class management classroom management 中文意思是什麼

class management classroom management 解釋
班級經營
  • class : n 1 階級;社會等級。2 學級；班級，年級，級，班；組；（有組織的）講習班；〈美國〉同年畢業班；【軍事...
  • management : n. 1. 辦理，處理；管理，經營；經營力，經營手腕。2. 安排；妥善對待。3. 〈the management〉〈集合詞〉（工商企業）管理部門；董事會；廠方，資方。
  • classroom : 教室。
  1. The traditional feudal teaching content " san cong si de " was thrown away completely and new science knowledge was. introduced. the class teaching system was brought in and elicitation method was used in the classroom, and experiment and practice were paid special attention. the combination of traditional and modern education management formed a particular model of missionary girl education, which could offer knowledge and capability to girls and enable more and more educated girl to find jobs and show their life value in the society

    在教育觀念上，首開女禁，創辦女學；在教育體制上，形成了男女分校、男女合校，從小學?中學?大學完整的教育體系；在課程設置上，從小學?中學?大學有完整的課程體系，各階段內容前後銜接，相對完整；在教育教學上， 「三從四德」等傳統女子教育內容被根本否定，而代之以新興的科學知識，運用班級授課制實行啟發式教學，注重實驗、實習；在教育管理上，傳統與現代管理方式交融，形成了獨具特色的教會女子教育管理模式；在學生出路上，女子通過接受教育，為進入社會準備了知識和能力條件，越來越多的女子開始到社會上尋求自己的位置，在職業生涯中體現自己的人生價值。
  2. Various research methods were employed. experiments, investigations, data analysis and research on literature carried out in and out of class all contribute to the conclusions obtained. meanwhile, drawing on the research results in the field of emotional education both at home and abroad, great effort was taken to make a valuable probe on the positive effects generated by emotional factors in the junior middle school classroom teaching management

    本研究試圖在充分考慮學生認知因素的同時以情感教育為切入點，側重於在中學課堂教學管理中調動學生非智力因素? ?情感的積極作用，採用實驗法、調查法、數據分析法、文獻研究法等，在中學課堂范圍內進行分析研究，同時借鑒國內外在情感教育領域的研究成果，就情感因素在中學課堂教學管理中所產生的積極作用做了一些有益的探索。
  3. Part two : organizing strategy of cooperative learning in implementation of new mathematical curriculum this part analyzes the problem in the process of implementing of cooperative learning in new mathematical curriculum by observing in classroom and studying case. six problems is : ( 1 ) the group activity stay on the formal, and lack the material cooperation ( 2 ) individual duty diffuse, " take a ride " phenomenon have the occurrence ; ( 3 ) student social intercourse technical lack. ( 4 ) no change in teacher ' s role, lacking guidance to student ; ? ividing group difficultly for big class formation, fulling of too much noisy in classroom ; ? valuation system is not well, group cooperation exist in name only, provides six suggestions for these problems : ( 1 ) dividing group scientificly and vividly ; ( 2 ) leading student active cooperative learning ; ( 3 ) increasing the individual duty ; ( 4 ) cultivating students " cooperative method and social intercours technical ; ( 5 ) enhancing management in classroom ; ( 6 ) handling a few relations rightly ; finally, puts forward the principle and program of orgnizing cooperative learning in new mathematical curriculum

    二、新數學課程實施中合作學習的組織策略本部分在對實驗區數學課堂觀察和個案研究的基礎上，分析得出了新數學課程實施中合作學習存在的6個問題：小組活動留于形式，缺乏實質性合作；個體責任擴散， 「搭車」現象時有發生；學生社交技能欠缺，合作效率低下；教師對自己角色轉變認識不清，指導作用沒有跟上；大班額分組困難，課堂過于喧嘩混亂；評價體系沒有跟上，小組合作名存實亡。針對這些問題，對新數學課程實施中開展合作學習提出了6方面建議：科學靈活地分組；引導學生主動合作學習；提高個體責任：重視對學生合作方法、社交技能的培養；加強合作學習中課堂管理；正確處理幾對關系。最後提出了新數學課程實施中合作學習的組織的原則和組織序列。
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