混合教學法 的英文怎麼說

中文拼音 [húngějiāoxuéfǎ]
混合教學法 英文
mixed method of teaching
  • 混 : 混形容詞1. （渾濁） muddy; turbid2. （糊塗; 不明事理） foolish; stupid
  • 合 : 合量詞（容量單位） ge, a unit of dry measure for grain （=1 decilitre）
  • 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...
  • 混合 : （攙雜在一起） mix; blend; mingle; admix; mixture; mix up; interfusion; commixture; blending; cre...
  • 教學 : 教學teach school; teach
  1. Scientific research and design institute of cscec in guizhou cooperate with prof. peng xiaoqin, and research the bond technology of the new and old concrete. which are researched to four points as follows : 1. several major methods evaluating the degree of roughness were analyzed, and their advantages and disadvantages were analyzed

    貴州中建建築科研設計院與重慶大學材料學院彭小芹教授合作，主要對新舊混凝土粘結技術進行了研究，主要集中在以下幾個方面: 1 .分析目前常用的幾種評價粗糙度的方法，並對每種方法的優缺點進行評述;提出一種簡便易行的測量粗糙度的方法，克服目前常用方法的缺點，並通過多組數據和灌砂法進行相關性分析，得出兩者之間的關系。
  2. Supported by heilongjiang province natural science foundation projects " research on the errors mechanism of time division a. c. power measurement " ( no. e9719 ), " research on theory of analog digital mixed sampling power energy measurement " ( no. e01 - 15 ) and foundation for university key teacher by the ministry of education " the research on the low audio frequency a. c. power measurement smart instrument " ( no. 1087 ), in this dissertation it is made that a systematic and deep study on power measurement model errors and instrument errors about analog sampling, digital sampling and mixed sampling measurement, and fully experiments about mixed sampling measurement

    本學位論文在黑龍江省自然科學基金資助項目「時分割交流功率測量原理誤差產生機理的理論研究」 （編號： e9719 ） ， 「模擬數字混合採樣功率與電能測量的理論研究」 （編號： e01 - 15 ）和教育部高等學校骨幹教師資助計劃項目「中頻電功率測量智能儀器的研製」 （編號: 1087 ）的資助下，以電功率模擬采樣測量、數字采樣測量和混合採樣測量方法為對象，對電功率測量的原理誤差和儀器誤差進行了系統和深入的理論研究和有關的實驗研究。
  3. Chapter two, sometimes is the common topic to civil law scholars, but the studying products fall short of depth and width, so this chapter is governed by the historic overview and comparative method, under the base of examining the development and vicissitude of roman trust notion, probing into why the civil law did n ' t develop and shape the institution of trusts like anglo - saxon jurisdictions, meantime collecting and analyzing the various experiences and lessons from a number of civil law countries, not only including mixed - system jurisdictions ( scotland, quebec ) influenced by common law tradition far - reachingly, but also including the various effects of the trust law codified by pure civil law countries ( liechtenstein, japan, latin american countries ), and the developments of domestic trust in holland and italy under the rectification of the trust hague convention, ad hoc, including the experiences and lessons of non - recognition trust countries ( germany, france, switzerland ) that they had been penetrating into the notions in civil codes, all is intended to " portrayed " the competitive panorama between civil

    第二章「信託觀念與民法傳統的沖突和融合」 ：這一主題一直是民法學者探討的核心問題，本部分採取了歷史考察的方法和比較分析的方法，在考察羅馬法中的信託觀念的發展和變遷的基礎上，探討了為什麼民法傳統沒有發展出如普通法系一樣的信託的若干原因，同時一廣泛地涉獵了民法法系各國繼受和發展信託觀念的不同的經驗和教訓，不僅包括深受普通法系影響的混合法系（蘇格蘭和魁北克）在民法傳統的物權法匡架中發展信託的獨特經驗，而且考察了純粹民法傳統的國家（列支敦斯登、日本和拉丁美洲國家以法典繼受信託的不同的效果，以及在1984年《關于信託的法律適用和承認的公約卜v發展國內信託例證?一荷蘭和義大利，更包括了對于沒有接受普通法系信託而在民法典中挖掘信託觀念的德國、法國和瑞十的經驗和問題，並意圖勾畫民法傳統中的信託與普通法系的信託相競爭的全景，介刑」析眾多經驗和教訓i的基礎上為我國《信託法》的發展提供借鑒。
  4. The ip address is various because teachers and students go to the internet in different places and different connection. using ihe mixed architecture of the server programming, the clients immediately communicate as peers and the server is only connecting function. as clients, teachers and students can directly deal with data without server, the quantities of information or server were reduced and the middle tache during transferring data was avoided

    教師和學生上網地點不定，上網連入方式不同，其ip地址是不固定的，採用混合型服務器程序設計方法，服務器端只起到握手連接作用，讓客戶端直接連接，教師和學生直接進行數據通訊，使學生和教師的數據處理無須通過服務器，降低服務器信息處理量，從而消除了數據傳遞的中間環節。
  5. Part two : organizing strategy of cooperative learning in implementation of new mathematical curriculum this part analyzes the problem in the process of implementing of cooperative learning in new mathematical curriculum by observing in classroom and studying case. six problems is : ( 1 ) the group activity stay on the formal, and lack the material cooperation ( 2 ) individual duty diffuse, " take a ride " phenomenon have the occurrence ; ( 3 ) student social intercourse technical lack. ( 4 ) no change in teacher ' s role, lacking guidance to student ; ? ividing group difficultly for big class formation, fulling of too much noisy in classroom ; ? valuation system is not well, group cooperation exist in name only, provides six suggestions for these problems : ( 1 ) dividing group scientificly and vividly ; ( 2 ) leading student active cooperative learning ; ( 3 ) increasing the individual duty ; ( 4 ) cultivating students " cooperative method and social intercours technical ; ( 5 ) enhancing management in classroom ; ( 6 ) handling a few relations rightly ; finally, puts forward the principle and program of orgnizing cooperative learning in new mathematical curriculum

    二、新數學課程實施中合作學習的組織策略本部分在對實驗區數學課堂觀察和個案研究的基礎上，分析得出了新數學課程實施中合作學習存在的6個問題：小組活動留于形式，缺乏實質性合作；個體責任擴散， 「搭車」現象時有發生；學生社交技能欠缺，合作效率低下；教師對自己角色轉變認識不清，指導作用沒有跟上；大班額分組困難，課堂過于喧嘩混亂；評價體系沒有跟上，小組合作名存實亡。針對這些問題，對新數學課程實施中開展合作學習提出了6方面建議：科學靈活地分組；引導學生主動合作學習；提高個體責任：重視對學生合作方法、社交技能的培養；加強合作學習中課堂管理；正確處理幾對關系。最後提出了新數學課程實施中合作學習的組織的原則和組織序列。
  6. At the support of the national natural science fund ( high technique, new concept, new design research ) ( 59685003 ) " study of the integrated performance modeling and optimal design method of the mechanical structure system ", the support plan of the ministry of education for the young excellent teacher ( 1766 ) " study of the mixed soft computation of the mechanical structure based satisficing criterion ", sichuan century excellent young subject leader fund " study of the theory and method of the intelligent optimization of mechanical structure ", and the open project fund of the mechanical transmission state key lab " fuzzy reliability analysis and satisfactory optimization study of mechanical transmission ", the author has the opportunity to touch this new subject and is attracted by it, then make an attempt at it

    在國家自然科學基金（高技術新概念新構思探索） （ 59685003 ） 「機械結構系統綜合性能映射建模及優化設計方法研究」 、教育部優秀青年教師資助計劃（ 1766 ） 「基於令人滿意準則的機械結構系統混合軟計算研究」 、四川省跨世紀傑出青年學科帶頭人培養基金「機械結構系統智能優化原理方法研究」和機械傳動國家重點實驗室開放課題基金「機械傳動模糊可靠性分析與滿意優化設計研究」的資助下，作者有幸接觸這個新的研究方向，被它的風采所吸引，也嘗試做了一些微薄的努力。
  7. Dynamic causality diagram was first proposed by professor zhang qin in 1994, it is a mathematics tool combined with probability and graph theory, just like the belief network, its characteristic is to provide the method of uncertain knowledge representation and agility reasoning, it adopts nodes to represent random variables in the domain and directional edges between nodes to represent causal relationship between variables, linkage intensity to represent the strength of the link between these variables, it supports the forms of reasoning from cause to effect and from effect to cause and together

    動態因果圖由張勤教授1994年提出，它與信度網類似，是概率論與圖論結合的一種數學工具，其特點是提供不確定知識的表達和靈活的推理方法:用節點表示事件或變量，有向邊表示因果關系，並用連接強度來表示因果關系的強度，支持由原因到結果的正向推理方式和由結果到原因的反向推理方式以及正反向混合推理方式。
  8. Perhaps the answer lies in a balanced approach, blended learning, taking the best of each teaching format to create a hybrid teaching platform on which to base education for the 21st century

    也許解決辦法就是採取一種均衡的方式，一種混合式教育手段，取各種教學模式之長，創建一個綜合性教學平臺，以此作為21世紀教育的基礎。
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