educational biology 中文意思是什麼

educational biology 解釋
教育生物學
  • educational : adj 教育（上）的；有關教育的。 the educational course 學歷。 an educational worker 教育工作者。 a...
  • biology : n. 1. 生物學。2. 生態學。3. 〈總稱〉一個地區的生物。
  1. 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。
  2. 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。
  3. In the situation of the reform of the new curriculum, biology teachers must have the four aspects of qualities : the noble teachers ' morality ; modernizational theory of education ; educational views and methods and rich knowledge to satisfy the needs of the new curriculum reform

    摘要在新課程改革的大潮中，生物學教師必須具備高尚的師德，現代化的教育理論，新課程理念下的教育觀點和指導方法，以及淵博的知識，才能適應新課程改革的需要。
  4. Onto the 21st century, inquiring learning has been given prominence in the new standard of curriculum for its novel methods and characteristics and how to improve its quality and effect is a question waiting for study. with the educational biology as a start and the developmental characteristics of metacognition of students as a breakthrough the essay has investigated the effect of inquiring learning in the metacognition

    步入二十一世紀，探究性學習以其新穎的方式和特點在新的課程標準中，被擺在了突出的位置，如何提高探究學習的質量和效果是尚待研究的課題，本文從教育心理學角度出發，以學生的元認知發展特點為突破口，從上饒市二中隨機抽取初一兩班學生分別作為實驗班和對照班，研究了元認知訓練對探究學習效果的影響。
  5. As a completely new study method, creative learning treat the questions as the media, create a kind of enviroment and process which are similar to scientific studyjet students collect, analyse, and deal with informations by themselves in order that they can feel and experience the process of creativing knowledge. in this way, they can understand society. learn how to study, cultivate their ability of analysing problems, solving problems and ability of creativeness. as the creative study has the characters of open. experimental processive, which made it can be used widely in all subjects ' teaching and spread thoroughly and quickly. i want to explore how to adopt the creative learning in common school combined with biology teaching through educational experiment. this educational experiment is seclected from two classes ' students in senior two from xi ' an no. 33 middle school. these two classes ' students were regarded as the materials of this experiment. the experiment lasted for three months and adopted natural experienc e. i had two tests before and after the experience. during the class period and free time, i would holden creative learning under the condition of obeying the principal of experiment

    作為一種嶄新的學習方式，研究性學習在教學過程中以問題為載體，創設一種類似科學研究的情境和途徑，讓學生通過自己收集，分析和處理信息來實際感覺並體驗知識的產生過程，進而了解社會，學會學習，培養學生分析問題，解決問題的能力和創造能力。由於研究性學習呈現出開放性、自主性、實踐性與過程性等特徵，使得它在各學科教學中得以廣泛運用，並迅速推廣開來。本人通過對國內大量文獻資料的研究，發現研究性學習主要是在經濟、文化發達，教育觀念先進，硬體設施良好的沿海城市及重點中學開展。
  6. Middle school biology pedagogy ( msbp ) is an educational science which studies biology teaching in middle school and also an applied science requiring frequent practices. based on the theories of pedagogy and psychology, msbp has become an independent scientific system by absorbing teaching experience and research results of modern pedagogy

    中學生物教學法是一門研究中學生物學教學的教育科學，也是一門實踐性很強的應用科學；它以教育學和心理學為理論基礎，總結中學生物學教學的實踐經驗，並吸收現代科學教學方法的有效成果，從而形成一門獨立的科學體系。
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