灌輸式教學 的英文怎麼說

中文拼音 [guànshūshìjiāoxué]
灌輸式教學 英文
pouring-in-process in instruction
  • 灌 : Ⅰ動詞1 （輸水澆土） irrigate 2 （倒進去; 注入） pour in; fill 3 （飲酒; 勉強他人飲酒） drink wine...
  • 輸 : Ⅰ動詞1 （運輸; 運送） transport; convey 2 [書面語] （捐獻） contribute money; donate 3 （失敗） l...
  • 式 : 名詞1 （樣式） type; style 2 （格式） pattern; form 3 （儀式; 典禮） ceremony; ritual 4 （自然科...
  • 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...
  • 灌輸 : instil into; inculcate; imbue with; beat into sb. 's head
  • 教學 : 教學teach school; teach
  1. Programmed, indoctrinated, simplified and andradite reading teaching have been doubted and accused. how to shake off the fetter of long - lasting deposition and realize humanized solicitude has been a common theme in the revolution of reading teaching of various genres and patterns. it becomes most important to emphasize the reading process and method, and realize effective dialogue among students, teachers and texts

    當教育催生新的變革的時候，我們不得不對閱讀教學作一個歷史性的回顧和現狀的反思，閱讀教學的程式化、灌輸化、單一化和標準化已經受到質疑和責難，在流派紛呈，模式眾多的閱讀教學改革中，擺脫長期積淀的束縛，實現文科教學的人文關懷已經成為共同的話題，而側重閱讀的過程和方法，在閱讀教學中實現學生、教師和文本之間的有效對話又成為重中之重。
  2. At the same time, the teachers must transform their role from indoctrinating knowledge teachers to organizers, and directors, aide, and promoters who can help students study on their own initiative

    在研究型教學模式下，也要求教師從知識的灌輸者轉變為為學生主動學習而服務的組織者、指導者、幫助者和促進者。
  3. Moreover, in order to promote socialization progress, and solve inefficient problem of moral education, we must bring forth new ideas on moral education mode, select equitable and effective mode for different students and different problems. when we use the basic and main mode ? nculcation, we can select and use penetrating mode, concealed mode, enculturation, and psychology consulting service, etc. moral education practice has proved, if we use all of the modes put forward above, we can achieve good results in moral education, and go a step further to promoter university students socialization progress

    同時，為推動當代大學生社會化發展，解決以往德育工作效率低下的問題，還必須在實踐中實現德育方式的創新，針對不同對象、不同問題，隨時選擇合理而又有效的德育方式，如：在實施灌輸教育這一最基本、最主要的德育方式的同時，可選擇滲透式、隱蔽式、文化環境熏染式、心理咨詢式等不同德育方式。
  4. For example, the teaching aim is narrow and limited, the teaching contents only from the textbooks, the learning method is single and the irrigative teaching methods are used everywhere

    然而，目前我國基礎教育教學實際情況很多方面落後于時代要求，如教學目標狹隘，教學內容囿於課本、學習方式單一，灌輸式教學一統天下。
  5. 3. concerning the factor of teaching experience, teachers with more than 21 years " teaching experience were obviously different from other groups, i. e., old teachers were comparatively more for molding orientation and attitude promotion

    3 、從學校類型看，重點學校的教師比非重點學校的教師更傾向于反對灌輸觀；從整體上看，各類學校教師都認可發展式的教學取向。
  6. In the late 1980 " s, the character education movement reconstructed in america. it indicated that through criticizing " authoritism " such as " instillation ", " bag of virtues " and so on, moral education in schools has converted the " none value " education into " none moral " education which based on the agreement to " pluralistic value " and affirmation of " relative value "

    20世紀80年代中後期，美國出現的品格教育運動的復興，表明學校道德教育在經過了對， 「灌輸」和「美德袋」等權威主義教育模式批判之後，基於對多元價值的認同與相對價值的肯定， 「無價值」的教育成了「無道德」的教育。
  7. Results of this survey also implied that there was no clear trend of teachers " giving up molding orientation during the past 3 years. to change the teachers " conceptions, we still have a long way to go

    對比研究還表明，新課程改革推行幾年來，實驗區教師在拋棄灌輸式教學取向的速度和徹底性上還不盡如人意，這也正說明了轉變我國教師教學觀念工作的長期性和艱巨性。
  8. In promoting research - pattern teaching, the following principles should be observed : the integration of imparting knowledge and cultivating ability, the integration of leading role and subject role, the integration of reasonable organizing and effective control and the integration of research - pattern teaching and force - feeding teaching

    在推進研究式教學時應遵守四個原則： （ 1 ）傳授知識與培養能力相統一的原則； （ 2 ）主導作用與主體作用相統一的原則； （ 3 ）合理組織與有效調控相統一的原則； （ 4 ）研究式教學與灌輸式教學相統一的原則。
  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 reason lies in the fact that the ibdp teaching process comprises a system of " teaching - results - assessment - teaching ", which best elaborates the effect of this perfect assessment, which, by working constantly, guides the teaching effectively. this brand new system makes the teaching method and style quite different from the domestic teaching which is characterized as instilling. the integration of students - oriented open teaching method and its specific field trip fosters the students ' creative ability, infonnation collecting and processing ability, as well as the ability to cooperate, to explore, and to practise, effective geography techniques, and the double character of science and human and it greatly enhances teaching effect

    本文作者對ibdp （國際文憑大學預科）地理學科的評估方式進行了深入研究，發現ibdp地理學科和國內普通高中地理學科的教學目標是相擬的，但體現在學生身上的能力卻大大不同，其原因在於ibdp地理學科通過教學過程? ?教學結果? ?評估方式? ? ?教學過程這樣的一個循環體系，充分發揮了其完善的評估方式的作用，通過不斷地進行形成性評價，對教學過程進行了有效的指導，從而使得ibdp的課堂教學方法和模式和國內普通高中主要是灌輸知識有著顯著不同，其以學生為主體的開放式教學思路和特有的野外實習活動交互回應，使整個教學過程向著有利於培養學生創新能力、信息搜集和處理能力、合作能力、有效的地理技能、自主學習能力、交流和合作能力、探究能力、實踐能力以及科學和人文雙重品質的方向發展，取得了良好的教學效果。
  11. Innovate the past traditional two - step method of " teach in great meeting and discuss in small meeting " and of " with one chalk and blackboard, express oneself during discussion in turn " ; create colorful, vivid and vigorous learning mode ; develop various healthy action with teaching and learning inside ; energetically improve modernization and information degree of imbuement technology and methods ; continually raise imbuement body in general makings

    要改變過去傳統的「大會授課、小會討論」的兩步曲和「一隻粉筆一塊板，討論發言推磨轉」的方法，創立豐富多彩、生動活潑的學習模式;要開展健康多樣的活動，寓教於活動之中:要大力提高灌輸技術手段的現代化和信息化程度。第四、要不斷提高灌輸主體的綜合素質。
  12. Recognizing moral education, which has one - way social direction and lays stress on knowledge instillation with classroom teaching form, shades humanistic care for students in moral education, so it hardly can effectively touch the students " souls, so that moral knowledge can not effectively change into students " inner moral beliefs

    認知性道德教育的單一的社會取向和重知識灌輸的課堂教學形式，遮蔽了道德教育對學生的人文關懷，因而很難有效地觸及學生心靈，並引起學生的道德體驗，使道德知識不能有效地轉化為學生內心的道德信念。
  13. Currently, ignoring moral conflicts in students ' moral education is shown as : perceptive target of moral education leads to the neglect of moral conflicts spoon - feeding moral education leads to the stay of moral conflicts ; oneness of moral educational approach leads to the impossibility to resolve moral conflicts

    當前學生道德教育中漠視道德沖突主要表現在：知性道德教育目標導致道德沖突的僭忘；灌輸性道德教育方式導致道德沖突的滯留；單一性道德教育途徑致使道德沖突解決的斷裂。
  14. By the matched control research, we conclude that using standardized patients, compared to the traditional teaching method, can accelerate medical students ' learning interest and strengthen their understanding of correlated knowledge

    通過對照研究，發現標準化病人教學與傳統灌輸式教學法相比，在提高學生學習興趣、加強學生對相關知識的理解方面具有優勢。
  15. 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。
  16. The objectives of the workshop were to : expose participants to new trends on interactive radio instruction ( iri ) ; acquaint them with new skills and knowledge on iri methodology, scripting and project cycle management ; inculcate basic skills to enable participants facilitate, monitor and evaluate the project. ; create a forum for interaction amongst the implementers of the project and front line workers to evolve best approaches to be adopted to move the iri project forward, and to enhance the knowledge, skills and competencies of participants to strengthen their capacity to mobilise and sensitise pastoralists to support the iri project initiative in schools

    此次研討會有幾個目標：介紹有關互動式廣播教學的新趨勢；透過訓練，讓參與者熟悉該教學方法，教案的寫作及評估管理；灌輸有助於有效執行與評估教案的基本技能；在所有的參與者之間，包括執行該訓練計畫的人以及第一線的工作人員，創造一個能夠互動對話的空間，以引導出讓互動式廣播教學得以順利進行的最佳方式；以及，增加所有參與者的知識，技能與競爭力以強化他們動員牧民的能力，讓互動式教學能在學校順利展開。
  17. Thirdly, theoretical research about the research - based learning must be intensified. both the theoretical researchers and practical persons hold the same opinions that the " research - based learning " course and the discipline courses should be stood side by side, thus the curricular structure of high schools shows itself a dualistic pattern < > but the dualistic curricular structure creates a dilemma for the survival of research - based course, driving research - based course to face a danger of dying out 9 the purpose of this paper is to focus on constructing macro research - based learning system, which the focus is on exploiting the discipline - based research - oriented courses and on its learning activities, at the same time. considering the present research - oriented course and its learning activities

    第三個突破是研究性學習模式設計本身的突破，即走出學生學習生活中灌輸式學習與研究性學習二元分離的狀態，既要以研究性學習的思想和策略來重構全部的學科，使所有科目都或多或少地帶有「研究性」 ，尤其是那些重要的關鍵的知識，同時又要以研究性學習的方式改造所有科目的學習方式，從而全面貫徹嚴肅探究的學習方式，實現雙基教學與研究性學習的融合。
  18. The voices of the reform of school ' s morality from all walks of life have been rising since 1980s. both the educational theoretical workers and practical workers have made an overall self - examination, which is based on theories and practice, on the school " s moral education that centers in courses. they raised all kinds of new and useful teaching patterns, such as emotion exchanging pattern, act playing pattern, group discussion pattern and so on, which broke the long - lasting duck - stuffing teaching pattern

    自80年代以來，社會各界對改革學校德育的呼聲日益高漲，無論是教育理論工作者還是實踐工作者都分別從理論和實踐的視野對以課程為中心的學校德育進行了全方位的反思，提出了各種有益和新穎的教學模式，如情感交流模式、角色扮演模式和小組討論模式等以期打破灌輸模式單一化的局面。
  19. After four years ' teaching and researching with great concentration, we created an extremely simple english grammar system which includes the idea of “ care logic ”, and at the mean time breaks away from the traditional teaching pattern of cramming and memorizing mechanically

    通過四年潛心探索，我們獨創出一套非常簡單的包含核心邏輯的英語語法結構系統，擺脫了傳統死記硬背、單純知識灌輸的教學模式。
  20. Innovate the moral training method, which suits the rule of university student ' s thought development in the background of globalization. we should concern people, respect character and try to communicate with students instead of single input ; we must make full use of modern devices, and we must use all kinds of disseminative method instead of preaching. we should pay attention to the establishment of covert course, and we must transform our teaching from in - class teaching to teaching of multi - direction influences

    創新適應全球化背景下大學生思想發展規律的德育方法，做到以人為本，注重個性，實現出單向灌輸向雙向交流轉變：充分利用現代載體，由單向說教向多種傳播方式轉變；重視隱性課程建設，山單一的課堂教學向多方位的影響轉變：加強德育策略研究，使德育手段藝術化和技巧化。
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