正式評注 的英文怎麼說

中文拼音 [zhēngshìpíngzhù]
正式評注 英文
official comment
  • 正 : 正名詞（正月） the first month of the lunar year; the first moon
  • 式 : 名詞1 （樣式） type; style 2 （格式） pattern; form 3 （儀式; 典禮） ceremony; ritual 4 （自然科...
  • 評 : Ⅰ動詞1. （評論; 批評） comment; criticize; review 2. （評判） judge; appraise Ⅱ名詞（姓氏） a surname
  • 注 : Ⅰ動詞1 （灌入） pour; irrigate 2 （集中） concentrate on; fix on; focus on 3 （用文字來解釋字句）...
  • 正式 : formal; official; regular
  1. The general direction and the target classification unfit the present day educational development ; the assessment index lacks scientific basis ; formalism overflows ; emphasizing the classroom teaching skills excessively ; overlooking the development of students and the pursue in the overall teaching goal, and the realization of it lacking monitor system. all the above mentioned problems are negative factors in the professional development of teachers, analyzing the problems and the teaching enthusiasm teaching efficiency and teaching development and putting for some suggestions in improvement in the teaching assessment of primary schools and middle schools

    指出，當前中小學教師教學評價實踐中存在的主要問題有，教師教學評價缺乏正確的導向；目標分類不符合素質教育和新課程改革的要求；評價指標缺乏科學依據；形式主義泛濫，過分注重教師的課堂教學技巧，忽視學生的發展及教師在教學中整體目標的追求與實現，缺乏監督機制不利於廣大教師的成長與專業發展。
  2. I. e., its orientation coverts from inside control to operating risk, and its function converts from indepndent evaluation to the new paradigm of integrated risk management and corporate administration. it is defined as an independent, objective confirming and consulting activity aimed at adding an organization ' s value and improving its operation, by adopting systematic and standardized method, to evaluate and improve the effectiveness of risk management control and administration, thus help the organization to achieve its goal

    21世紀的內部審計，正經歷著實質性的變化，從已往注重於內部控制轉向注重經營風險，從獨立評價職能轉向整合風險管理和公司治理這個新範式上來。它被定義為是一項為了增加組織的價值和改善組織的運營所進行的獨立的、客觀的確認和咨詢活動，通過採取系統化、規范化的方法評價和改善組織的風險管理、控制及治理過程的有效性，幫助組織實現其目標。
  3. 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。
  4. During the research, the author carried out the new methods. on the basis of combination of theoretical curriculum and practical curriculum, and the theory and the practice in curriculum structure, author puts forward the mode of the theory and practice unified teaching. it is instructed by the idea of ability - based teaching. on the basis of vocational analyses, form the mode of the curriculum system and set up the objections of three - section teaching, that is knowledge, ability and attitude. using the form of dividing students into groups, individualized teaching and individual form of organizational teaching to set up the interaction system of envaluation, through the method of co - operation and set up the main method of teaching mode of criterion evaluation and correcting in time. in the research, based on the theory suppose, the author used experiment methods as follows : 1 ) to develop curriculum and make up teaching outline and teaching plan, on the basis of analyzing of vocational post ability ; 2 ) to develop teaching resources on the basis of teaching materials ; 3 ) to draw attention on the ability - based on teaching ; 4 ) to carry out the teaching objections based on objective teaching ; 5 ) to get the aim both the teachers and students on the basis of applying the way of co - operation ; 6 ) to envaluate the teaching quality based on the ability of students

    通過整合學術性課程與實踐性課程，使理論與實踐在課程結構上融為一體等理論假設基礎上，提出「理論與實踐一體化」教學模式的設想：把「能力本位」的教育理念作為指導思想；在職業能力分析的基礎上，形成模塊式的課程體系；確立知識、能力、態度三個層面上的教學目標；採取分組式教學、 「個性化」學習、個別化的輔導等教學組織形式；倡導師生合作學習的教學方法；建立綜合能力評價體系，注重形成性評價和及時反饋矯正。在具體嘗試過程中採取了以下具體做法： 1 、以職業崗位能力分析為依據，開發課程、編寫教學方案； 2 、充分開發和利用教學資源； 3 、教師進行精心的課前準備，確定教學目標、認真準備教學現場、認真準備教學清單； 4 、著眼于學生技能的形成，合理安排教學過程； 5 、師生合作學習，共同達標； 6 、以學生能力形成為依據，評估教學質量。
  5. This paper points out the effective policies of strengthening teacher ' s professional moral construction : studying scientific theory can enrich one ' s mind ; the lofty mission can inspire one with paying more attention to the teacher ; the vivid form can attract one ' s attention with the right guide ; the efficient method can help one with concrete matters related to work ; the proper direction can lead one with perfect test and evaluation ; the feasible policy can regulate one with the standard

    加強學習，用科學的理論武裝人；注意教師，用崇高的使命激勵人；切實引導，用生動的形式吸引人；堅持務實，用有效的方式幫助人；完善考評，用正確的方向引導人；堅持標準，用可行的政策規范人，是加強教師職業道德建設的有效對策。
  6. Nine major improvements to state - owned enterprise management training are put forward in this thesis : first, improve the rational thoughts of management training, and systematically carry on the construction of the mechanism of manpower resources development of state - owned enterprise ; second, make great efforts to structure enterprise ' s training mechanism, complete the rules and regulations and make sure the enterprise ' s training regularization stepping into normal and perfect process ; third, observe and guide the reform of training and make it systematical, level quality, harmony and dynamic quality ; fourth, training content to be upgraded, the method to be reformed, regard improving training quality as the core and vitality of the training ; fifth, strengthen training controlling, set up strict system of training assessment, cultivate the working environment of transforming the training outcomes ; sixth, strengthen the measure of evading of the training risk, establish the correct training idea, set out loyal training mode ; seventh, exert the government ' s function, strengthen the macro - management, use legal means and policy to support the development of management training ; eighth, dispose enterprise training resource reasonably, accelerate independence, socialization and marketlization ; ninth, pay attention to study and utilize wto rule, establish the consciousness in line with international standards, strengthen the work of absorbing wisdom of enterprise, expand international cooperation to training

    其次，對國有企業管理培訓提出了九大改進建議：一、提高對管理培訓的理性認識，系統地進行國有企業人力資源開發機制的建設；二、努力構建企業培訓工作新機制，建立健全企業培訓規章制度，保證企業培訓步入正規化、完善化通道；三、用系統觀考察、指導管理培訓的改革，使企業管理培訓具備整體性、層次性、協調性及動態性；四、培訓內容要更新，培訓方法要改革，培訓形式要靈巧，把提高培訓質量作為培訓工作的核心和生命力所在；五、加強培訓控制，建立嚴格的培訓評估體系，培育培訓成果轉化的工作環境；六、強化國有企業管理培訓風險的規避措施，樹立受訓人員的正確培訓觀念，建立相互忠誠的培訓模式；七、發揮政府職能，加強對培訓的宏觀管理和協調指導，運用法律手段和政策支持引導管理培訓的發展；八、合理配置企業培訓資源，加快企業培訓自主化、社會化、市場化；九、注重研究和利用wto規則，樹立與國際接軌意識，加強企業引智工作，拓展國際合作培訓。
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