診斷性教學 的英文怎麼說

中文拼音 [zhěnduànxìngjiāoxué]
診斷性教學 英文
diagnostic teaching
  • 診 : 動詞（診察） examine （a patient）
  • 斷 : Ⅰ動詞1 （分成段） break; snap 2 （斷絕;隔斷） break off; cut off; stop 3 （戒除） give up; abstai...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 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...
  • 診斷 : diagnose; diagnosis; diacrisis
  • 教學 : 教學teach school; teach
  1. So target teaching in maths and its evaluation embody the potential developing function in the modem education. this article makes a deep research into the reason and theory of the target teaching and its evaluation, and sets up the classific system about aim teaching ( cognitive aim, intelligence and ability aim, emotional aim ) and its evaluation ( affection process, cognitive process and teaching process ), and evaluation structure ( formation evaluation, diagnosis evaluation and final evaluation ). this research paper also analyses the characteristics of target teaching in maths and its evaluation, and probe into the specific implements and operations about them

    本文對為什麼要開展數學目標教學及其評價的研究和開展數學目標教學及其評價研究的理論依據進行了探討；建立了數學目標教學的分類體系（認知目標、智能目標、情感目標）及數學目標教學的評價維度（情意過程、認知過程、施教過程） 、評價結構（形成性評價、診斷性評價、終結性評價） 、評價模式（目標探究課型、目標應用課型、目標系統課型、目標深化課型） ；分析了數學目標教學及其評價的特點；對數學目標教學及其評價的實施和操作進行了探索；文後附有應用數學目標教學及其評價進行教學的案例。
  2. To settle the disadvantages of the learning evaluation system in chinese, this paper, on the basis of " compulsory national education curriculum standard of courses for chinese ", probes into some ideas, in the aspects of the relation between knowledge and abilities, procedure and method, affection and values ; in the fields of becoming literate, reading, writing, oral communication and comprehensive learning, which emphasize the process of chinese learning and the formative evaluation taking on the characters of the variety of evaluated subjects, evaluating programs and evaluating methods, fully exert the positive influence of the diagnostic, encouraging and feedback effect, in order to maximize the output and efficiently boost the development of students

    單一的評價方法脫離了學生的心智發展，脫離了語文本身的文化屬性和審美屬性。語文課程評價的目的最終是為了促進學生語文素養的形成和發展。本文針對現行語文學習評價方法的局限性，以《全日制義務教育語文課程標準（實驗稿） 》為依據，從知識與能力、過程與方法、情感態度與價值觀等維度，對識字與寫字、閱讀、寫作、口語交際、綜合性學習五個方面，關注學生語文學習過程，在實踐中探求評價主體多元、項目多種和形式多樣的形成性評價方法，充分發揮評價的診斷、激勵、反饋等功能，有效地促進學生發展。
  3. Method : the teaching of moist bum medicine includes medical knowledge, diagnosis, medical skills, review course and assessment and test

    方法：適用於燒傷濕性醫學的教學模式主要有「知識傳授課、診斷性補修課、技能訓練課、綜合復習課和評價測試課」 。
  4. The research uses the dtaf, epq, crpr to make an investigating study on the 120 junior middle school students with learning disability in shangrao and it uses spss 10. 0 carrying out management and statistical analysis. the fourth chapter researching results were as follows

    本研究使用了《學習因素診斷量表》 （簡稱dtaf ） ，艾森克兒童個性問卷（ epq ）和兒童教養方式問卷（ crpr ）分別對上饒市五所普通中學120名初中學習困難學生進行了調查研究。
  5. The rating result is consistent with the subjective response, which indicates that it is a comprehensive tool in formulating guidelines in acoustics design, is especially useful in the diagnosis of complaint situation in the field, when it is frequently necessary to determine where and how much the offending sound spectrum must be altered to satisfy the room occupant and analyze problems to put forward solving projects

    同時，為了驗證該評價模式的可行性，我們對部分教學樓和辦公場合的聲環境進行了評價，其評價結果和主觀調查結果基本一致。這說明所提出的評價模式科學合理，可以用來對聲環境進行評價，也可以對出現噪聲問題的場合進行診斷，分析原因，提出解決問題的方案。
  6. Then consider the truth of it theoretically, it is quite different from article judgment, it also differs from try - out of competitive composition or judgment of compositions in exam. it refers to judgment made to students " compositions after reading the composition teaching target and during the process of developing students " writing ability. thus, it belongs to formative teaching judgment, including judgment, encouragement, communication, etc. when making teaching composition judgment, teachers should follow such principles as appreciation, classification, the separation between marks and comments, as well as student - orientation

    進而理性思考教學作文評價的真面目，它不同於作品評價，不同於競賽作文選優，也不同於考試作文評價，它指的是在達成作文教學目標、形成作文能力的過程中對學生習作所進行的評價，應屬于形成性教學評價；它兼具診斷、激勵、交流等功能；進行教學作文評價時應遵循賞識鼓勵原則、分層施評原則、分數與評語相分離原則以及學生主體原則；評價的標準應包含學生的「作」與作文之「文」兩方面的。
  7. Our propose is to diagnose the students " difficulty in some basic physics concepts by clinical interview and diagnosis test. we try to induce and analyze the situations of students " conceptual understanding at different ages, to analyze why the misconceptions came into being, to give some discussion and suggestions to the teaching of the physics concepts so as to offer some basic work for the reform of the physics instruction

    研究試圖通過臨床談話、問卷測試等形式診斷分析學生在一些物理基本概念上理解的困難，歸納不同年齡層次概念理解的情況，分析為什麼會產生這些錯誤概念，並對概念教學進行討論和提出建議，為物理教學改革做一些基礎性的工作。
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