傳統教學法 的英文怎麼說

中文拼音 [zhuàntǒngjiāoxuéfǎ]
傳統教學法 英文
traditional pedagogy
  • 傳 : 傳名詞1 （解釋經文的著作） commentaries on classics 2 （傳記） biography 3 （敘述歷史故事的作品）...
  • 統 : Ⅰ名詞1 （事物間連續的關系） interconnected system 2 （衣服等的筒狀部分） any tube shaped part of ...
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 法 : Ⅰ名詞1 （由國家制定或認可的行為規則的總稱） law 2 （方法; 方式） way; method; mode; means 3 （標...
  • 教學 : 教學teach school; teach
  1. During the six - week experiment, the control class was taught in traditional grammar - translation method ; however, the experimental class was treated with clt

    在為期六周的教學實驗中，對控制班實行傳統的語法翻譯法，實驗班則採用交際法。
  2. This thesis did the trial explore on two aspects : one is that the author have found 2 public factors of non - intelligence which have the important influence to the high school students : independence frontier spirit and business consciousness with cooperation ; the other is that, on the strategy of non - intelligence training, the author put forward " the principle of respect students " personality " and " anonymous principle ", which have been neglected by tradition education

    一是通過主成分分析的研究，筆者找到了對中學生有重大影響的非智力素質主導成分中的公共因素：自主創新精神和合作創業意識。二是在探索培養中學生非智力素質的策略方面，筆者提出了「個性化原則」和「匿名原則」等傳統教育較為忽視的原則；同時，分析了「認知法」和「思維訓練法」等培養方法對于非智力素質培養的可行性。
  3. Traditional education is obsolete and fails to teach students the skills of problem - solving, critical thinking and effective communication, which they need to succeed in the 21st century, principal shirley grover said in an interview

    校長舍莉格羅弗在一次采訪中說，如今傳統教育已經過時了，無法提高學生解決問題辨證思考和有效溝通的能力，而這些能力正是21世紀所需要的。
  4. The tradition teaching method of the new automobile structure lesson is the combination of class lecturing and experiment teaching ( real object teaching )

    汽車新結構課的傳統教學方法是課堂講授與實驗教學[實物指導]相結合。
  5. Samples are divided inio two equal teams including experimental team and controlling team at random. this study is to make sure that wheather exploratory teaching - method has an advantage over traditional teaching - method in junior - middle - school physical experimental teaching. the results of this experiment are follows : 1 ) exploratory teaching of small items in junior - middle - school physical experiment can obviously arouse students " learning interests in physical experiment

    本實驗採用單因素等組實驗設計，考察教學方法（探究性教學方法和傳統教學方法）對初中物理實驗教學的影響。實驗結果顯示： 1 、初中物理實驗小項目探究性教學能顯著提高學生學習物理實驗的興趣。
  6. This paper shows the meaning of mental education and the teaching model of mental education, and introduces several classic teaching models of mental education in western countries, and tells the main traits of the teaching models of mental education

    本文探討了心育與心育教學模式的意義；著重介紹了西方幾種有代表性的心育教學模式，即布魯納的發現教學法、威廉姆斯的創造與情意教學模式、開放教室的教學模式與勒溫的敏感性訓練等；並與傳統教學模式相比較，分析了西方心育教學模式的主要特徵。
  7. On the basis of combination of opening education with test - orientated education and the combination of opening teaching space and self - contained teaching space, new ideas on teaching uints design are brought forward

    以開放教育開放建築和傳統教育傳統教學空間相結合的觀點，對教學單元設計提出新的觀念和設計方法。
  8. Exam results and the proportion of the students entering schools of a higher grade are the only targets and this is used as its assess standard. as for the teaching contents, it pays its attention to the teaching of indirect experiences and as a result, what is learned is divorced from practice. the basic teaching steps put forward by karav are more used, that is, " teaching organization - review - check - transfer to the new lesson - study - consolidation - assignment ", while the students can not play their main and creative role in this way

    在教學理念上，傳統教學強調教師的主導作用，忽視學生的個性差異；在評價機制上，以考試分數和升學率為惟一的衡量教學質量的指標，不注重學生的綜合發展；在教學內容上，注重書本上的間接經驗的傳授，所學內容與社會實際嚴重脫節，不能培養真正適合社會需要的人才；在教學方法上，多運用凱洛夫的「組織教學?復習檢查?導入新課?學習新課?鞏固新課?布置作業」的基本教學環節進行教學，學生的主體作用和創造能力難以發揮。
  9. The more important thing is case teaching methodology with the teacher, the teaching material is the centre traditional teaching, change into the subject that students are the teaching activity, study independently after forming students, cooperate in studying, studying study and study atmosphere of finding study

    更重要的是案例教學法將傳統教學中以教師、教材為中心，改變成學生為教學活動的主體，形成了學生自主學習，合作學習，研究性學習和發現性學習的學習氛圍。
  10. By giving a vivid and interesting introduction, using both multimedia and traditional teaching methods, constantly updating the teaching contents, flexible and varied teaching methods, combining with scientific research, end reforming experiments, etc. we made a better teaching results

    採用講活、講好緒論、多媒體與傳統教學方法有機結合、不斷更新教學內容、靈活多樣的教學方法、與科研相結合、改革實驗教學等多種手段，取得了較好的教學效果。
  11. Aiming for the phenomenon that our traditional teaching takes the ability of an entrance examination for the destination and students are not able to learn. under guide of metacognitive theory, and consulting experiences acquired in the other subjects, which is about the application and practice of metacognition. i carry out my research on aspects below : teachers " metacognitive level, students " learning interests, learning aim, metacognitive knowledge, metacognitive monitor, problem - solution, ability of learning migration and so on, so as to probe how to develop students " metacognitive skill in everyday teaching in class

    針對我國的傳統教學以培養學生應試能力為目標，學生學習能力低下的現象，應用元認知理論做指導，並參考其他學科有關元認知應用及實踐的經驗，對學生的學習興趣、學習目標、元認知知識、元認知監控、問題解決、學習遷移能力等方面進行研究，探討在以課堂為中心的日常教學中，培養和開發學生的元認知知識和運用元認知知識提高學習技能的作用及方法。
  12. Among which, the transmitting type and shaping type can be considered as traditional instructional method, and the guiding type and developing type can be considered modern one

    前兩種屬于傳統教學方法，后兩種屬于現代教學方法。第二部分，關于教師選用教學方法的概況。
  13. Based on the application of special study frame of the comparative education between nations and the factor - based analysis method of sociology of education and some other research methods such as literature method, description method and comparison method, and guided by the method of logic and history, the dissertation, following the profound analysis to the limitations of the traditional instructional theories, makes a integration and analysis to the main content, the essential characters and the application and effects to the practice about the instructional theory of constructivism

    本論文主要運用比較教育學國別專項研究框架和教育社會學的因素分析法以及文獻法、描述法、比較法等研究方法，並以邏輯與歷史方法相統一的原則為指導，在分析傳統教學理論局限性的基礎上，對建構主義教學理論的基本內容、基本特徵和應用效果等進行了統整與分析，特別是站在辯證唯物主義立場，對該理論進行了比較全面、客觀而系統的評析。
  14. Initially applying the combination of the traditional teaching method and the communicative teaching method to japanese teaching in the sports training department

    傳統教學法與交際教學法相結合在運動訓練系日語教學中的初步運用
  15. It can take place traditional teaching method as well as reach certain teaching effect that can ' t be reached by traditional teaching method

    它不僅能替代一些傳統教學的手段，而且能達到傳統教學無法達到的教學效果。
  16. However, at present, english teaching hi our middle school is mainly carried out in the traditional way ( cheng shu, tang & wei nai, xing, 1996 : 17 - 23 )

    而目前我國的中學英語教學仍然以傳統教學方法為主（調查數據可參見鄭樹棠和衛乃興， 1996 ： 17 - 23 ） 。
  17. Advanced over the traditional teacher - centered grammar - translation method ( gtm ) in china, the up - to - date students - centered communicative language teaching ( clt ) aims at the improvement of students ' communication competence by communicative classroom teaching approach

    摘要交際教學法有別與傳統教學法，它堅持以學生為中心，注重課堂教學交際化，其核心是培養學生的交際能力。
  18. Finally, it confirms through teaching practice that the approach is more advanced than the traditional methods, it can encourage the activity and initativity of the students to study cultivate the awareness of the students to apply and create in study and develop the ability of the students to analyse and solve the problems

    最後通過教學實驗證實： 「問題解決」教學方式較傳統教學法優越。它能較好調動學生學習的積極性和主動性，培養學生的應用意識和創新意識，提高學生分析問題和解決問題的能力。
  19. But, under the influence of the traditional pedagogy, quite a few senior high school teachers often lay focus on the learning of the knowledge of vocabulary and grammar, as a result, their students ignore the learning, accumulating and applying of the schemata knowledge, which is closely related to the reading materials

    然而，由於受傳統教學法的影響，不少教師對閱讀理解的錯誤認識導致了許多高中學生在學習中只重視詞匯、語法等語言知識的學習，忽視了與閱讀材料密切相關的圖式知識的學習、積累和運用。
  20. Complex concepts possess characters of practice, diversity and integration, so students need experiences such as taking part in social activities, doing experiment, communicating for grasping them completely

    復雜概念因具有實踐性、差異性和整合性的特徵，需要通過實踐、體驗、交流等方式來達到充分理解，而傳統教學無法達到這個目的。
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