教學設計 的英文怎麼說

中文拼音 [jiāoxuéshèjì]
教學設計 英文
instructional design
  • 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...
  • 設 : Ⅰ動詞1 （設立; 布置） set up; establish; found 2 （籌劃） work out : 設計陷害 plot a frame up; fr...
  • 計 : Ⅰ動詞1 （計算） count; compute; calculate; number 2 （設想; 打算） plan; plot Ⅱ名詞1 （測量或計算...
  • 教學 : 教學teach school; teach
  • 設計 : devise; project; plan; design; excogitation; layout; layout work; styling
  1. The main topics of the reseaerch include the intension and significance of aesthetic education in chinese reading teaching in sinior middle school and the design of the teaching of aesthetic judgement through reading, which is the teaching target, teaching programmes, the significance of the design in teaching appro ach and formation of the design principle and its contents

    具體探討的內容包括高中語文閱讀教學審美化的內涵、意義;高中語文閱讀教學審美化教學設計，即閱讀教學目標、教學內容、教學方法的審美化設計意義、設計原則和內容構成。
  2. Education design of quot; the atomic structure quot; shandong edition

    課堂教學設計魯科版
  3. The chaos theory and the teaching design under the new course concept

    混沌理論與新課程理念下的教學設計
  4. In order to acquire the experience of research learning, we must follow the independent, opening, circumstanced, constructional, generative ecological principles. we can acquire experience from the independent course appearance. we can make it generative in the classroom teaching too

    體驗性研究性學習的實現，應該轉變原有的不當理念，遵循自主性、開放性、情境性、建構性、生成性和生態性原則，並通過獨特的教學設計來實現。
  5. On the collegiate - instructional design

    淺論大學課堂教學設計
  6. Thinking about the explication of instructional objectives for classroom instructional design

    從任務型語言教學觀論英語課堂教學設計
  7. In order to insure the teaching object completely bring to success, to insure the classroom teaching quality steadily improve, to promote the students " body and mind healthy development and to obtain the best teaching effect. the teacher must innovate the traditional teaching design concepts and must put up system optimize design with the elements that impenetrate the teaching process, the structure of each element and the teaching tache with the guidance of modern teaching design theory

    為了確保課堂教學目標的全面完成，確保課堂教學質量的穩定提高，全面促進學生身心的健康發展，教師必須改革傳統的教學設計觀念，必須以現代教學設計理論為指導，對參與教學過程的要素，各個要素構成的結構和教學環節等進行系統優化設計，以期獲得最佳的教學效果。
  8. Ims learning design specification and instructional design

    學習設計規范與教學設計
  9. Teaching design under multimedia network environment

    多媒體網路環境下的教學設計
  10. Construct the teaching mode of quot; quaternity quot; and try to improve teaching quality of courses

    中學數學課堂教學設計之思考
  11. The third part and the fourth part are the key parts of this article. the third part explains several key points which should be taken notice of under the instruction of constructivism in the design of teaching : effective teaching should stimulate student " initiative in learning and should keep interaction with students between teachers and students or students themselves ; effective teaching should provide students with learning materials and the safeguard of time and space and should aim to make students understand their knowledge completely, and should pay attention to learners " and other ' s recollection ; it should let students gain active experience and emotion as to this subject

    第三部分和第四部分是本文的重點，第三部分闡述了建構主義觀指導下的課堂教學設計應該注意的幾個方面：有效的教學應引導學生積極、主動地參與學習；有效的教學應使教師與學生、學生與學生之間保持有效互動的過程；有效的教學應為學生的主動建構提供學習材料、時間以及空間上的保障；有效的教學旨在使學習者形成對知識真正的理解；有效的教學必須關注學習者對自己以及他人學習的反思；有效的教學應使學生獲得對該學科學習的積極體驗與情感。
  12. It ' s reflected in four aspects : teaching target, teaching resources, teaching tactics and teaching assessment. the determination of teaching contents is the emphasis, and the teaching contents is determined by teaching target ; the collection of material ( teaching resources ) is the difficulty - compose a script after making a careful study of the teaching material, then collect the material according to the script ; teaching tactics are embodied by the determination of information form and by the way in which the contents accord with the form so as to get the best result in teaching ; making teaching assessment guarantees the quality of the software. in the early making period, the original model method of system engineering is adopted to produce small experimental courseware and a further revision and improvement are made in consultation with some experts. also an agreement on the demand of the software system is reached. in the later making period, the software is appraised by experts from its stability, serviceability reasonableness of construction, and the scientific nature of contents, then it is put into use as an experiment. finally those who use it are required to fill the teaching feedback table

    教學設計理論是靈魂，它貫穿于整個軟體編制過程，從四個方面來體現：教學目標、教學資源、教學策略、教學評價。教學內容的確定是重點，根據教學目標來確定教學內容；素材的收集（教學資源）是難點，在鉆研教材的基礎上撰寫腳本，根據腳本去收集素材；教學策略體現在信息形式的確定，以及如何使內容與形式協調一致，達到教學最優化的效果；而進行教學評價是本軟體質量的保證，在軟體的製作的初期，採用系統工程論的原型模型法，開發出實驗性小課件，在徵求專家的意見的基礎上進一步修改、完善、確認軟體系統的需求併到達一致的理解，在軟體製作的後期，再請專家從軟體的穩定性、可操作性、結構的合理性、內容的科學性等方面進行鑒定，最後將軟體作實驗性投入使用，再讓實驗對象填寫教學反饋信息表。
  13. The theoretical principles and design in multimedia - based language teaching

    教學原則和教學設計
  14. On instructional design from the viewpoints of task - based language learning

    體育課堂教學設計的新取向
  15. Inspired by the teaching implications drawn from metacognative strategies in langauge comprehension, i try to design the teaching procedures, from cognitive perspective, as cognitive selection, cognitive acquisition, congnitive construction and comprehensive cognition

    根據語言理解的超認知策略對教學的啟示，教學設計可分為認知選擇、認知習得、認知建構和綜合認知幾個步驟。
  16. And it also should suit the different learning content, students " age characteristics and the conditions of the school, including the reality of the resource state, economic ability, teachers and students " technical ability, environment for use, etc. the general procedures of the informatizational instructional design mainly include " analyze the learners ", " design stage - learning goals ", " design the learning tasks and questions ", " design the learning process ", " design the learning environment ", " design the learning resource ", " design the rubric of learning evaluation ", " evaluation and amendment "

    信息化教學方式的選擇要符合教學的目的，為達到不同的教學目的，其教學方式也會有所不同;各門學科的特點不同，適合各學科的信息化教學方式會有所區別;要切合學習的內容，不同的學習內容也會對信息化教學方式有不同的要求;要切合學生的年齡特徵、學業基礎水平等的實際;要切合學校自身的條件，包括資源狀況、經濟能力、師生技能、使用環境等實際。信息化教學設計的一般程序主要包括學習者分析、學習階段目標設計、學習任務與問題設計、學習過程設計、學習資源設計、學習環境設計、學習評價量規設計、評價修訂八個步驟。
  17. The teacher ' s teaching basic qualify standard should include the value quality, the training of teacher ' s morality, the cultural science attainment, the business capability, the body and mind appreciation of the beauty and the all - round innovative diathesis, etc. the teaching skill standard should include the ability standards ( the teaching design ability, the teaching expression ability, the organizing teaching ability, the ability to handle the teaching method, the stimulation learning capacity, the teaching evaluation ability, the teaching academic ability and the subject particularity ability, etc. ) and the technical standards ( the mission standard, the effect standard, the administrative standard, the economic criteria and the technical standard )

    教師的教學基本素質標準應包括品德素養、師德修養、文化科學素養、業務素質、身心審美素質和創新素質等方面的標準。教學技能標準應包括能力標準（教學設計能力、教學表達能力、組織教學能力、運用教法能力、激勵學習能力、教學評價能力、教學研究能力、學科特殊能力等）和技術標準（任務標準、效果標準、管理標準、經濟標準、技術標準） 。教學效果標準應包括社會評價和院校評價，院校評價者包含專家、同行、學生和管理者評價。
  18. We argue that the present status of lts is only at the early stage of selling pizza online

    我們認為eem是一個完整的和系統的學習對象教學設計模型。
  19. Part two : introduces the content of the structural writing teaching the six links of teaching system : culture and the examples design, and explain its focalization, scientific nature and practicality

    第二部分，主要介紹作文教學結構化的內容體系，教學結構的六環節和教學設計示例，並闡明該結構的針對性、科學性和可操作性。
  20. This instructional design draws its model and principle from a variety of disciplines : learning theory, systems theory, communications theory, and instructional theory. its major content involves the following component : front - end analysis, clarifying instructional objective, writing evaluation test questions, designing instructional strategy, writing instructional solution, formative evaluation of systematic instructional design, and revising instruction

    這種教學設計是以學習理論、系統論、傳播理論和教學理論為基礎，運用系統方法進行教學設計的理論和模式架構；系統教學設計的基本內容包括前期分析，教學目標的闡明和評價試題的編制，教學策略的設計，教學設計方案的編制，系統教學設計的形成性評價，修改教學；最後，構建了以上述內容為要素的系統教學設計模式。
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