potential as teacher 中文意思是什麼
potential as teacher
解釋
教學的潛力-
L. potential as teacher
教學的潛力 -
Potential as teacher
教學的潛力 -
It regards the master of knowledge as its sole objective and ignores the vitality of teacher and student ; it pursues unified requirements and ignores students " differences and potential development ; it emphasizes linear and static control and ignores dynamics and synthetic aspects of teaching ; it stresses one - way subject - object structure and ignores subjects " multipole interaction, social interaction, two - way structure and dual conformity in subject - object - subject structure in educational communication
它以知識的掌握作為教育的唯一追求，忽視教師、學生的生命性；追求統一要求，忽視學生的差異性、潛在發展性；強調線性的、靜態的控制，忽視動態的非線性的動態生成性和綜合滲透性；強調單向度的主體一客體，忽視教育交往中主體?客體?主體結構中主體的多極性、社會交往性以及雙向建構和雙重整合性。 -
With laying the emphasis on it, the basic idea of using the subject inquiry teaching pattern, the activities and relationship between teacher and students during the teaching process, are explained in detail in this essay. at the same time, it makes a conclusion on the practical principles of the subject inquiry - inter - supplementary of learning sites, of learning means, of organization style and learning style, of personal intercourse. finally, it discusses the dividing line between subject inquiry and other teaching patterns, its applicable scope, the existing problems and shortcomings as well as the potential issues in need of further researching and solving
本文基於教學實踐歸納了網路信息技術與化學課堂教學整合的「主題化探究」的教學模式，以此為重點詳細闡述了運用網路信息技術的「主題化探究」教學模式的基本理念、教學過程中師生活動方式和相互關系；總結了「主題化探究」模式「學習場所互補、學習工具互補、學習組織形式、學習方式互補、人際交往方式互補」的實施原則；最後討論了「主題化探究」模式與其他模式的界分、 「主題化探究」模式適用范圍，存在的問題和不足以及需要進一步研究和解決的問題。
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