課程差別 的英文怎麼說

中文拼音 [kèchéngchābié]
課程差別 英文
curricula differentiation
  • 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...
  • 程 : 名詞1 （規章; 法式） rule; regulation 2 （進度; 程序） order; procedure 3 （路途; 一段路） journe...
  • 差 : 差Ⅰ名詞1 （不相同; 不相合） difference; dissimilarity 2 （差錯） mistake 3 [數學] （差數） differ...
  • 別 : 別動詞[方言] （改變） change （sb. 's opinion）
  • 課程 : curriculum; course課程安排 course arrangement; 課程編排 construction of curriculum; 課程編制 curr...
  1. With the view of strenthening the national power and increasing the comeptition, in the international markets, china follows the trend, initiating the course reform, refering to the reform, the formulating national stardard courser ( teaching prog ) would play a guiding role without doubt in teaching and studying, so it is essential to make a compatision and study in annual teaching programme in maths, finding out the variation and difference

    其中涉及的國家課程標準（教學大綱）的制定，無疑對廣大師生有著重要的導向作用。所以有必要對歷年教學大綱進行比較、研究，發現其中的變化、差別，對高中數學教師從事教學工作有切實的指導意義，對國家正在進行的課程改革也有一定的輔助作用。
  2. With the numerical solution, an internal condensation critical curve can be calculated out by condensation theory and depositing theory, on the curve, the enter water ability equal to the out water ability, which can be used as the basis to determine the occurrence of internal condensation. but the result doesn ’ t coincide with the real completely. in this dissertation, we plan to get the critical curve by practical experiment results, because that the enter water ability only relates to the condensation density and the out water ability only relate to the volume ratio of the pneumatics system

    然而由凝結理論和沉積理論得到的計算結果往往與實際有一定偏差，本課題希望通過實驗的方法獲得內部結露臨界線，即系統進水能力和排水能力相等的曲線，由於系統的進水能力和充放氣過程中凝結水滴密度有關，排水能力和系統容積比有關，可以通過大量實驗總結出以凝結水滴密度和容積比表示的內部結露臨界曲線，作為判別內部結露是否發生的依據。
  3. Having analysed the strategies for math - learning according to the individual ' s differences put forward in literature ; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence. the results show : such teaching has a negative influence upon the individual ' s achievements and psychology and therefore should nr abandoned ; having analysed whether cooperative learning is feasible and the results show : cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools. instead, we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math - teaching

    對文獻中提出的班級教學組織條件下進行差異教學的對策作了分析，對目前文獻中提出的按能力分組分層教學進行了試驗研究，結果表明：這種教學形式對學生的數學成績和心理都有消極影響，應該放棄；對合作學習進行了可行性分析，結論是：在當前重點高中大班額等條件下，合作學習不能作為差異教學的組織形式；提出：班級授課組織內，適應個別差異的學習過程個別化的強化的形式，是目前重點高中數學差異教學可實行的最佳選擇。
  4. The stability of electric power system has been being focused for a long time toprevent a power system from losing synchronism after sudden fault ， researchers have done much work and got many accomplishments this paper applied the direct feedback linearization ( dfl ) technique on the power system ， a strong nonlinear system simulation results by matlab proved this method efficiency main works and results are as follows ： this paper compared some existing methods in excitation control ， fast valve control and coordinated control respectively, analyzed the developments and actuality of nonlinear control research in brief, illustrated why ransient stability could be greatly improved by using the fast valve control in chapter 3 ， indicated the importance of coordinated control farther this paper introduced the inverse system theory, based on which ， discussed the dfl theory, pointed out which had consistency with the inverse theory, expanded the dfl theory combined the idiographic model equations ， made which adapt to the model of a single machine - infinite bus power system this paper referenced abundance articles and educed a set of equations ， which could describe the dynamical process of excitation and fast valve control for synchronous generators in the equations ， there were several very important parameters of power system - - rotor angle ( ) ， rotor speed ( ) ， generator q axis voltage ( eq ) ， transient voltage ( e ' q ) ， active power ( pe ) ， mechanical input power ( pm ) ， valve opening ( ) ， generator terminal voltage ( vt ) ， based on the model ， nonlinear coordinated controller and terminal voltage optimal controller have been designed by using the expanded dfl theory and lq optimal control theory the simulation results showed that the controller could keep power system transiently stable under the effects of a symmetrical 3 - phase short circuit fault ， which achieved better postfault regulation compared with another two routine methods ， one is the proportion excitation controller and proportion fast valve controller, the other is the proportion excitation controller and the optimal fast valve controller, which could exert good performance when met 1ittle disturbance either

    在介紹逆系統理論的基礎上，詳細介紹了dfl理論，通過比較闡明了dfl理論其本質是逆系統方法的一類，並結合具體課題推導出的模型方程將dfl理論進行了擴展，使之適應于電力系統這個強非線性對象。通過參考大量的書籍文獻推導出一套實用的可將大型汽輪發電機勵磁與汽門綜合起來進行控制的模型方程，此模型方程涵蓋了電力系統中特別引人注目的幾個量- -轉子角、轉子轉速、發電機q軸電勢eq 、暫態電勢e ' q 、有功功率pe 、機械功率pm 、汽門開度、機端電壓vt ，在此基礎上建立了實用的電力系統簡化的數學模型，並將擴展的dfl理論應用於此模型系統，結合線性二次型最優控制理論設計出大型汽輪發電機的非線性綜合控制器及機端電壓最優控制器，通過模擬實驗與採用常規的按電壓偏差進行調節的比例式勵磁控制器+汽門比例控制及採用常規的按電壓偏差進行調節的比例式勵磁調節器和基於二次型性能指標設計的最優快控汽門（考慮發電機的飽和因素）進行了對比，證實了採用此種控制器可以有效地提高電力系統的暫態穩定性，並且在電力系統遭受小干擾時同樣具有良好的調節性能。
  5. The study paid attention to the change of teacher ' s sense of teaching efficacy teaching motivation and occupational stress under such realistic background. by analysis and explanation of investigation data, the study concludes the results as follows : 1 after implement of curricular reform, general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while personal teaching efficacy ( significantly ) declines ; 2 after implement of curricular reform, intrinsic motivation of teachers who have joined curricular reform compared to their past ( significantly ) presents descending trend, while their outer motivation ( significantly ) rises apparently. so that their intrinsic motivation and outer motivation are significantly much higher than of what teachers who have n ' t joined curricular reform ; 3 after implement of curricular reform, occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while their relaxation of personal resource significantly declines, but have no remarkable difference at other aspects ; 4 the sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform ; 5 teachers " sense of teaching efficacy teaching motivation and occupational stress tie together tightly, while the interaction of teaching motivation and occupational stress is prominence, occupational stress directly influences teaching motivation, and indirectly influences the sense of teaching efficacy

    通過對調查數據予以分析和說明，本研究得到如下結論： （ 1 ）課程改革以後，參與課改的教師無論與自身縱向相比，還是與未參加課改的教師橫向相比，其一般教育效能感顯著上升，而教師的個人教學效能感則（顯著）下降； （ 2 ）課程改革以後，參與課改的教師與自身縱向相比其內部動機有較為顯著的下降趨勢，外部動機則有顯著地上升趨勢；其內部動機和外部動機都（顯著）高於未參加課改的教師； （ 3 ）課程改革以後，參與課改的教師無論是與自身縱向相比，還是與未參與課改的教師橫向相比，其「職業任務」和「個體緊張反應」方面均呈現（非常）顯著地上升趨勢，而在「個體應對資源」方面除休閑是顯著降低外，其餘無顯著的差異； （ 4 ）不同特徵和類別教師的「教學效能感」 、 「教學動機」和「職業緊張應對」在課改前後的變化狀況上存在（顯著）差異； （ 5 ）教師教學效能感、教學動機和職業緊張應對密切聯系，教學動機與教學效能感相互作用顯著；而職業緊張應對直接顯著影響教學動機，間接影響教學效能感。
  6. Only ten universities currently offer degree courses in aeronautical engineering, which perhaps is just as well, in view of the speed with which the aircraft industry has been dispensing with excess personnel

    現在，只有10所大學提供航天航空工程學的學位課程，但當考慮到各個航空公司裁員的速度，我們發現這和前面的地理學情況可能沒什麼差別。
  7. This part maintains that the analysis of the curriculum resources intension should keep in contact with curriculum content it also sums up the features of the ecologism curriculum resources from development, colorfulness, integration and discrepancy. because the scope of the curriculum resources extends as far as the natural environment, the curriculum resources are composed of natural environment resources, social environment resources, cultural resources and subject resources. this part also discusses the principles of the developing and organizing ecologism curriculum resources

    主張把對課程資源內涵的分析與課程內容相聯系，從發展性、豐富性、整體性和差異性四個方面總結生態主義課程資源的特點;把課程資源的范圍擴大到自然環境中，並把它分為自然環境資源、社會環境資源、文化資源以及主體資源四種類型;並分別探討了生態主義課程資源的開發與組織原則。
  8. New mathematics curriculum standard in the compulsory education stage has specifically elaborated the curriculum objective of task - based learning for grades 7 to 9. this thesis, taking the curriculum standard as the guiding theory, investigates the present situation of implementing task - based learning and its relevant curriculum at home and abroad, summarises systematically the current situation and major deviations in the task - based learning curriculum construction and analyzes and sums up the principal characteristics of task - based learning curriculum resources in maths and the major fundations of developing and utilizing its resources

    全日制義務教育《數學課程標準（實驗稿） 》對7 ? 9年級「課題學習」課程目標做了具體詳細的闡述。本文以「課程標準」為指導，通過對國內外「課題學習」及其相關課程實施狀況的調查研究，特別是對新課程實驗教材和實驗區教學現狀的分析，系統地總結了「課題學習」課程建設的現狀及存在的主要偏差；分析歸納了數學「課題學習」資源的主要特徵及其開發與利用的主要依據。
  9. This research is attempted have the aid of in the guiding ideology of modern education, in solution, study mathematics teaching, in because of student in study built - in discrepancy cause have unified the classroom teaching benifit of progress low problem, have put forward the student autonomous learning difference under teacher assistance teaching new pattern and teaching strategy, use the practice of teaching inspect preliminarily, have reached following conclusion : in middle school utilize the student autonomous learning difference under teacher assistance in mathematics teaching teaching pattern, may promote the study of different level student to raise the mathematics record of school work of student and the learning interest of student raising, form better learning mood and the autonomous learning ability of student raising, promote the development of student main consciousness

    本研究試圖藉助于現代教育的指導思想，解決中學數學教學中由於學生在學習上固有的差異而導致統一了進度的課堂教學效益低下的問題，提出了教師協助下的學生自主學習的差別教學新模式及教學策略，並利用教學的實踐初步進行了檢驗，得出了以下的結論：在中學數學教學中運用教師協助下的學生自主學習的差別教學模式，可以促進不同程度學生的學習，提高學生的數學學業成績，提高學生的學習興趣，形成更好的學習風氣，提高學生的自主學習能力，促進學生主體意識的發展。
  10. Professor chan s paper attempts to unfold the drama of mainland chinese migrant families in singapore in terms of their gender and generation politics - - the interpersonal as well as role conflicts within the domestic domain as they were engendered and negotiated during the migration process

    陳教授表示，論文展示了內地家庭移居新加坡后的生活，剖析華人面對性別差異和代溝的課題，以及由原居地遷徙異鄉的過程中，在人際關系和角色上的矛盾和沖突。
  11. This text try to carve up the compilation of junior high school history textbooks since the reform and opening - up with three phases : restructuring and restoring ( end - 70 age of 20 centuries - mid - 80 age of 20 centuries ), first step developing ( mid - 80 age of 20 centuries ~ 20 century end ), deep developing ( since 21 centuries ). select the junior high school history textbooks for example, respectively according to 1981, 1992 and 2001 history programme or history curriculum standard. contrasting the variety of the compilation in different period, analyze the change of value orientation of compiling junior high school history textbooks of our country, since the reform and opening - up : from the value orientation of " course basis " of fixing attention on teaching needs and teaching system knowledge, to the value orientation of " student ' s basis " of facing needs of student ' s study and development, try hard for the actual teaching demands

    本文將改革開放以來初中歷史教科書的編制劃分為整頓與恢復（ 20世紀70年代末20世紀80年代中期） 、初步發展（ 20世紀80年代中期20世紀末）和深化發展（ 21世紀以來）三個階段，分別選取根據1980年、 1992年和2001年歷史教學大綱和課程標準而編制的初中歷史教科書為範例，通過對比不同時期教科書編制的差別，從五個方面分析了改革開放以來，我國初中歷史教科書的編制從著眼于教師教學需要，著眼于傳授系統知識的「學科本位」的價值取向，向著眼于學生學習需要，著眼于學生發展需要的「學生本位」 ，力求符合實際教學需要的價值取向嬗變和發展。
  12. So the unitary system of national curriculum ca n ' t meet the different situations in different areas and different schools

    但由於我國幅員遼闊，人文地理環境差別很大，單一的國家課程體系很難滿足不同地區不同學校的需要。
  13. On the learner ' s individual differences and the network - based course design and teaching

    學習者個別差異與網路課程教學設計
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