biology teaching 中文意思是什麼

biology teaching 解釋
生物學教學
  • biology : n. 1. 生物學。2. 生態學。3. 〈總稱〉一個地區的生物。
  • teaching : n. 1. 教學，講授。2. 〈常 pl. 〉教導，教訓，教義，學說。
  1. The fifth part is on the careful thinking and rational advisement of carrying out inquiry learning in senior biology teaching

    最後，將高中生物探究教學的基本策略與以提煉和整a第五部分是對開展高中生物探究式教學的反思和理性思考。
  2. The article nill introduce the teaching method which is widely used in medicine teaching and mathematics - teaching for each grade in america iit is brought in biology teaching to see if it is practical so that we can improve biology teaching

    本文將這種源於美國醫學教學領域且在全美各年級數學學科廣泛使用的教學方法做一個介紹，並將其引入到生物學科教學，探討其可行性及可操作性，為進一步優化生物學教學做初步研究。
  3. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  4. Building didactical envtironment during biology teaching

    淺談生物教學中教學情境的創設
  5. Primarily on qualification education in gener al biology teaching

    教學中的素質教育
  6. The outstanding features of this paper lied in the following aspects : it tried to master the guiding ideology of the reform in science complex ; it tried to find out the optimum biology teaching method : it suggested that the teaching of declarative knowledge should reflect the social meaning and advanced merits ; it proposed applying multiple teaching methods to raise the class teaching efficiency ; it maked reasonable use of all initiative new teaching models, realized the combination of " ability clue " and " knowledge clue ", and endowed the students with the ability to analyze systematically and think in whole. in the period of the revision for the entrance exam, not only the basic knowledge should be consolidated, but their comprehensive ability should be cultivated through the building of subject structure

    本文的突出特點是不僅在宏觀方面力求把握理綜改革的指導思想，而且在微觀方面力爭找準優化生物學課堂教學的切入點：主張陳述性知識的教學要充分體現先進性和社會性；倡導在課堂教學中採取多元化的教學方法和手段，提高課堂教學效率：合理運用各類創新型教學模式，實施構建「能力主線」 ，並和「知識主線」相結合，培養學生的系統分析和整合的思維能力。在迎考復習階段，不但要夯實基礎，還要通過學科知識結構的構建培養學生的綜合能力。
  7. This article started with the background of " 3 + x " model, aimed to explore the conception and the essence of " 3 + x ", seeked for the gap between this model and actual biology teaching, disclosed the drawback of " education for tests " that existed in both idea and practice of teaching as well as the lack of role consciousness, efficiency and innovation, and consequently presented relevant teaching strategy and measures

    本課題從「 3 + x 」高考模式產生的背景中追根搠源，探討「 3 + x 」的命題立意及實質，從實際的中學生物學教學現狀的調查研究中找尋與之不相適應的差距，發現了教育教學中從觀念到實施所存在的「應試教育」的遺患，以及課堂教學中存在的主體性、有效性和創新性缺失等問題，進而提出了相應的教學策略和措施。
  8. Moral education in biology teaching

    生物學教學中實施素質教育之淺見
  9. At first, it briefly introuduces the theory of inqury teaching ; secondly, it criticizes the disadvantage of biology teaching method at present in the high school, and speifically originates inqury teaching strategy, and brings about inqury teaching procedure, which are appropriate for the practice of biological class teaching on the basis of the theory of inqury teaching ; thirdly, through experimental research, the author draw some conclusions : 1. improving the study interest of biology and divert the study manner of the students ; 2. developing the self - consciousness of the students ; 3

    為了便於具體而全面評價這一策略對教學的影響，我們從四個方面提出假設，採用定量研究與定性研究相結合，前、后測控制組現場教學實驗的方法，在不中斷正常教學秩序的前提下，在生物課堂教學中施行探究教學策略的教學干預，然後具體進行測量，最後通過統計學原理予以科學、合理地評價。通過對數據的系統分析，我們可以發現： 1
  10. Extensive digital library of biological resources for biology teaching and research at all educational levels. requires a free registration

    -包含生物分類教育資源生物科實驗資訊生物詞匯會考資訊等內容。
  11. The thesis mainly illustrates the application of biology teaching hi senior high school, which can helps students make revision and consolidation, solve difficulties in study, search information and so on. the advantage is that the application of multimedia can not only ease the study burden of students, but develop students interest in the study ; at the same tune progress their study strategy and improve their ability in the study

    本文著重說明了多媒體在輔助中學生物課堂教學、輔助學生課后復習與鞏固、輔助學生解答疑難問題、輔助學生查閱信息等方面的應用及優勢，既減輕了學生的學習負擔，又培養了學生的學習興趣，優化了學生的學習方法，提高了學生的學習技能。
  12. Practices and consideration on creative biology teaching

    課堂教學模式的幾點思考
  13. And then it illustrates the principles and the area to choose the contents for inquiry learning and form three ways of inquiry learning for senior biology teaching, based on it : inquiry and discovery learning, problem - settled learning and inquiry experiment design

    然後闡明了探究內容選擇的原則和范圍，並以此為基礎構建了高中生物探究式教學的三條重要路徑：探究發現學習、問題解決學習和探究實驗設計。
  14. Through the analysis of the biology syllabuses and teaching materials published by the ministry of education since 1980 and linking the interview with the learned teachers, this paper looks back briefly on more than 20 years " history of biology teaching in the secondary normal school, namely, the stage of exploring preliminary reform, the stage of strengthening and heightening, the stage of deepening reform and the stage of facing transformation and analyzes simply the basic features of biology teaching at every stage

    本研究通過對1980年以來教育部頒布的各次生物學教學大綱、教材及有關中師生物學教學的研究成果分析，結合與老教師的訪談，對二十多年來的中師生物學教學歷史進行了簡要回顧：即中師生物學教學的初步改革探索階段、鞏固提高階段、深化改革階段及面臨轉型階段，並扼要分析了每一階段的生物學教學的基本特點。
  15. Theoretically, i discuss the function of research study hi high school biology teaching on the basis of education theories, cognitive frame of references, piyaji ' s building up study theory, and constructive theories

    在理論上，以教育學理論、認知結構的學習理論、皮亞傑的建構主義學習理論、有意義學習理論等為理論依據，探討了探究性學習在中學生物教學中的作用。
  16. Study on the basis of co operation by making a research on the two theories, then put forwards a teaching mode combining the above two. according to the characteristics of high school students, the author conducted a biology - teaching experiment among the second - grade students in high school. in the process, the mode succeeded in stirring the students " interest and cultivating their enthusiasm, initiative and creativity by adopting several methods such as questionnaire, observation, statistics analysis

    根據高中學生心理特點，深入鉆研教材，挖掘適合自主?合作學習的內容，操作過程中運用了問卷調查、等組實驗、觀察和統計分析等方法，對高二生物教學中開展自主-合作學習進行實踐研究和探討，通過創設自主課堂、營造合作的課堂氛圍，激發學生的學習興趣，深入挖掘學生學習的積極性、主動性、創造性，努力實現由「要我學」到「我要學」的轉變，最後達到「我會學」的目標。
  17. Biology teaching directed by multiple intelligence is a new tendency of intenational science education

    用多元智能理論指導生物科學教學符合國際科學教育發展的新趨勢。
  18. Through nearly two years of study and discussion, i appraised die results of research study by means of questionnaires, interviews, aptitude tests, and files. i put forward the teaching methods, approaches and principles to change students " learning methods so as to offer theoretical and practical references for nature biology teaching

    本人通過近兩年的研究和探討，藉助問卷法、訪談法、能力測驗法、檔案夾法，對探究性學習的實施效果進行評價，提出了改變學生學習方式的教學方法、途徑和教學原則，進而為今後的生物教學提供理論上和實踐上的參考與借鑒。
  19. Research of enhancing moral education in biology teaching

    生物教學中突出德育的研究
  20. On fostering students innovative ability in biology teaching

    談生物教學中學生創新能力的培養
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