教與學的過程 的英文怎麼說

中文拼音 [jiāoyǔxuédeguòchéng]
教與學的過程 英文
teaching and learning process
  • 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
  • 過 : 過Ⅰ動詞[口語] （超越） go beyond the limit; undue; excessiveⅡ名詞（姓氏） a surname
  • 程 : 名詞1 （規章; 法式） rule; regulation 2 （進度; 程序） order; procedure 3 （路途; 一段路） journe...
  • 過程 : process; procedure; transversion; plication; course
  1. In particular a number of mechanisms put in place have led to a greater and more fitting formalisation of quality assurance and improvement processes relating to teaching and learning

    特別值得一提的是，大學實行的各項機制，使有關教與學的質素保證和改善過程，得到了更進一步更恰當的規范。
  2. So we think that the teaching process of individuation reading is virtually a conversational process of reader and article or reader and reader, the interrelated factor - teaching of teacher, study of student, teaching material choose and disposal have individual character and request

    在此基礎上，我們認為，和傳統的高中語文閱讀教學不同，個性化閱讀教學的過程實質上就是一個讀者與文本、讀者與讀者對話的過程，其相關因素? ?教師的教、學生的學、教材的選擇與處理都有個性化的特徵和要求。
  3. Through the process of the teaching implementation of modern web, the author makes an exhaustive study on the teaching goal and ways, the developing thoughts, the function, the technical route and kits when designing web - based curriculum from both learning and teaching, as well as elaborates how to establish the appraisal system of teaching effect by using the design concept of distance education

    摘要通過現代網路教學實施過程，從教與學的角度對網路課程開發的教學目的與手段、開發思想、網路課程通用功能、技術路線及開發工具進行了較細致的研究，並闡述了如何在網路課程中運用遠程教育課程設計思想，建立網路課程教學效果的評價體系。
  4. Contradictory movement between teaching and learning in the process of higher education

    大學教學過程中教與學的矛盾運動
  5. This essay is based on the theory of constructivism, trying to find the joint of the rules for both writing and cognition, it points out the importance of the special situation in teaching and learning, of self - learning and of the mutuality of teaching and learning. it suggests the teaching methods of setting special situation, thinking indepently and read, corrected and edited by each other

    本文以建構主義理論為依據，探討作文教學規律與學生寫作認知規律的結合點，論述了作文教學中教與學的情境性、學習的自主性、學習寫作過程的交互性的重要性，提出了「設置情境? ?獨立運思? ?互讀、互改、互編」的作文教學方法。
  6. During the teaching of reading aloud, first, the teacher should abide by the entirety rule and deal with the relationship among reading aloud understanding, explaining and reading silently. understanding is the base to read aloud. explaining and reading aloud are used together

    在實施誦讀教學的過程中，首先，要處理好誦讀與理解、講解、默讀的關系，根據具體情況、不同的課型，誦讀、講解、默讀應各有所側重。
  7. In the third part, the author points out the major problems existing in the course of the development of gsrtvu distance education which mainly lies in the ways : the construction of hardware in basic work stations, the construction of teaching software resources, the ability of teachers " teaching and students " for distance education, management and assessment of teaching

    通過對各級電大進行初步調研和問卷調查，對發展現狀作了分析。第三部分提出了甘肅電大遠程教育發展中存在的主要問題。主要在如下方面：基層教學點的硬體建設、教學軟體資源建設、師生電大遠程教與學的能力、教學管理和考核。
  8. Firstly, the term " mathematical understanding ' was defined in the paper. its implication and that of " mathematical understanding hindrance " were identified in the perspective of the mathematical teaching and learning. moreover, six factors which composed of mathematical understanding, mechanism. of mathematical understanding hindrance and approaches of getting rid of mathematical understanding hindrance from the angle of psychological process of understanding were put forward, analyzed and researched

    首先，本文從數學教與學的角度，對「數學理解」作了界定，指出了「數學理解」及「數學理解障礙」的涵義；從理解的心理過程的角度，提出並分析、研究了數學理解的六個要素、數學理解障礙的生成機制及排除理解障礙的途徑。
  9. However, traditional teaching method, a teacher - based teaching method, is completely controlled by the teachers. the teaching process followed by teachers and students and method of teaching and learning are basically based on teacher ' s own habits. the teachers wrote the book knowledge on the blackboard only by their thoughts and they, as referees, take the students " brain as a storage for knowledge and memory and instill knowledge into students " head

    然而我國長期形成的「以教師為中心」的教學整個過程完全控制在教師的手中，師生所遵循的教學程序及教與學的方法基本上是教師按照自己的習慣，根據自己的思路把課本上的知識設計成準確結論，按程序化的格式搬運到黑板上，以主裁者的身份把學生頭腦當作知識記憶的儲存器，將知識灌輸到學生頭腦中去。
  10. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  11. On the basis of teaching practice and objective of anesthetic equipment subject, this article talks about how to design teaching context, its effect and some problems in the teaching context design, in order to make teaching context supporting teaching and learning effectually and pushing the reform of anaesthetic equipment subject teaching and improving teaching quality

    結合《麻醉設備學》的教學實踐和教學目標，探討了教學情境的設計、作用及其要求，以實現教學情境更好地服務于教與學的過程，有利於促進《麻醉設備學》的教學改革和提高其教學質量。
  12. The author adopts the quantative and qualitative methods to analyze and investigate the process of children ' s language teaching and learning, and the result turns out to be satisfying

    論文運用定量和定性結合的研究方法，對兒童語言教與學的過程進行分析、研究，結果表明，實驗取得顯著效果。
  13. To achieve this, we continuously emphasize teaching and learning processes and outcomes, close student - teacher relationships, and integrating learning on the campus with service in the community

    陳校長續說，為達成這目標，嶺大一直強調教與學的過程及成果緊密的師生關系，並將社區服務與學習融合。
  14. In this mode, the problem is a clue to this process. problem - solving is divided into five steps, comprehending the problem, putting forward the hypothesis, collecting the information, solving the problem and evaluating it

    在構建的學習模式中，問題貫穿于整個教與學的過程，而問題解決包括表徵問題、提出假設、收集資料、解決問題與交流評價五個基本階段。
  15. Thus, in the whole teaching and learning process, students and teachers should share fully in the thinking, ideas and knowledge, and exchange of emotions and ideas, in order to achieve an interactive mode of learning, and make the complement of teaching

    因此，在整個教與學的過程中，教師要和學生充分分享彼此的思考、見解和知識，交流彼此的情感、觀念，達到一種互動的學習模式，實現教學相長。
  16. Long - range education is to point to suffer between pedagogue and pedagogue, what depart each other suffer between pedagogue and educational organization, pedagogue provides education plan and education content, through a variety of transmission methods to suffer pedagogue to impart contemporary knowledge, information, join teaching and learned process

    遠程教育是指受教育者和教育者之間、受教育者和教育組織之間相互分離的，教育者提供教學計劃和教學內容，通過多種傳播手段向受教育者傳授現代知識、信息，連接教與學的過程。
  17. The study society has become the reality. the moral education has subject education as its base, it must be adapt of the future. our standpoint of the moral education is that morality is metabolic value system and the moral education is mutual intercommunication, the teachers and the students discuss the morality each other in teaching and studying

    第二：道德教育是一個雙向互動過程，即教師和學生之間以道德探討為基礎的教與學的過程，德育過程的雙向重構和學科滲透是德育的核心，本文認為，以教師為權威，以脫離現實生活為標準的教條式道德教育只能使德育失效，德育過程應該是一個滲透性的過程，它貫穿于學校教育的各個環節。
  18. It is necessary to develop a new experimentation system to meet the need of teaching completely because in teaching and leaming the course of principle of computer organization and design, experiment is absolutely necessary and the experimental facility for this course offered in our market now cannot meet the demand very we1l

    在計算機組成原理課程教與學的過程中，實驗必不可少。目前中國市場上供應的計算機組成原理實驗儀並不能完全滿足教與學的需求。因此，開發一套能夠滿足教學要求的計算機組成原理實驗系統勢在必行。
  19. This essay mainly deals with how to help junior and senior school students overcome their difficulties in their mechanic learning, as they have many pre - science conceptions and mistaken cognitions. guided by the educational psychology, we may try testing the students such ideas by diagnosis. so we can know the basical contents of the students pre - science conceptions and mistaken cognitions by comparing and analysing the testing results of junior grade two and three, senior grade one and two. the sources and characteristics of such ideas are summ arized. some ways of how to correct the mistaken cognitions are also presented. at the same time, it points out that pre - science conceptions are the students " spiritual wealth, teachers must change senses about this, value the students " ideas and be instructions, helpers and promoters in correcting the students " such mistaken conceptions

    本文主要是針對初、高中學生學習力學的過程中，存在許多的與科學概念相異的前科學概念和錯誤認識，給物理教學帶來了極大的困難。因此，試圖在教育心理學理論的指導下，對學生產生這些想法採用診斷法進行測試，並通過對初二、初三、高一、高二測試結果進行對比分析得出了初中生、高中生中所存在的前科學概念和錯誤的基本內容，總結了它們的來源和基本特徵，提出了糾正此類錯誤認識的措施和具體方法，同時指出前科學概念也是學生的精神財富，教師要改變觀念，尊重學生，做糾正學生前科學錯誤概念的指導者、幫助者、促進者。
  20. But it has many problems at the same time among which there are some outstanding problems, such as problems of process supervising, of various interactions, of adaption to mde for teachers and students

    其中最為突出有遠程教學的過程監控問題、遠程教育中的各種交互問題、教師與學生對遠程教育的適應問題等等。
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