相互教學制 的英文怎麼說

中文拼音 [xiānghùjiāoxuézhì]
相互教學制 英文
mutual system
  • 相 : 相Ⅰ名詞1 （相貌; 外貌） looks; appearance 2 （坐、立等的姿態） bearing; posture 3 [物理學] （相位...
  • 互 : 代詞（相互;彼此） each other; mutual
  • 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...
  • 制 : Ⅰ動詞1 （製造） make; manufacture 2 （擬訂; 規定） draw up; establish 3 （用強力約束; 限定; 管束...
  • 相互 : mutual; reciprocal; each other
  • 學制 : 1. （教育制度） educational system; school system 2. （學習年限） length of schooling
  1. Developmental educational evaluation aims at promoting the future development of evaluated objects. the third chapter deals with the values of developmental evaluation, the types of values and how to realize these values. the fourth chapter reveals the practical views of developmental evaluation based on the analyses of statism and non - statism practical conception w hich approaches the practical model of developmental evaluation on universities

    首先，本文通過國家主義和非國家主義兩種高等教育評價實踐觀的比較分析，認為兩種實踐觀都有把高等教育評價作為發展工具的傾向，應該相互借鑒各自的優勢；其次，本文從評價制度、評價內容和評價指標和方法三個范疇構建了發展性高等學校評價的實踐模式。
  2. This research is intended to promote our understanding of the similarities and differences between japanese higher education and american higher education, between the achievements of their higher education law, between their legislative sys - terms and between their legislative technique as well as procedure. it can also help to expand the scope of chinese higher education legislation, pro - vide helpful theoretical reference for the perfection of our higher educa - tion legislation, and offer beneficial consultation to carry on scientific and effective higher education legislation, to manage the state affairs and take stopgap measures according to law

    該項研究旨在增進我們對日本、美國高等教育和高等教育法律制度的成就、立法體制、立法程序和技術異同的相互了解和認識，並拓展我國高等教育立法的視野，為完善我國高等教育立法提供理論參照，為進行科學、有效的高等教育立法、為推進依法治國、依法治教提供有益借鑒。
  3. According to the background information from the above, the facts of the combination, expansion and quick development of wut, and the strategic significance of the world ' s economy and the development of university, and from the angle of history, reality and the future, to a large degree, this paper analyzes three strategic environment faced by university, that is : intellectual economy and the world ' s new technical revelation ; marketing economy and modernization of china ; the popularity of education and the reform of chinese higher leaning system. through a thorough analysis of thirty six comprehensive universities and science and engineering colleges owned by the national education department, and through comparison between typical universities, this paper also objectively analyzes the strength and advantages of the development of wut on the aspects of subjects, trade and scale, and the disparity existed in subject strength, scientific and technical ability, qualified personnel construct and the economic base. through those analysis, it points out several problems in the development of university, such as " no common idea, no complementary subjects, no fixed core, no unified campus " and etc. therefore, a basic conclusion is drawn, that is " generally speaking, wut ranks among the second class of the nation ' s higher learning groups, and which possesses many potentialities to help itself step into the first class universities

    本課題正是從上述背景出發，緊密結合武漢理工大學合併、擴招和大發展的實際，從世界經濟和大學發展的高度，從歷史、現實和未來的角度，大范圍、多層面、寬視野地分析了學校發展所面臨的知識經濟和世界新技術革命、市場經濟和中國現代化建設以及教育大眾化和高校管理體制改革三大戰略環境，通過對育部所屬36所綜合及理工類高校的整體分析和典型大學的個案對比，比較客觀地分析了學校發展在學科、行業和規模三方面的實力與優勢以及存在的學科實力、科技能力、人才結構和經濟基礎等四方面的差距，指出了學校發展中「無共同的理念、無互補的學科、無凝聚的核心、無統一的校園」等問題，並得出一個基本結論：學校總體位居全國高校第二集團水平，具有向一流大學邁進的基礎，同時，相比國內一流大學又有很大的差距。
  4. It discusses the scientific innovation of the university students with the systemically theoretically. the university students " scientific innovation system is a subsystem of the national innovation systems, it ' s related and restricted with the university teaching, science study, university cultural and social project. meanwhile, it studies the subject and object of such innovation, the relationship between system and environment as well as its structure and function

    其次，運用系統論的觀點對大學生科技創新活動進行了理論研究，比較全面分析了大學生科技創新活動系統的主客體要素、結構與功能以及系統與環境的相互關系，指出大學生科技創新活動系統是國家創新體系的子系統，同時這一系統與大學教學系統、科研系統、校園文化系統以及社會服務系統是相互聯系、相互制約的，活動的開展是一項復雜的系統工程。
  5. In the experiment class and in the control class, we adopt the teaching method of " exchanging the roles between teachers and students " and the traditional teaching method. the studying environment, teachers, teaching contents and classes " time are the same between two classes

    實驗班和對照班分別採用「師生互位」教學法和傳統的講授法，控制這兩個班的學習環境、任課教師、學習內容及課時均相同。
  6. Based on observations, interviewing with original teachers, " self - designed music activities curriculum checklist " and " self - designed music learning behavior observation lists ", video analysis, research notes, etc, we found that all 15 students improved ( 1 ) students looked forward this music lesson. ( 2 ) interaction among students become more frequently. ( 3 ) students improved their pronunciation and oral communication skills. ( 4 ) music teaching activities made students more concentrated. ( 5 ) language communication and understanding were improved. ( 6 ) students become more self - confident in interpersonal interactions. ( 7 ) the eye control, coordination ability of the students were improved. ( 8 ) the emotion of emotional disturbances students become more stable

    此研究結果也與研究者、五位協同研究教師在教學現場觀察的教學情境觀察記? 、教師訪談資? 、課程實施后?思札記結果相互呼應，包括（ 1 ） 15位國小特殊學生非常期待上音?課， （ 2 ）受試學生之間互動比?增加， （ 3 ）音?教學活動有?于其發音與口語表達， （ 4 ）音?教學活動幫助其上課?為專注， （ 5 ）在語言溝通方面，其能哼唱歌曲、有較多的口語表達，在語言理解方面，其更能聽從教師指令； （ 6 ）人際互動關系方面，其對自我較有信心，較願意參與教學活動；在團體音樂活動時，較願意在同儕面前表演； （ 7 ）在動作發展上，學生之視動控制、四肢協調能力有所增進， （ 8 ）情緒困擾學生的情緒更為穩定等。
  7. Teachers have to judge the results of the teaching games correctly. while organizing the teaching games, teachers should develop students " cooperative skills. meanwhile, it is necessary for the language teachers to create new games with appropriate methods

    教師在游戲教學的過程中，教師應準確判定游戲結果，要有意識地培養學生相互合作的精神；同時，作為語言教師也不要拘泥於原有的游戲，要因地制宜地組織教學游戲。
  8. But the present situation of it is not very satisfactory. therefore, the newly - published < < full - time compulsory education courses standard > > emphasizes that, ". . devote much attention to the process of writing, grasp the steps of drawing materials, planning, drawing and polishing " ". . make the students learn how to write in practice, improve their skill in self - correcting and peer - correcting

    因此， 《全日制義務教育語文課程標準》特做如下強調「重視學生寫作過程的指導，抓住取材、構思、起草、加工等環節。 」 「讓學生在寫作實踐中學會寫作，在自我修改和相互修改的過程中提高寫作能力，寫作知識務必精要有用。 」
  9. It is well known, “ he movement medal ” and is in the school sports teaching both depends on each other mutually “ ace all ” and restricts mutually pair of contradictory

    眾所周知， 「運動獎牌」與「面向全體」是學校體育教學中既相互依存，又相互制約的一對矛盾。
  10. The third chapter centers on the internal qas. firstly. the author analyzes the six systematic elements related to learns " study such as web teachers, study collective. curriculum resources, web - based distance education organization, local teaching centers and social circumstances. secondly. the operative mechanism of the system is analyzed from both longitudinal and horizontal aspects. particularly from horizontal aspect does the author divide the systematic activities into two modules interaction among learners & web teachers and learning supportive service. lastly, four major aspects. which are managerial philosophies, technological mode & curriculum resources. web teachers and construction of local teaching centers, have been dealt with to improve the present quality situation of wecs

    先分析了遠程教育系統中以學習者為中心的六個要素： web教師，學習集體、課程資源、網路遠程教育組織、地區教學中心和社會環境。然後分別從縱向和橫向分析了系統運行機制，特別是在橫向方面，把系統活動分成互為表裡的兩大模塊：師生教學交互活動和學習支持服務體系。最後從管理活動保障入手，重點論述了與當前網路遠程教育質量提高密切相關的四個方面：管理理念、技術模式和課程建設、 web教師和教學點建設。
  11. In order to guarantee the validity of the teaching quality management system, the feedback system of teaching quality was built applying the viewpoint of cybernetics. the author puts up with some mechanisms that can be used in teaching quality feedback : building feedback system for information of student evaluation ; building quality evaluation system to the wholly college, then can know entirely how the teaching

    （ 7 ）建議高校採取教學質量反饋的機制:建立學生評價信息反饋制度;建立學院整體教學質量評價制度，從整體方而了解各個學院的教學質星狀況;建立教學簡報信息反饋制度，以增強學院之間的相互了解;建立教師的教學質量評價檔案，以便於做動態分析。
  12. Basing on this, the author put these ways into practice and made a cai on senior physics named " " composition and resolution of motion " which showed the design ideas as follows : first, students themselves control the speed of study. second, combine the guidance and the structural picture of knowledge. third, simulate physical circumstances and help the students to understand physical models

    碩士學位論文一在此基礎上，本人也做了一些實踐探索，製作了高中物理cai課件「運動的合成與分解」 ，在本課件中我主要體現了以下設計思想: （ l ）學生自主控制學習進度、 （ 2 ）導航與知識結構圖相結合、 （ 3 ）模擬物理情景，幫助學生對物理模型的理解、 （ 4 ）及時、多樣的交互反饋、 （ 5 ）創設情景，提供學習工具，促進發現式學習、 （ 6 ）綜合運用各種cai教學模式。
  13. The processes of dispute solution and legal education are social phenomena that symbiotically interacts with each other

    摘要爭端解決機制與法學教育是共生互動、緊密相聯的社會現象。
  14. The education and manpower bureau is examining the preparatory work for such changes, which involves complex issues such as determining the demand for senior secondary school places, assessing the demand and supply of teachers, identifying sites for new schools and redesigning the curricula of senior secondary school and first - year university programmes to enable a better bridging of academic courses

    教育統籌局也會為此研究有關的預備工作。改制涉及復雜的問題，包括釐定高中總學額需求、評估教師供求情況、覓地興建新校舍，以及修訂高中和大一課程等等，以確保新學制之下各級學習內容互相銜接。
  15. Such conclusions were drawn as the postgraduate education was the product of the higher education ' s specific phase, and the internationalization of the postgraduate education was the strategic choice to build up the world top university. some theoretical issues were probed : what was the postgraduate education ; how did the postgraduate education exist ; how did the postgraduate education develop. the thoughts and advice to give self - developing rights to the postgraduates " training units were put forward, of which system innovation was the safeguard

    把研究生教育發展置於高等教育、一流大學和社會經濟發展等運行環境中來論述研究生教育的重要地位與功能，提出了研究生教育是高等教育發展到一定階段的產物，研究生教育國際化是建設世界一流大學的戰略選擇；從理論上探討了研究生教育是什麼，研究生教育如何存在，研究生教育怎樣發展等一系列基本認識問題，並由此提出在落實研究生培養單位辦學自主權上存在的問題及建議，認為制度創新是研究生教育發展的保障；在比較並分析了中外研究生教育培養模式和運行機制特點的基礎上，提出了市場經濟條件下我國研究生教育運行機制的基本框架，即政府、社會、高校按照市場經濟的規律相互聯系和相互作用的體系。
  16. This paper simulate oxidation - deoxidize reaction, o enzyme catalysis and the origin of life. the stella mode of oxidation - deoxidize reaction can help student understand chemistry reaction in integer, train student understand correlation from the all and the one. stella simulation help us to research enzyme catalysis promoter stable state former dynamics, and to observe the basic measure of the whole response or some response directly, and offer effective datum that can be used to analysis complicated response mechanism, because of too many relevant disputes of origin of life, to introduce student various kinds of theories maximally, we use stella software to imitate, strive to give students the ultimate thinking space, make them to be able to verify their idea in the models. in this course, teachers and students can observe the result and test the theory through simulation, learn what to happen when the former hypothesis and scene changed, and turn the study way of infusing and absorbing into discussion study, make study especially thinking ability of student get improvements by a large margin

    氧化還原體系的stella模型能使學生對復雜的化學反應有整體理解，培養學生從整體的角度理解各種物質間的相互作用聯系； stella幫助我們對酶催化反應穩態前動力學進行研究，可以直接地觀察整個反應的基本步驟或局部反應，提供可用於分析復雜反應機制的有效數據； stella創建的生命起源的模型，力爭給學生最大的思維空間，使他們可以在模型中驗證他們的想法，在此過程中，教師和學生可以通過模擬以試驗理論、觀察結果，並學習到原有假設或情景改變時會有什麼情況發生，將灌輸性、吸收性的學習方式變為討論式學習，使學生的學習特別是思維能力得到大幅度的提高。
  17. In fact, we misunderstand judicial review. on the contrary, the limited intervention turns out to make school run better. to balance the relationship among judicial review, running a school dependently and the protection of right to receive education, the key is the limited judicial review, which includes : 1 ) the limited scope of accepting cases which means only acts seriously encroaching right to education may be brought to court ; 2 ) the limited essentials of review which means that administrative reconsideration is the preceding procedure ahead of administrative litigation ; 3 ) the limited standard of

    司法介入、自主辦學與受教育權的保障完全可以保持良性互動，其關鍵是審查的有限性，它包括： 1 、受案范圍有限，只有嚴重影響受教育權的部分事項才可提起訴訟； 2 、審查條件有限，指行政復議為行政訴訟的必經前置程序； 3 、審查標準有限，指正當程序為案件的主要審查標準，告知、聽取相對意見與說明理由是最低標準，聽證是其核心制度。
  18. Based on study of what we have witnessed, heard, considered and thought at education spots - schools and classrooms that we have visited or that appears in books, this thesis, perspectiving current school life by case study, reflects and analyses material school culture, institutional school culture and spiritual school culture, all of which are endowed in the content of school culture and rely on and impact on one another. therefore, it reveals some long - existing problems which prevent students, teachers and schools from development. i

    本研究以在教育現場（親歷的或文獻資料中反映的學校及課堂）的所見、所聞、所思、所想為主線，通過案例透視現時學校生活，反映並分析其所蘊涵的學校文化中互為依存又相互砥礪的學校物質文化、學校制度文化、學校精神文化，從而揭示學校文化中所存在的有礙于學生發展、教師發展和學校發展的痼疾： 1
  19. In the light of ideas, policies, measures and operating ways among universities, departments, and teaching and research staff, the following inner mechanisms of prefectural and municipal colleges and universities should be established completely : motive force, guiding, encouraging, balancing, assessing, distributing, managing and sell - developing

    要根據學校、系、教學科研人員三者之間在觀念、政策、措施、操作方式等諸方面的相互聯系和關系，建立健全地市高校內部的動力機制、導向機制、激勵機制、平衡機制、評價機制、分配機制、管理機制、自我發展機制。
  20. The dialogue pattern reflects open pluralism in terms of teaching goals, contents, process and assessment. finally, it ' s not a self - copying and self - repeating mechanism, but rather incessant production and creation of new knowledge, meanings and norms, which embodies the creativity of teaching activities. the third part probes the specific modes of dialogue chinese language teaching, which are namely dialogues between teachers and students, dialogue among students, teachers and students " dialogue with text, and self - dialogue of each student

    首先，對話型語文教學真正體現了教學主體性，因為主體性只有在對話交流中才能體現，主體性是對話型語文教學的靈魂；其次，對話型語文教學展示了教學主體的交互性，這是對話型語文教學區別于獨白式對話型語文教學的理論與實踐語文教學的顯著特徵；再次，對話型語文教學與獨白式語文教學的封閉、單一、和程序化相對，從教學目標、教學內容、教學方式到教學過程、教學評價都充分體現了一種多元開放性；最後，對話型語文教學不是復制性的、機械重復性的活動，而是新的知識、意義與理念不斷生成與創造的過程，體現了教學創新性。
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