cooperative teaching 中文意思是什麼

cooperative teaching 解釋
合作教學
  • cooperative : adj. 1. 合作的，協作的，共同的。2. 合作社的。3. 〈美國〉（大學文科）有關[包含]各種實習活動的。n. 合作社。adv. -ly ,-ness n.
  • teaching : n. 1. 教學，講授。2. 〈常 pl. 〉教導，教訓，教義，學說。
  1. This teaching model lays stress on improvement of the students " learning methods, on cultivation of their consciousness of cooperative studies, and on fosterage of their good reading habit, and promotion of their education for all - around development. meanwhile, it lays a foundation of the students " self - education and lifetime education

    這種教學模式注重改變學生的學習方式，注重學生問題意識和合作探究能力的培養，注重學生良好的閱讀習慣的養成以及學生整體素質的提高，為學生的自我教育，終身教育奠定基礎。
  2. The information technique applied in teaching can help to set up the ideal teaching environment for the high school : which helps to motivate the students to study more interestedly, stressing the corpus function of student as learning people, good to obtain and keep the knowledge, helping to realize buildup and management of the teaching information most effectively, good to realize the spirit of cooperation and to promote the development of the advanced perception ability of cooperative study, to form the frontier spirit of innovation and promote the research study of developing the information ability

    信息技術應用於教學可為高校創建理想的教學環境：有利於激發學生的學習興趣，突出學生的主體作用；有利於知識的獲取與保持；可實現對教學信息最有效的組織與管理；有利於實現培養合作精神並促進高級認知能力發展的協作式學習；有利於實現培養創新精神和促進信息能力發展的探究性學習。信息技術可作為學習對象、學習工具、教學工具這三種方式在高校學科教學中的應用。
  3. The target of the geography research study, primarily the target of experience, emphasizes the study process of students, the student participation directly and experience personally. therefore, combining with the contents and practice that can be proceeded in high school geography teaching, the general mode, cooperative mode, discoverable mode, applying mode and opening mede have been constructed, and illustrated by the active example of " the changes and causes of the phase "

    地理研究性學習的目標主要是體驗性目標，它強調學生的學習過程，學生的直接參與和親身體驗，因此結合中學地理可進行的研究性學習內容的實際，構建了中學地理研究性學習的一般模式、協作模式、發現模式、應用模式和開放模式，並通過「月相變化及成因」的鮮活示例加以說明。
  4. Because cooperative learning which is carried out in groups has its specific feature different from traditional teaching, some aspects such as class " management and organization, coordinating group activities, dealing with relationships among class, group and students, play important part in cooperative learning. this paper also goes further into the problem of teachers " role. based on this, it puts forwards its own views and propositions about the relationship between cooperative learning and other kinds of learning styles, just as a reference for future teaching practice

    由於合作學習課堂具有以小組學習的順利進行來達成教學目標這一有別于傳統教學的特點，因此對課堂的組織與管理，協調各個小組的學習活動，處理好全班? ?小組? ?學生個體之間的關系就顯得尤為重要，為此本文還對教師的角色問題作進一步的探討，在此基礎上本文對課堂合作學習與其它學習方式的關系等問題也提出了自己的見解和主張。
  5. 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。
  6. The aim of cooperative educations is cultivating creative talents who can solve realistic problems and utilize modern technology. to achieve the goal, the author compares the patterns of alternating of fieldtrip and study, integrating field work with study combining teaching with research and their implement methods. then the author analyzes a few teaching programmes according to varies periods of study and fireworks, such as 71, 521, patterns of permeation

    基於產學研合作教育的培養目的，即培養有創新思維的、善於解決實際問題和熟練運用現代技術手段的動手能力強的創業創新人才的目的，比較了1讀交替、工讀結合、以科研促教學（工程研究中心、校辦高科技企業或實踐基地、大學科技園區、企業博士后流動站）等模式，並按理論學習期與工作實踐期時間分配不同，分析了幾種不同的教學計劃方案，如刀式、 521式、 121式、滲透式。
  7. 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。
  8. From this we can say cooperative learning is a successful teaching method and strategic system, " drawing lessons from history, drawing lessons from foreign countries " is our basis principle when we absorb domestic and international advanced experience

    由此可以看出，合作學習是一個非常成功的教學理論和策略體系。 「古為今用，洋為中用」是我們借鑒和吸收國內外先進經驗的基本原則。
  9. 2. the teaching strategy to promote group cooperative inquiry significantly promote student ' s understanding, practical apply, variable control and experiment design. 3

    （ 2 ）旨在促進小組合作探究的教學策略對學生的識記理解、實際應用、變量控制和設計實驗表現出顯著的促進作用。
  10. Analysis of total quality management from the sino - australian cooperative teaching program of shanghai dianji university

    從上海電機學院中澳合作教學項目看全面質量管理
  11. Many researches show that cooperative learning is an effective pattern of organizing teaching

    眾多研究表明，合作學習是一種有效的教學組織形式。
  12. Cooperative learning is the classroom - teaching format that is widely used all over the world

    合作學習是目前在世界范圍內被廣泛運用的課堂教學組織形式。
  13. Case teaching in management, which emphasizing the interaction between the teacher and the students, attaching importance to training students ' ability of autonomous learning, cooperative learning, innovation, healthy personality and team awareness, will build up a bridge between management theory and practice and is bound to becoming the major trend of teaching with strong vital force in the teaching of management

    摘要管理案例教學強調師生互動，注重學生自主學習、合作學習與創新能力、思維能力以及健全人格、團隊意識的培養，在橫亙于管理理論與實踐之間的溝壑上架起一座橋梁，必將發展成為管理教學中生命力極強的主流教學模式。
  14. Most confucius institutes adopted the sino - foreign cooperative manner, dealing with all levels of chinese teaching, chinese language teacher training, testing and counseling chinese, chinese competitions, counseling of study in china, introduction to contemporary china, china ' s commerce and cultural experience and knowledge of china, which received warm welcome by the all fields of the community

    絕大多數孔子學院的建設採用中外合作的方式，內容涉及各層次漢語教學、漢語師資培訓、漢語考試和輔導、漢語比賽、來華留學咨詢、當代中國介紹、中國文化體驗和對華商貿知識等，受到所在地社會各界的熱烈歡迎。
  15. The preliminary research on the strategy of cooperative teaching and three - dimension evaluation used in swimming teaching

    大學生英語詞匯學習策略教學的實驗研究
  16. The result showed that psychological health would be improved by cooperative teaching evaluation in middle school p. e

    結果顯示：中學體育課實施合作教學能明顯提高學生的自尊水平，有利於促進學生的心理健康。
  17. From the practical view of point, the writer makes researches on students ' learning envcionment and sums up the target - cooperative teaching and learning mode in oral english course

    筆者從實際出發，研究學生的學習環境和條件，總結出英語口語課的「目標合作教學模式」 。
  18. Using the method of documentation and questionnaire, the author designed the cooperative teaching method in middle school p. e., and probed into the new approach of cultivating students ' self - esteem in middle school p. e. by using the method of teaching experiment

    摘要在文獻資料法、調查訪問法的基礎上，設計了中學體育課合作教學方案，運用教學實驗法，探索中學體育教學中提高學生自尊水平的新途徑和新方法。
  19. After making a careful analysis on the factors which influence the english teaching in secondary vocational schools, such as the goals of secondary vocational education, the features of english as a second language for secondary vocational school students and its teaching aims, the factors influencing the students " english learning, the quality of the english teachers and the teaching material, etc. the author put forward cooperative teaching method

    在實驗中，筆者把學生按照英語學習水平分成甲、乙、丙三個等級，再參照學生性格特徵、組織能力、自我控制能力、學習習慣等因素，把實驗組學生分成四人一組的異質合作小組，并力爭使各小組間在實力上大致均衡，從而形成組內異質，組間同質的格局。
  20. By analyzing the learners " different cognitive styles, the essay probes into the matter of cooperative teaching and learning according to students " aptitudes. the author makes the experimental study on the english reading and writing teaching in two classes of senior one in longyan overseas chinese middle school. the results of the experiment shows that implementing the strategy of cooperative, learning not only takes the advantage to improve the students " study interest of english and divert their study aptitudes, but also develop the students " self - consciousness and train their various abilities

    本文通過分析學生認知方式的差異，探討在中學英語合作學習過程中因材施教的問題，通過對龍巖僑中高一年級部分學生進行英語寫作與閱讀教學實驗研究，發現實施合作學習不僅極大地提高學生英語學習的興趣、轉變了學習態度，而且提高了學生的主體意識，培養了多種英語能力，尤其是合理地按照認知方式不同進行的分組合作學習明顯有利於提高學生的英語學業成績。
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