課堂評估 的英文怎麼說

中文拼音 [kètángpínggū]
課堂評估 英文
classroom assessment
  • 課 : Ⅰ名詞1 （有計劃的分段教學） class 2 （教學的科目） subject; course 3 （舊指賦稅） tax 4 （舊機關...
  • 堂 : Ⅰ名詞1 （某種活動用房） hall; room 2 （舊時指官府中舉行儀式、審案的地方） courtroom 3 （用於商店...
  • 評 : Ⅰ動詞1. （評論; 批評） comment; criticize; review 2. （評判） judge; appraise Ⅱ名詞（姓氏） a surname
  • 估 : 估構詞成分。
  • 課堂 : classroom; schoolroom課堂復習 classroom revision; 課堂管理 class management; 課堂記錄 class regis...
  • 評估 : estimate; assess; appraise
  1. It also introduced o ' malley ' s strategy training model calla and the theory of classroom assessment

    介紹了o ' malley的策略訓練模式calla和課堂評估的理論。
  2. There are some problems existing in chinese teaching in higher vocational education such as misunderstanding the teaching objectives, unreasonable structure of teaching resources, hidebound patterns of teaching in classes, simplification to evaluate achievement

    摘要目前高職語文的教學工作中存在著誤讀其教學目的、教學資源結構不合理、課堂教學模式僵化與學生成績評估方法簡單化等問題。
  3. An analysis of classroom assessment in college english teaching

    大學英語課堂教學評估方式分析
  4. Dynamic, classroom assessment plays an important role in developing students ' cognitive ability by teaching them learn how to learn

    摘要大學英語課堂教學動態評估在開發學生的認識、培養他們學會如何學習的過程中起著重要作用。
  5. This paper discusses the necessity and feasibility of building up a dynamic assessment system for college english teaching in china with seven rationales

    本文討論在我國大學英語課堂教學中建立動態評估的必要性和可行性，提出了開發課堂教學動態評估的七大理據。
  6. The grey cluster model of classroom teaching evaluation

    課堂教學評估的灰色聚類模型
  7. Through comprehensive and balanced curricula coupled with challenging assessment, the international baccalaureate organization aims to assist schools in their endeavors to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside

    結合富有挑戰性的評估，通過綜合、平衡的課程，國際文憑組織的目標是幫助學校在培養學生個人才能的同時，教會孩子將課堂所學與現實生活相結合。
  8. Instead of grading students only on test scores, teachers evaluates papers, group projects and class participation, as well

    除了為學生的考卷打分數之外，老師們也對論文、小組計劃以及課堂參與進行評估。
  9. This thesis tries to establish a new evaluation method, redesign evaluation table, use the test evaluation norms in the table and norm coefficient by specialists, as well as mathematical statistics etc, so as to make sure the new evaluation method is scientific and the results could show the teaching situation objectively

    摘要在已有研究的基礎上構建新的高校體育課堂教學質量評估方法，重新編制高校體育課堂教學質量評價量表，運用專家訪談法、 「特爾菲」法、數理統計法等多種科研方法對評價量表的評價指標和指標權重系數進行檢驗，力求使新的評估方法具有科學性，使測得的結果能客觀地反映高校體育教師的教學情況。
  10. A study of the problems in the teaching assessment by students in teaching quality control

    構建多元主體的課堂教學質量評估體系
  11. 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。
  12. Four students were selected and awarded the " outstanding achievement award ", based on their attendance, class participation, results from the mid - term test and the score they received in their final group project

    課程成績是根據同學的出席率課堂參與表現中期測驗及期終小組專題報告等四方面作出評估。其中四名經評核后獲得最高分數的同學獲頒傑出學生獎，他們為依英文姓氏排序：
  13. Practice and perfection in evaluation system of teaching quality

    課堂教學質量評估制度的實踐與完善
  14. With the adoption of documentary, indicator devising, periodical observation, visiting symposium and statistics methods, this paper systematically analyzed the results of expert evaluation of three - term class teaching in hope of putting forward the basis for correct recognition of the general changes of wuhan institute of physical education ' s class teaching quality and providing evidence for thoroughly perfecting wuhan institute of physical education ' s expert class teaching quality evaluation system, meanwhile, offering reference and example for other university class teaching quality evaluation

    摘要基於武漢體育學院2003年研製的《武漢體育學院課堂教學質量專家評估指標體系》 ，分析歸納了三個學期教學運行過程課堂教學質量的專家評估結果；通過分析比較不同課堂類型、授課教師、課程性質和課堂教學質量的專家評估結果，為全面完善《武漢體育學院課堂教學質量專家評估指標體系》提供依據；通過分析討論不同階段課堂教學質量的專家評估結果，為進一步改進武漢體育學院課堂教學質量提供思路，同時為體育院校課堂教學質量評估提供參考和借鑒。
  15. Analysis on expert evaluation of classroom teaching quality of wuhan institute of p. e. in

    武漢體院2004年課堂教學質量專家評估結果的解析
  16. On the classroom teaching evaluation though dialogue

    論課堂教學的對話式評估
  17. The evaluation must follow educational principles, value the students ' primary role, and lead the college ' s teaching mission to considering the students ' development as its foundation

    「以學生為本」的課堂教學質量評估就是要尊重教育規律、尊重學生的主體地位，把學校的教育教學工作引導到致力於以學生的發展為出發點和落腳點上，全面提高教育教學質量。
  18. The performance of the students was assessed by a review of their attendance, participation in class discussion, as well as the results of the mid - term test and the final group project

    課程最後以同學的出席率課堂參與表現中期測驗及終期小組專題報告等四方面作為評估各人成績的基準。
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