集體授課 的英文怎麼說
中文拼音 [jítǐshòukè]
集體授課
英文
presentation to group-
The main ways of growth is imitating, self - exploring and self - summarizing, through these ways, they accumulate some experience of preschool education, but there is clearly shortcomings in those experience : ( 1 ) educating method is simple, that is to say, the ways of interaction between teacher and children is only language, the objects of interaction is only between teacher and children, the background of interaction is in collective activities, the means of interaction is only in classroom and collective activities directed by teacher. ( 2 ) paying specially attention to teaching knowledge and ignoring play, also paying specially attention to result but not the course of study, all that make kindergarten have the tendency to primary school in teaching style. ( 3 ) the basic educational quality of these teachers is at a low level, e. g
研究發現：一、貧困民族地區民辦回族幼兒教師在成長中以愛心為基點，充分發揮了奉獻、吃苦耐勞的職業品質，成為她們成長的內在動力；二、被研究教師在實踐中通過模仿、自我探索、自我總結的主要途徑，積累了一定的教育經驗，但也存在明顯的不足； （一）教育方式方法單一，即相互作用的手段僅限於言語傳授；相互作用的對象僅限於教師和幼兒之間；相互作用背景僅限於班級集體活動中；相互作用的途徑僅限於作業課和教師指導的集體活動中； （二）重知識傳遞、輕游戲活動，重教育結果輕活動過程，小學化傾向嚴重； （三）教師基本教育素質偏低，表現在文化知識水平低下，專業技能技巧缺乏，不能滿足幼兒全面發展的需求。In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning, cooperative learning, accepted learning and inquiry learning ; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom, video and audio laboratory, computer classroom. the fourth part takes the no. 2 primary school of lanzhou refinery company as practicing object, exploring its teaching practice
最後設計形成了以建構主義、人本主義為理論基礎、以任務驅動法和課程整合法為主要教學方法、以自主學習與合作學習，接受學習與發現學習相結合為主要學習方法、以集體授課，個別化學習和小組相互作用相結合為主要教學組織形式、以表現性評價為主，調查測驗為輔的教學評價方法，以及以多媒體教室、電教實驗室、計算機室為主要教學環境的信息技術課課堂教學格局。The paper is one part of national science fund project study on the theory and method of performance management presided by professor of harbin institute of technology yingjun - feng and management and scientific research project of the first group of china aviation study on corporate top and middle - level executives performance evaluation and motivation model presided by my supervisor professor lujie - wang, comprehensive introduce the condition of domestic and oversee research and analyze the relationship between executives holding corporate stock and executives " performance under corporate governance. and also discuss corporate stakeholder governance and advancement of corporate executives performance and probe into influence of corporate executives behavior model on executives performance and set up corresponding performance evaluation index to appraise corporate advance and middle - level executives performance from the balanced scorecard
本論文作為哈爾濱工業大學馮英浚教授主持的國家自然科學基金項目「績效管理的評價理論與方法研究」和導師王魯捷教授主持的中國航空工業一集團公司管理科研基金項目「企業中高級管理者績效評價與激勵模式研究」課題的一部分，綜合國內外對此問題研究的現狀，從公司治理的角度，分析公司治理下管理者持股與管理者績效之間的關系，探討企業利益相關者治理與企業管理者績效之間的規律，以及探討企業管理者的行為模式對企業管理者績效的影響，並且從綜合記分卡體現的維度建立相應的績效評價指標。As a violin teacher, how pleasure he was that you become a violin student of his class
本人有多年教學經驗，現在教授課程有單獨授課、集體課等，學生在歷年考級中也取得優秀成績。The lessons were given once a week ( 90 minutes per course ), took 8 weeks and totally 8 courses
集體授課每周一次，每次兩學時，共8次;個別輔導依學生需求隨時進行。3. the results demonstrate that the intervention methods of the study are appropriate, which are as follows : ( 1 ) students social psychological skill and study skill education. researcher gave lessons to student intervention group and let the control group be
（三）本次干預實驗方法基本可行，具體方法如下: 1 .社會心理技能、學習技能教育干預採取集體授課和個別輔導相結合的方法，對干預組進行社會心理技能和學習技能的心理健康教育。The third part is about the practical exploration based on theory research. in this part, it mainly discusses how to design normalization instructional plan in teaching practice combining the characteristics of the normal school students and try to construct the it - based instructional mode. to achieve such goals mentioned above, first of all, when a teacher designs the it - based instructional plan, he should make overall plans and t
首先，教師進行信息化教學方案的設計時，要統籌兼顧，為師范生設計和構造出一系列典型的操作性「任務」 ，讓師范生在完成「任務」中獲取信息並學會加工、處理和創新信息；同時，在信息化教學設計的指導下，構建相應的教學模式，並對情境化啟導學習模式、基於案例的發現學習模式、基於資源的協作型學習模式、集體授課型教學模式進行了實踐探索。Part three : through the teaching cases in the kindergarten, the author clarified the teachers ’ role in simply teaching mode and collective teaching mode. in collective teaching mode, the teacher is the designer of multi - medium teaching material 、 the creator of teaching situation 、 the promoter of meaning construction and the developer of course
第三部分:結合幼兒園教學案例，具體闡述了集體授課模式和單機學習模式下的教師角色。在集體授課模式中，教師是多媒體教材的設計者、教學情境的創設者、意義建構的促進者、整合課程的開發者。Content : ( 1 ) data collecting and transformation ; ( 2 ) data analysis and tests ; ( 3 ) statistical package use ; ( 4 ) statistical inference ; objective : to study the fundamental theories and analysis techniques of biological date
教授課程內容包括: 1 .生物資料收集，轉換； 2 .生物資料分析，檢驗； 3 .統計軟體使用； 4 .統計推論。目的：讓學生了解統計學的基本理論與基本資料分析技術，以應用於從事生物學相關研究工作或生物學。The concrete manifestation is : the teaching teaches by the teacher primarily, very little to let the student obtains the knowledge through own activity and the practice, obtains the development ; depends upon the student to consult the material, the collective discussion learning activity primarily to be few ; the teacher arranges frequently the work many are the written exercise and the reading textbook, very little arranges like the observation, the manufacture, the experiment, reads the extracurricular book, social investigation this kind of practical work, although the teachers and students interact, to live the interactive teaching way to become the research and practice contents one, but in the school particularly elementary school field research, still had in the certain extent “ ake the classroom as the center, take the teacher as the center and take the textbook as the center ” the situation, this kind sole, the passive study way often makes the student to feel that is arid, is tasteless, moreover bears is very heavy
具體表現為：教學以教師講授為主，很少讓學生通過自己的活動與實踐來獲得知識，得到發展；依靠學生查閱資料、集體討論為主的學習活動較少；教師經常布置的作業多是書面習題與閱讀教科書，很少布置如觀察，製作，實驗，讀課外書，社會調查這一類實踐性作業，雖然師生互動、生生互動教學方式已成為教研和實踐內容之一，但在學校尤其是小學實際教學中，仍然存在一定程度上的「以課堂為中心、以教師為中心和以課本為中心」的情況，這種單一、被動的學習方式往往使學生感到枯燥、乏味，而且負擔很重。Give education at traditional area relatively, long - range education has a few such striking features : during whole study, teachers and students allows permanent depart ; educational orgnaization or organization pass study data and support to serve two respects to bring to bear on to the student ' s study influence ; use all sorts of technologies to media contacts teachers and students and bear the weight of curricular content ; provide two - way communication communication ; during whole study, do not set study collective permanently definitely, the student basically is with individual chemistry be used to is given priority to
相對于傳統的面授教育，遠程教育有這樣幾個顯著的特徵：在整個學習期間，師生準永久性地分離；教育機構或組織通過學習材料和支持服務兩方面對學生的學習施加影響；利用各種技術媒體聯系師生並承載課程內容；提供雙向通信交流；在整個學習期間，準永久性地不設學習集體，學生主要是以個別化學習為主。分享友人