折的故事情節） 。 -
According to the present state or issues of fruit tree thremmatology in higher vocational colleges, the issues of how to integrate theory with practice and how to improve students ' practical ability are discussed in the paper from view of teaching practice arrangement and test methods
摘要針對高職院校果樹育種學這門課程的現狀及存在的問題，從教學實習安排和考試考核辦法兩方面就如何讓學生理論聯系實際，提高學生的動手能力等問題進行了初步探討。 -
Because cooperative learning which is carried out in groups has its specific feature different from traditional teaching, some aspects such as class " management and organization, coordinating group activities, dealing with relationships among class, group and students, play important part in cooperative learning. this paper also goes further into the problem of teachers " role. based on this, it puts forwards its own views and propositions about the relationship between cooperative learning and other kinds of learning styles, just as a reference for future teaching practice
由於合作學習課堂具有以小組學習的順利進行來達成教學目標這一有別于傳統教學的特點，因此對課堂的組織與管理，協調各個小組的學習活動，處理好全班? ?小組? ?學生個體之間的關系就顯得尤為重要，為此本文還對教師的角色問題作進一步的探討，在此基礎上本文對課堂合作學習與其它學習方式的關系等問題也提出了自己的見解和主張。 -
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。 -
In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning, cooperative learning, accepted learning and inquiry learning ; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom, video and audio laboratory, computer classroom. the fourth part takes the no. 2 primary school of lanzhou refinery company as practicing object, exploring its teaching practice
最後設計形成了以建構主義、人本主義為理論基礎、以任務驅動法和課程整合法為主要教學方法、以自主學習與合作學習，接受學習與發現學習相結合為主要學習方法、以集體授課，個別化學習和小組相互作用相結合為主要教學組織形式、以表現性評價為主，調查測驗為輔的教學評價方法，以及以多媒體教室、電教實驗室、計算機室為主要教學環境的信息技術課課堂教學格局。 -
In order to improve the teaching quality for the diploma project, the author firstly advance the engineering teaching mode that have the case teaching dominant, meanwhile the teaching mode has be tried in teaching practice and has obtained good results
為提高畢業設計階段教學質量，提出建立以案例教學方法為主體的工科教學模式，並在教學實踐中進行嘗試，取得了顯著的效果。 -
The forth part dissertates the teaching practice phase of inquiry learning
第四部分屬于探究式教學的實踐環節。 -
In teaching practice, teachers are expected to broaden english learning chanels as to stimulate students ' enthusiasm for learning by offering them more chances. we shall take textbooks as models, take the life as a big background for books and creat a language learning environmwnt for students
在教學實際中，教師應拓寬英語學習渠道，激勵學生好學的積極性，提供學習的機會，我們應該以教材為語言典範，以生活為「大教材」 ，為學生創設語言環境 -
Exactly speaking, its aim is to realize the development of teacher professionalism and train expect teachers ; its content is to put the educational knowledge into practice. besides, it also contains the model of initiative study, teaching practice, examples present, school - and - school cooperation, monographic training and problem study ; the all - side and scientific evaluation are included, which are in order to promote the development of teachers
中小學教師校本培訓以實現教師的專業化發展、培養專家型教師為目標；以教育實踐性知識為主要內容；以自主學習、教學實踐、骨幹示範、校際合作、專題培訓、課題研究為主要摸式；以促進教師發展為目的進行科學的全方位的評價。 -
Teaching practice of offering elective course of physical experiment analogue
開設實驗物理模擬選修課的教學實踐 -
Moreover, the school evaluation and the value and excitation mechanism always construct the most concrete and influential psychological motive force environment and the selecting premise of teaching practice
此外，學校評價、激勵教師的價值取向和機制，往往構成最具體和具有直接影響力的教師專業發展的心理動力環境和教學行為選擇前提。 -
Based on years of teaching practice, the author has a summary about how to improve the quality of classroom teaching : teaching attentively, mixing teaching into life, making effort to be a teacher who is good at imparting knowledge to students
該文作者根據多年的教學實踐，從三個方面總結了搞好課堂教學的體會，用心教學，將教學融于生命，努力做一個善於把知識傳授給學生的教師。
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