individual teaching 中文意思是什麼
individual teaching
解釋
個別教學- individual : adj 1 單一的，個別的，單獨的。2 個人的，個體的。3 特殊的，特有的，獨特的 （opp General universal...
- teaching : n. 1. 教學，講授。2. 〈常 pl. 〉教導，教訓，教義，學說。
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Students enrolled in the course are expected to complete the assignments and then demonstrate their mastery of the material in an individual checkoff interview that is scheduled with the teaching assistants
我們期望注冊本課程的學生要完成作業，而且要在安排的時間向助教表達他們對材料的掌握程度。 -
This text considers that permeation teaching is the main way of mathematics method of thinking ' s teaching, and analyzes permeation teaching of the different moment, particularizes two individual cases example : anatomizes mathematics method of thinking of the chapter cleping " rational number ", and the project of its permeation teaching ; anatomizes the teaching measure of making students from feeling numeral - form combination method of thinking, to agile using it
本文指出滲透是數學思想和方法教學的主要方式，分析了不同階段的滲透教學，並列舉了兩個案例：剖析有理數一章的數學思想和方法，及其滲透方案；分析學生從感悟數形結合的思想方法，到靈活運用的過程中的教學措施。 -
This is the first key stage of deliberative teaching. next, the individual student c
本文在這一部分中提供了一個語文研討式教學的較成功的個案。 -
In current stages, there being absorption without creating, individual without communion and cooperation, dilettante and aimless in mathematics teaching multi - media plan
摘要現階段數學教學課件中存在拿來主義、缺乏再創造，單邊主義、缺少交流與協作，泛泛主義、沒有針對性等問題。 -
And also, we should encourage and guide students to express their individual viewpoints. 2. leniency of teaching the leniency principle of teaching is that teachers should keep a lenient, encouraging and appreciating attitude in teaching to students " doubt and seeking for difference, but not be overcritical and stifle
（含案例）肇碩士學位論文、 1入凡l 』 [ r 』 s飛1iesi卜2 、教學的寬容性原則所謂教學的寬容性原則，是指教師在教學中對學生的置疑和求異應持一種大度、欣賞和鼓勵的態度，而不能苛求和壓制。 -
Beginning with the connotation of chinese, the authors analyses the relationship between speech form and speech content, illustrates the ever - changing form should follow its basic rules. comparing with content, the author thinks speech form has the feature of direct perception, the stability and limitation. thus, chinese teaching based on the form is not only in accord with the law of individual perception and psychological development, beneficial to develop the students " perception structure, but also it " s an important principle, the center of chinese teaching, the main foundations to train the students " language ability
本文澄清了人們對語文學科的幾個基本概念的曲解和誤會，從語文的內涵入手，科學地界定言語形式和言語內容的概念與關系，並從學習個體認知學習的心理發展規律和語文教學自身的內在規律方面尋找理論依據，闡述了言語形式雖是「千變萬化」的，但有其基本規律可循，且此基本規律是「千篇一律」的，與內容相比，具有相對的直觀性、穩定性和有限性，所以，語文教學以言語形式為主，既符合學習個體認知學習的心理發展規律，有助於學生良好的認知結構的構建，遷移學習能力的形成及認知能力的發展；同時，以言語形式為主，又是語文教學的一條重要的客觀規律，它是語文教學規律性運轉的「軸心」 ，是培養學生言語能力的「抓手」 、語感能力形成的源泉、弘揚人文性的依託。 -
This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study, the characteristic and specific situation formation ( the background, precondition ), to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training, facing all students and choose the typical individual to track at the same tune, and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file, etc to strengthen one " s own consciousness, learn to regulate oneself ; to evaluate the effect of attribution training, that is, chemistry - learning efficiency, the author actively try combining subjective evaluation with objective evaluation, teachers " evaluation with students " own
本研究較深入地了解到高一學生對化學學習的自我效能感現狀，高一學生在化學學習中的歸因傾向、特點及其形成的特定情境（背景、前提條件） ，並據此在化學學科教學中對學生進行心理歸因訓練;採用團體輔導與個別訓練相結合，面向全體學生同時選擇典型個體進行追蹤，積累案例材料;充分發揮學生主體的主觀能動性，通過寫反思日記或學習小結、建立化學學習檔案等方法，強化自我反思意識，學會自我調節:積極嘗試主觀評價與客觀評價、教師評價與學生自我評價相結合的方式，對歸因訓練效果即化學學習效能進行了評價。 -
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。 -
From the analysis on students ' individual character difference, this paper probed into some issues of the teaching, such as the teaching thought of the difference, course reform in the difference teaching, difference dividing level teaching form, difference teaching management, difference common - sense method of teaching, opening humanized teaching environment, etc. so as to offer some reference for educational teaching
摘要本文從學生的個性差異分析入手，探討了差異教學思想、差異教學中的課程改革、差異教學中的分層次教學形式、差異教學環節的管理、差異教學的常用方法、創設人性化的教學環境等問題，旨在為教育教學提供一些借鑒意義。 -
It is suggested that it is necessary and feasible to decrease the students " an xiety in classroom english teaching if cultural background and individual differences are paid attention to, if the decrease of students " anxiety is treated as one of the teaching targets, and if a lively classroom atmosphere is created with students " self - confidence built
最後，文章建議，在大學英語教學中，教師應從文化背景入手，注意學生的個人差異，把降低學生的課堂焦慮感當作教學目標之一，創造輕松活潑的課堂氣氛，樹立學生學好英語的自信心，從而提高其英語學習效率。 -
The feature of comprehension is based upon students, attempting to carry forward the spirit of main body of students in linguistic sense teaching. feature of entireness is from the angle of literary works, demanding that the linguistic sense teaching is based on the macro - examination and systematic mastery of the entire modern essays. feature of construction concerns the aim of linguistic sense teaching, which on one hand is to realize students " individual construction of literary works, and on the other hand construct their language ability and spiritual personalities
感悟性是立足於學生的角度，力圖弘揚學生在語感教學中的主體精神；整體性是從言語作品的角度來說的，要求在語感教學中要立足於言語作品的整體進行宏觀審視與系統把握；建構性是就語感教學的目的而言的，語感教學一方面要實現學生對言語作品的個性化建構，另一方面，要利用言語作品實現對學生言語能力與精神人格的建構；動態性特徵指出了學生的語感能力的養成是一個需要長期涵養和訓練的過程。 -
To offer professional psychological consultation to individual students to help them overcome the mental obsession. based on the body and mind characteristics of key senior high school students, this teaching mode uses albert ellis " theory of rational emotive behavior therapy, adopting 3 methods as grading collective psychological instruction centered on this theory, group instruction with " self1 concept as a cut - in point, and individual one - to - one psychological consultation. meanwhile we choose aat ( academic aptitude test ) and mht ( mental health test ) index as our evaluating indicator to observe the efficiency of psychological instructions
根據重點中學學生的身心發展特點，本模式選用albertallis的rational - emotive - behaviortherapy理論，並採用以此理論為核心的年級集體心理輔導、以自我概念為切入點的團體心理輔導和以個別為單位的一對一心理咨詢這三個層面同時展開的方式，同時選用《學習適應性診斷測試》 （ aat ） 、 《心理健康診斷測試》 （ mht ）作為評價統計指標，來考察心理輔導的有效性。 -
The effect of relay trial teaching after individual teaching skill practising is to master systimatically the usage of each teaching skill in class, and to combine skills with the contents and targets of the teaching as to correct and improve the students trail teaching and each others remarks
在完成單項教學技能訓練的基礎上進行接力試教的作用在於，系統把握各項教學技能在實際教學中的運用，把技能與完整的教學內容與教學對象結合起來，通過小組學習的互相評價以達到有效的修正、提高。 -
Changjiang university should strengthen the teaching administration and provide the training on the teaching methods for the teachers. and the university should increase the funds for education, prefer the teaching environment, and improve the teachers " morals. to reform the teaching methods, changjiang university should emphasize on the discussion, cooperative learning, inquiry and creative spirit, the individual teaching and modern teaching technique
長江大學應著實加大相關教學管理領導以及教師教育科學理論與教學教法知識的培訓力度，增加教育經費，改善教學環境，加強師德建設，從重視討論與交流、重視合作學習、重視探究和創新精神的培養、重視個性化教學以及重視採用現代教學技術等幾個方面對本科教學方法進行改革。 -
By this way the mechanism of cooperation within each group and the competition among groups would come into reality, so the passive effect of " label effect " would be decreased. to the ranking of teaching goals, the paper insist on the stimulating principals. during the teaching process, it is important to integrate individual teaching, group teaching and collective teaching according to different teaching goals, tasks and student ' s features. besides the article summarizes the steps of effiently organizing the teaching activity to make the whole teaching system function best
在主體分層中實行顯性分組，隱性分層，形成組內合作，組間競爭的運行機制，減少「標簽效應」的負面影響；在教學目標分層中提出目標的激勵性原則；在教學過程中，根據教學目標、任務和學生認知特點的不同，把課堂的主渠道與課外的輔助延伸相結合，將個別輔導、分組教學、集體教學等進行多元化的優化組合，力爭使課堂教學效果最佳。 -
The former focuses on the field of curriculum theory, instructional design theory, and constructivism ; the latter on educational technique, information tools and computer science, etc. sometimes the two mainstays coincide on the level of philosophy, sociology and psychology metaphysically ; sometimes they integrate in individual teaching activities
形而上時，這兩條主線會在哲學、社會學、心理學的層面上會合；形而下時，它們會在現實的教學活動中以案例的形式進行整合。 -
Behavior layer accomplishes teaching task, collecting feedback, and cooperate with teachers ; strategy - programming layer forms the appropriate individual teaching strategy based on every registered student ' s characters ; resource layer is the main store of all kinds of information resources, learning records and rules
Dtaif的三層結構分別是行為層，策略規劃層和資源層。行為層完成教祈務，採集反饋信息並與教師協作與交互。策略規劃層依據每個注冊學生的特點，制定適合自身特點的教學策略；資源層主要是各種信息資源、學習記錄和規則的存儲。 -
Individual teaching and competence education
個別化教學與素質教育 -
In addition to the basic subjects, students also receive individual teaching programmes and rehabilitation training according to their needs
本校提供基本學科學習，更因學生的個別需要而增設小組或個別訓練項目，以下為本校提供之課程及訓練： -
It is claimed that practical concepts, concrete and individual teaching contexts are required for the implementation or construction of the teaching philosophy
建構教師教學哲學，需以實踐的、行動的觀念，在具體的、個人的教學情境中實施。
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