object teaching 中文意思是什麼

object teaching 解釋
實物[直觀]教授(法)。

  • object : n 1 物,物體,物件。2 目標 (of; for); 目的,宗旨。3 【哲學】對象,客體,客觀 (opp subject); ...
  • teaching : n. 1. 教學,講授。2. 〈常 pl. 〉教導,教訓,教義,學說。
  1. In order to insure the teaching object completely bring to success, to insure the classroom teaching quality steadily improve, to promote the students " body and mind healthy development and to obtain the best teaching effect. the teacher must innovate the traditional teaching design concepts and must put up system optimize design with the elements that impenetrate the teaching process, the structure of each element and the teaching tache with the guidance of modern teaching design theory

    為了確保課堂教學目標的全面完成,確保課堂教學質量的穩定提高,全面促進學生身心的健康發展,教師必須改革傳統的教學設計觀念,必須以現代教學設計理論為指導,對參與教學過程的要素,各個要素構成的結構和教學環節等進行系統優化設計,以期獲得最佳的教學效果。
  2. A brief talk about the application of object teaching in biological revision

    淺談直觀教學在生物復習中的應用
  3. The tradition teaching method of the new automobile structure lesson is the combination of class lecturing and experiment teaching ( real object teaching )

    汽車新結構課的傳統教學方法是課堂講授與實驗教學[實物指導]相結合。
  4. As to teaching methods, new - type teaching methods which stress practical ability such as object teaching, training emphasizing logical thinking and scientific experiments are promoted

    從教學方法上來看,直觀性教學、重視邏輯思維訓練及科學實驗等推崇實踐能力的新型教學方法得到提倡。
  5. Traditional vacabulary teaching methods consist of spelling teaching method, object teaching method, word - building teaching method, classified - vocabulary - memory method, cicle memory method etc

    聯想記憶單詞是近十幾年我國大陸上新出現的一種英語單詞教學方法。本文介紹了聯想記憶單詞的幾種方法以及課堂上所使用的聯想教學方法。
  6. Since the mid of nineteenth century, elementary school science has changed its forms from object teaching, study of nature to modern primary science, with its aims from personal development to personal - social development

    摘要自19世紀中葉起,西方小學科學課程發展經歷了實物教學、自然學習和現代小學科學課程三種形態,教育目的從最初的促進個人心智發展到今天的促進個人社會共同發展。
  7. This essay insists that object teaching and comprehensive designed experimental teaching should be strengthened in chemistry teaching according to its teaching features, which can foster students ' creative thought and fully develop the function of right brain

    本文主張在化學教學中,根據本學科的教學特點,加強直觀性教學和綜合設計性實驗教學,培養學生創造性思維能力,使右腦的功能得到充分開發。
  8. It concluded the teaching method of separated subjects, the teaching method of divided groups, the teaching method of lecturing, the teaching method of discussing, the teaching method of praising and encouraging the teaching method of pleasure, the method of object teaching, the method of on - the - spot teaching, the method of personality, the method of emotion - throwing and so forth

    胡瑗先生的「蘇湖教法」內涵極其豐富,它包括分科教學法(分齋教學法) 、分組教學法、講授教學法、研討式教學法、獎激教學法、愉快教學法、直觀教學法、現場教學法、人格感化法、情感投入法等。
  9. 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。
  10. Accumulate the process of the piece, to the classroom teaching, is a teacher according to the actual need of the teaching, face the different teaching object, aim at one some teaching stage and the teaching targets, make use of the teaching material well, combine the teaching strategy, create a lesson piece with valid phantasmagoria

    積件的過程,對課堂教學來說,就是教師根據教學的實際需求,面對不同的教學對象,針對某一教學階段和教學目標,充分利用教學素材,結合教學策略,製作出千變萬化的有效課件。
  11. 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。
  12. Taking the teaching research of general senior middle school as the object, the thesis makes a systemic investigation into the connotative meaning of the quality management of teaching research, the new quality perspective of teaching research, the staff management, overall management and whole - process management. it not only concludes the research achievements of other people, but also demonstrates the author ' s personal exploration and thought

    本文以普通高中教學研究為研究對象,就教學研究質量管理的內涵、意義、教學研究的新質量觀,及其全員、全面、全程管理等,進行了系統的探討,既總結了前人的研究成果,又展示了作者個人的探索與思考。
  13. The teaching object of this course is a undergraduate of the four years system pharmacology, traditional chinese pharmacology, and the course is an important professional foundation course

    本課程的教學對象為四年制藥學、中藥學專業本科生,該課程是一門重要的專業基礎課程。
  14. The dissertation takes the teaching process iri conveniional university as the research object. study how icts influence the conventiorial teaching process and will lead to what kind of changes

    本文以普通高校的教學過程為主要研究對象,研究信息與通訊技術將給高校傳統的教學過程帶來何種影響,將導致何種變化
  15. Object - teach - principle stresses overall - plan about contents, reaching deep by involving widely principle emphasizes overall - plan about circumstances. feedback timely principle reflects overall - plan about teaching process. the paper points out some problems that overall - plan teaching need to attend, such as relation between teacher and students, reasonable distribution about teaching and operation, imitativeness and creativeness in study

    藝二八碩士學位論文wmaster 』 sthesis一本文最後在實證性研究之後對整體性教學的課堂教學模式進行了反思,指出教師的教學要注意處理好師生關系,教師傳授與學生活動的合理分配,學生學習的主動性、整體性教學與創造性思維能力的培養幾個方面的問題。
  16. According to the object of the clothing technology & design of higher education, combined the practical teaching experience for 16 years in succession of clothing department of huizhou university, this paper researches on the graduation project teaching practice mode in the clothing technology & design, and provides the suggestion method

    摘要針對高等教育服裝設計與工程專業培養目標,結合惠州學院服裝系連續十六年的畢業設計教學實踐經驗,就服裝設計與工程專業畢業設計的實踐教學模式進行了研究,並提出了建議性方案。
  17. It can reflect the teaching quality of teacher ' s teaching, play the encouraging of rule, find the question of teaching in precise terms and enhance teaching quality. the thesis bring forth news ideas in two points. first, it made the evaluation of teaching quality of those colleges and schools of the chinese people ' s armed police army as an object of study

    本課題以「三個代表」重要思想為指針,以武警部隊對技術院校人才培養目標為依據,以現代教學質量評價理論為指導,研究了武警技術院校教學質量評價的特點、主要方法、組織實施,分析了武警技術院校教學質量評價應包括的主要內容,並在此基礎上構建了武警技術院校教學質量評價模型。
  18. On the design and writing of teaching object

    對課堂教學設計中教學目標闡明的思考
  19. This article is based on the general rule of teachin g, and resul ts from six year ' s research in the civilian - run school. during the six y ears, i ' ve done much research work in many areas, such as the relationship between tea ching quality and students resourses, curriculum and teaching aims, texts and stud ents, overall attendence and individualized instruction, the reforming of tea ching and instruction of learrning, the effect of subject and object, the element of intelligence and non - intelligence, the knowledge instruction and the competen ce training, the knowledge in and out of the classroom, the classroom - teaching an d the after - class coach, etc. the purpose of what i have done is to seek for a ki nd of teaching principal which is fit for the rule of the economic market and mi ght be the best way for the education

    文章以教學的一般規律為據,結合作者在民辦學校的教學中進行的近六年的跟蹤調查和深入考察,就民辦學校的教學質量與生源市場、課程設置與培養目標、教材內容與學生實際、面向全體與因材施教、教法改革與學法指導、主導作用與主體作用、智力因素與非智力因素、知識傳授與能力訓練、課內知識與課外知識、課堂教學與課外輔導等十個方面的關系作了初步探討,尋找既合乎市場經濟規律,又符合教育規律的最佳結合點,以期為民辦學校總結行之有效的教學原則,提供可資鑒戒的參考。
  20. Aim at the above key sticking point, this vice studies the some concerning in submission the settle the knowledge reasonsrlmprimis, the school wants to be positive to adapt to the solicit that community transform, setting out from the realistic subsistence in student, transfering the student the study the activity, abandonning the learn the mindjagain, further reinforce in school and the communication of the of household, aim at a domestic student ' s teach according to his ability ; the third, transform to come in the school training various factors that learn can pall to learn, this among them include the training object, teaching method, program creation, evaluation of one ' s performance tool, employed atmosphere, mental state health etc. several contents s ; ultimately, approval beak this on instructing the student transforms the learns the behavioral key role make above various operationses carried practical

    從教師方面談,致使中專生厭學的原因是教師學習的停止,學術鉆研不夠,教學觀念與教學方法陳舊而直接影響學生學習。針對以上癥結,本次研究提出一些關于解決厭學問題的思考:首先,學校要積極適應社會轉變的要求,從學生現實生存出發,調動學生學習積極性,摒棄厭學思想;再次,學校進一步加強與家庭間的溝通,針對不同類家庭的學生因材施教;第三,改變學校教育中導致學生厭學的各項因素,這其中包括培養目標、教學方法、課程設置、考核方法、就業環境、心理健康等多項內容;最後,通過教師這一指導學生改變厭學行為的關鍵角色使上述各項工作貫徹落實。
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