教學的中心 的英文怎麼說

中文拼音 [jiāoxuédezhōngxīn]
教學的中心 英文
learner-centered
  • 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...
  • 的 : 4次方是 The fourth power of 2 is direction
  • 教學 : 教學teach school; teach
  1. Teacher - centered and subject - centered, it emphasizes the teacher ' s input of brainwork

    它體現的是以教師為中心，以學科知識為中心，看重的是教師課堂教學中的活勞動投入。
  2. Firstly, setting up the moral concepts in accord with quality education, mainly including its quality concept, social concept, dialectical concept about student, functional and level concepts and so on. secondly, the author thinks that in order to carry out middle school moral educational activities, scientific moral educational content has to be chosen so that it shows to some degree realistic and foresighted feature to adjust to students " physical and psychological character. thirdly, because the content of moral education can be carried out effectively only by scientific approaches, the author puts forward pursuing the new moral educational approaches : realizing the transfer from single teaching into intercommunicating, from empirical approaches into scientific approaches, and realizing the modernization of its means and the variety of its approaches

    針對以上問題，本文提出了素質教育條件下中學德育改革的基本策略，從五個方面進行了闡述，即要樹立與素質教育相適應的德育觀，主要樹立德育素質觀、德育社會觀、辯證的學生觀、德育功能觀、德育層次觀等；在內容上，本文認為要實施科學的中學德育活動，必須選擇科學的德育內容，使德育內容具有一定的社會現實性和一定的教育超前性，同時要使之適合學生的身心特點；德育內容必須通過科學的德育方法才能得到落實，因此，本文進一步提出了要探索新的德育方法的觀點，認為德育方法要實現從單向灌輸向雙向交流型的轉變，從經驗型向科學型轉變，同時要實現手段的現代化，途徑的多樣化； i 。
  3. The theoretical study mainly talks about the revelation in the teaching of ancient poems from the aspects of gestalt psychology and essence, requiring the cultivation of integer viewpoint, sentiment viewpoint and chant viewpoint, on the basis of which five new kinds of courses are carried out, including poem appreciation, poem reading, poem writing, " poem - sound and picture - meaning " and poem principal

    理論探究方面是從格式塔心理學理論和詩的本質論的角度談對中學古詩詞教學的啟示，要求在中學古詩詞教學過程中樹立整體觀、情感觀、誦讀觀。在此基礎上進行了五種課型的嘗試研究，即詩歌朗誦課、詩歌鑒賞課、詩歌寫作課、 「詩音畫意」課和詩歌主題教學課。
  4. The neo - platonic gnostic school of alexandria became its centre in the first centuries a. d

    亞歷山大的新柏拉圖諾斯替學院在公元最初幾個世紀成為諾斯替教的中心。
  5. But the main point is this : whether jerusalem is being compared with athens or any other centre of hellenised culture, there is a great deal more for modern scholars to say about the elusive and all - important question of how hellenism and judaism interacted as value systems

    但問題關鍵是，不管耶路撒冷與誰作比，雅典抑或其它希臘文化影響的中心，當代學者還需解釋另一個棘手卻又重要的問題：希臘文化與猶太教作為價值體系又如何相互影響？
  6. But for the better part of five decades, those genes were enshrined by the central dogma of molecular biology as the repository of heritable traits

    然而，在過去50年的大部份時間里，這些基因卻被分子生物學的中心教條給奉為遺傳特徵的儲藏所。
  7. The beeman family held a special interest for john neely bryan. as mr. peacock put it, " cupid, ever at work, struck the heart of mr. bryan, and he set out lustily to work and won the heart of miss margaret beeman, and the first marriage ceremony in dallas was celebrated in 1843.

    是高等教育的中心，擁有北德州大學德州大學達拉斯分校南美以美大學德州女子大學達拉斯大學達拉斯浸信會大學達拉斯神學院德州大學西南醫學中心貝勒大學牙醫學院。
  8. Chinese traditional otolaryngology is one of the disciplines that have high clinical practice, the clinical imitation is the nuclear part in the chinese traditional otolaryngology examination teaching pratice

    摘要實踐教學是中醫臨床科教學的重要環節，而臨床模擬教學更是中醫耳鼻咽喉科實踐教學的核心環節。
  9. Establish is in high school mathematics the teaching is the physically, and pass two academic associations of " s " rationality of deep mathematics that education that the teaching ' s reformation, gradually to high school mathematics the teaching practice to proce ed the anti to think with the improvement, and make the teacher have the higher theories cultivated manners to educate the theories, the stronger section study the consciousness the with modern the with the the section to study the ability, aware of self make use of forerunner to thought to guide with method to practice, most the attain to enhance student mathematics the cultivated manners, and educate the student creative ability, increase to educate the purpose of the teaching quantity

    數學思維能力的培養是中學數學教學的核心，探求中學數學課程的發展過程，對中學數學教學實踐進行反思與改進是中學數學教與學研究的出發點。立足於中學數學教學實際，通過「兩個學會」深化數學教學的改革，逐步對中學數學教學實踐的合理性進行反思與改進，使教師具有較高的理論素養，較強的科研意識和科研能力，自覺地運用先進的教育思想和方法指導實踐，最終達到強化學生數學素養，培養學生創新能力，提高教育教學質量之目的。
  10. The fourth, the integration of science culture and humanity culture, the science rationality, and humanity rationality is another very sign ificant task. a kind of excellent culture of spirit is regarded as a deep attention to the quality of student, and it can inspires the development of students and teachers, especially, teachers should play a role of leader of spirit who possess a kind of charm

    優秀的課堂精神文化要求做到科學文化與人文文化的相互融通與統一構建，在科技理性的培植成為現代教學的中心視界的同時，人文理性的回歸也成為了現代教學的一個新視點。一種優秀的課堂精神文化都有它自己的特質，它的培育要求教師承擔起精神領袖的角色。精神領袖是一種擁有人格魅力與科學精神的「精神貴族」 。
  11. Reading teaching is one of the central tasks of middle school chinese teaching that aims not only at accumulation of knowledge and development of intellect but also at cultivation of abilities, enhancement of mind and building of character

    閱讀教學是中學語文教學的核心內容之一。其目的不僅在於積累知識、開發智力，更重在培養能力、陶冶情操和塑造人格。
  12. The unit of inquiry ( uoi ) is theme - based and it is the centre of the planning for teaching and learning

    質疑單元是教案和教學的中心，必須以此為基準。
  13. The kernel of this teaching mode is just the same - collage ; the students have to learn whatever they teach, no one cares the interests of students

    整個教學的中心仍然是學校，學校要教什麼課，學生就要學什麼，而不理會學生個人的興趣。
  14. The most important feature of communicative language teaching is that communicative competence is the ultimate goal of english language teaching

    交際英語教學的中心是課堂活動本身，而交際性課堂教學活動正是培養學生英語交際能力的有效途徑。
  15. The first stage is that the content of teaching is presented in the form of questions, which are regarded as the center of the next teaching

    呈現問題階段即把教學內容以問題的形式呈現出來，並把該問題作為下一步教學的中心，這是研討式教學的第一個關鍵性步驟。
  16. American educationists with j. dewey being a representative, in pragmatic education theory was against the " teacher - centered theory ". they insisted that center of education should transfer from teacher to children. they also demanded that all measures should serve children

    以美國教育家杜威為代表的實用主義教育理論，反對教師中心、主張教育的中心由教師轉到兒童，要求把一切措施圍繞兒童轉動，其學說稱為「兒童中心說」 。
  17. With the rapid development of communication technology, the curriculum of the spc exchange theory has become the basic core in the colleges as the most important knowledge in the field of communication

    隨著現代通信技術的飛速發展與日益普及，程式控制交換原理與技術作為目前通信領域中應用最廣的專業基礎知識，已成為各高等院校電子通信類專業教學的核心課程之一。
  18. 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。
  19. To improve teaching quality is important to reform education. in order to improve teaching quality, chinese material must be reform

    教改的中心問題是提高教育教學質量，而提高教學質量的關鍵是改革課程教材。
  20. Firstly the essay inquires into the connotation and thinks that the central goal of creation education is to cultivate the students " creative quality. this points the way out for further inquiries

    本文首先對創新教育的內涵進行了探討，認為培養學生的創新素質是創新教育的中心目標，為下文的進一步探討指明了方向。
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