teaching evaluation 中文意思是什麼

teaching evaluation 解釋
教學評價
  • teaching : n. 1. 教學，講授。2. 〈常 pl. 〉教導，教訓，教義，學說。
  • evaluation : n. 1. 估價，評價。2. 【數學】賦值，值的計算。
  1. The teacher ' s teaching basic qualify standard should include the value quality, the training of teacher ' s morality, the cultural science attainment, the business capability, the body and mind appreciation of the beauty and the all - round innovative diathesis, etc. the teaching skill standard should include the ability standards ( the teaching design ability, the teaching expression ability, the organizing teaching ability, the ability to handle the teaching method, the stimulation learning capacity, the teaching evaluation ability, the teaching academic ability and the subject particularity ability, etc. ) and the technical standards ( the mission standard, the effect standard, the administrative standard, the economic criteria and the technical standard )

    教師的教學基本素質標準應包括品德素養、師德修養、文化科學素養、業務素質、身心審美素質和創新素質等方面的標準。教學技能標準應包括能力標準（教學設計能力、教學表達能力、組織教學能力、運用教法能力、激勵學習能力、教學評價能力、教學研究能力、學科特殊能力等）和技術標準（任務標準、效果標準、管理標準、經濟標準、技術標準） 。教學效果標準應包括社會評價和院校評價，院校評價者包含專家、同行、學生和管理者評價。
  2. Through the analysis of inherent characteristics of information technology, the function of it integration with course teaching, as well as the orientation of balanced educative reforms, this research delivered a potential tool to further promote the effective allocation of remote teaching resources. this paper also elaborates how to apply it functions in actual teaching practices, so as to improve students ’ enthusiasm, creativeness, independence thinking, and their general competitiveness. the implementation of information technology and courses integration will undoubtedly induce the evolutions in areas of resources allocation, course implementation, teaching evaluation and learning method transformation, and accelerate the reform and development of the whole education industry

    針對這些問題，本文以信息時代特徵為背景環境，以信息技術與課程教學整合現狀為鋪墊，在闡述相關概念和理論依據的基礎上，結合信息技術的教學功能特點及教學案例，研究信息技術與課程教學整合的基本指導思想、方法和途徑，旨在探索、總結信息技術與學科教學有效整合的模式、支撐教學資源及軟體的體系架構及建設方法，形成可借鑒、可操作的有效整合程序體系，為中小學教師開展有效整合提供具有引領性的、容易接受的操作規程，尤其是為農村中小學校有效利用遠程教育資源推進新課改，實現教育均衡發展提供有效的方法。
  3. The grey cluster model of classroom teaching evaluation

    課堂教學評估的灰色聚類模型
  4. 11 what is the guideline of the teaching evaluation

    教學評估的指導思想是什麼？
  5. Teaching goal tendency degree : a new teaching evaluation criterion of skill curricula

    一個新的術科教學評價標準
  6. Maritime english teaching evaluation strategies

    論提高機械制圖課程的教學質量
  7. Teaching evaluation is to transfer educational concept

    教學評估應以觀念評估為導向
  8. Teaching evaluation in institutions of higher learning : mechanism study

    高校教學評估機制研究
  9. Reflections on behavioral science of teaching evaluation

    對教學評價的行為學思考
  10. A tentative probe into reform of classroon teaching evaluation

    課堂教學評價改革淺談
  11. In this study, three parts are included as followings : reading materials, teaching practice and teaching evaluation

    研究之內涵包括浮力單元讀本之編寫，教學實驗與教學評量三部份。
  12. From the data obtained in this research, four dimensions were identified for delimiting and defining tb of teaching : the teachers " conceptions of students " learning, the content of teaching, evaluation and teachers " conceptions of treating students. if the score is less than 3, he / she is regarded as disagreeing with the related beliefs

    本研究以489名中小學在職教師為對象，採用利克特式六點量表，本研究假設，教師信念與教師的工作投入、反思智力、批判思考傾向、工作滿意度及教師的教學效能感有關。
  13. In analyzing its developing orientation and educational philosophy, the core value of teaching evaluation lies on two aspects : managerial value and educational value

    從大學教學評價的歷史走向和教育哲學兩個維度分析，大學教學評價的核心價值體現為管理價值和教育價值。
  14. At present, for the appraisal guiding ideology of teacher ' s quality of teaching evaluation present status at home and abroad, it

    從評價結果的處理上看，既要和教師的資格獲得、聘用、續聘、解聘相掛鉤，又要有利於教師提高教學水平。
  15. Basing on achievements we have gained, we should consolidate emphasized items of gtci researches and strengthen weak parts as follow : researches on geography education sustainable development and innovative thought and main body ideology in teaching, geography education comparative researches, geography curriculum theory and application, geography teaching syllabus, geography textbooks, student ' s learning psychology, learning methods and geography teaching evaluation

    我國地理課程與教學論研究要在現有成績之上，繼續鞏固原有的研究強項，同時要加強以下薄弱環節的研究：地理教育可持續發展及地理教育中創新思維和主體意識培養的研究、地理教育比較研究、地理課程理論與應用研究、地理課程標準研究、地理教材研究、學生學習心理以及學法指導研究、地理教育評價研究等。
  16. Chinese school gtci researches gain enormous achievement : comparably complete school geography curriculum system was established and sorts of textbooks were published ; geography teaching in classroom was optimized leading to high quality of teaching ; the preliminary geography teaching evaluation system promotes the development of all round development education. there are some problems lying in gtci researches : institution of them is not perfect and we must enhance the management of gtci researches ; the contents of them are not complete and we should reform them as soon as possible ; level of them is heightened but most of them confine to application researches ; we should direct education researches using modern education ideology and conception

    我國地理課程與教學論研究存在以下一些問題：研究制度還不完善，必須加強地理課程與教學論研究的制度管理；研究內容還不完備，在有些方面d飛碩士學位論文vn 』 』 h ehvu 」 r廠s川ie譏還存在著研究的盲區和薄弱地帶，必須盡快進行彌補；研究水平盡管有很大的提高，但大多局限於應用研究，理論研究還有待加強；研究的指導思想還有待端正，要用現代教育教學思想來指導教科研工作。
  17. Connotation of undergraduates teaching evaluation program ' s indicators in colleges and universities

    高等學校本科專業教學工作評估方案探討
  18. On the conclusion and usage of the undergraduate teaching evaluation in chinese common higher institutions

    論我國普通高等學校本科教學評估的結論及其利用
  19. 13 what are the three stages of the undergraduate teaching evaluation

    本科教學評估的三個階段是什麼？
  20. Rationally thinking over undergraduate teaching evaluation in regular higher education institutions

    對普通高校本科教學評估的理性思考
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