teaching strategy 中文意思是什麼

teaching strategy 解釋
教學策略
  • teaching : n. 1. 教學，講授。2. 〈常 pl. 〉教導，教訓，教義，學說。
  • strategy : n. 1. 戰略（學）。2. 策略，作戰方針 〈cf. tactics 〉。
  1. The teaching strategy has many good characters, such as the pertinency, maneuverability, selectivity, processiveness, flexibleness and so on

    教學策略具有目標指向性、針對性、可操作性、擇優性、過程性、整體綜合性、層次性和靈活性等特點。
  2. 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。
  3. The ecological model of middle school education content mainly includes ( 1 ) its theory base ; ( 2 ) its targets, idea ; ( 3 ) its teaching rules ; ( 4 ) its teaching strategy ; ( 5 ) its education practice. i bring up its students valuation methods and its valuations of practic as a try, these are a piece of its content

    中學化學教育生態模式的主要內容包括：生態模式的理論基礎；生態模式的目標、觀念；生態模式的教學原則；生態模式的教學策略；生態模式的教育實踐。作為構建模式的一項內容，還嘗試性地提出了中學化學教育生態模式的學生評價方法、及模式實踐的評價。
  4. Research on foreign language teaching strategy of developing meta cognitive tactics based on factor analytic approach

    基於因子分析的元認知外語教學策略研究
  5. We design the teaching strategy from two level : teach attributes and relations ( call for micro teaching strategy ), teach a concept or a curriculum ( call for macro teaching strategy ) et al. designing an exercise module. one of the labor - intensive tasks in developing an intelligent tutoring system is to manually design tests to determine, posterior to a single lesson, whether a student has properly mastered the taught concepts

    本文設計了兩個層次的教學策略，一個層次是對領域本體抽象層中的屬性和關系的教學（稱為微教學策略） ，另一個層次是對一個知識點（或一個本體、一節課）的教學（稱為宏教學策略） 。
  6. This article started with the background of " 3 + x " model, aimed to explore the conception and the essence of " 3 + x ", seeked for the gap between this model and actual biology teaching, disclosed the drawback of " education for tests " that existed in both idea and practice of teaching as well as the lack of role consciousness, efficiency and innovation, and consequently presented relevant teaching strategy and measures

    本課題從「 3 + x 」高考模式產生的背景中追根搠源，探討「 3 + x 」的命題立意及實質，從實際的中學生物學教學現狀的調查研究中找尋與之不相適應的差距，發現了教育教學中從觀念到實施所存在的「應試教育」的遺患，以及課堂教學中存在的主體性、有效性和創新性缺失等問題，進而提出了相應的教學策略和措施。
  7. At first, it briefly introuduces the theory of inqury teaching ; secondly, it criticizes the disadvantage of biology teaching method at present in the high school, and speifically originates inqury teaching strategy, and brings about inqury teaching procedure, which are appropriate for the practice of biological class teaching on the basis of the theory of inqury teaching ; thirdly, through experimental research, the author draw some conclusions : 1. improving the study interest of biology and divert the study manner of the students ; 2. developing the self - consciousness of the students ; 3

    為了便於具體而全面評價這一策略對教學的影響，我們從四個方面提出假設，採用定量研究與定性研究相結合，前、后測控制組現場教學實驗的方法，在不中斷正常教學秩序的前提下，在生物課堂教學中施行探究教學策略的教學干預，然後具體進行測量，最後通過統計學原理予以科學、合理地評價。通過對數據的系統分析，我們可以發現： 1
  8. In teaching principles, the subject - teaching mode follows instructive, reasonable, active, creative and opening principles. in teaching strategy, we emphasize to create a democratic, equal and harmonious atmosphere

    在教學原則上，物理課堂主體性教學模式要求遵循引導性、理性教育與非理性教育相結合、過程性、活動性、全體性、創新性、開放性等原則。
  9. There is not notable difference between undergraduate peer leader and graduate ones in leading behaviors. and team members affirm the role of peer leaders in leading effect. it is a successful teaching strategy for peer leader to lead student team learning, which can better improve individual development for both peer leader and team member

    研究生身份的導生和本科生身份的導生在引導行為和引導感受上不存在多方面的顯著差異，而在引導效果方面，學生比較認同導生角色的存在，導生引導團隊學習是一種成功的雙向建構教學策略，該策略同時對導生和被指導的學生的個人成長與學習發展產生良好的影響。
  10. 2. the teaching strategy to promote group cooperative inquiry significantly promote student ' s understanding, practical apply, variable control and experiment design. 3

    （ 2 ）旨在促進小組合作探究的教學策略對學生的識記理解、實際應用、變量控制和設計實驗表現出顯著的促進作用。
  11. The result is that chemistry conceptual change teaching model and teaching strategy can achieve favorable effect and help students understand new conception more meaningfully. it possesses very positive current significance. in the end, we preview prospect for future research along with analyzing the p

    實踐證明，在化學教學中運用概念轉變教學模式和教學策略能取得良好的教學效果，有效地促進學生的概念轉變，提高學生對新概念的理解和認識。
  12. If the chinese teacher can soberly realize these differences and utilize a reasonable teaching strategy with regards to such aspects as organizing teaching, guiding the student to grasp language skills in the target language and motivating students to learn, he will effectively avoid cultural collisions and conflicts and greatly enhance teaching efficiency

    如果漢語教師能夠清醒地意識到這些差異並在組織教學進行課堂管理、引導學生在目的語環境下掌握語言技能和激發學生學習動機等方面運用合理的教學策略，就能夠有效地避免文化碰撞和沖突，大大地提高教學效率。
  13. Finally, at the base of these research, aiming at characteristics of views about chemical substance, we think that the teaching strategy that is used to cultivate students " views about chemical substance, should follow five principles, which are respectively expansibility, integrating straightly explain and effect, paying attention to chemical experimentation, influence from scientific logic thinking and scientific methods, enhancing relations inside and outside of chemistry. four kinds of effective teaching strategy could promote the development of students " views about chemical substance in class

    最後，在前面工作基礎上，針對化學物質觀的特點，認為培養學生化學物質觀教學策略應遵循發展性、直接講解與間接滲透相結合、注重運用化學實驗教學、科學邏輯思維和科學方法的滲透以及加強化學學科內外綜合的聯系等五項原則，可以運用直接教學策略、先行組織者教學策略、自然科學方法論教學策略和培養對化學物質觀認知的教學策略等在課堂上促進學生化學物質觀的發展。
  14. The teacher of ethic education class needs to exert teaching strategy and promote the change of students " learning style

    講授法、研究性學習、討論式教學等教學方法，都可以促進學生轉變學習方式。
  15. In part of theory, the paper analyses the present situation of its, presents its theoretical base, constructs a teaching mode of dual - initiative, gives its structure, discuss its writing environment, provides a reference of integrating object - oriented database and ai ; in part of design, the paper combines method of fields knowledge representation, presents teaching strategy reasoning machine based on weight - generation production rule ; according to cognitive learning theory, designs a cognitive model of student which adopts approach method and historical inheritance of study, designs a model which can navigate in learning process and in hyper - text based on student ' s model and knowledge presentation, discusses the design of explanation mechanism and man - machine interface

    在理論部分，本文分析了its的現狀，提出了its的理論基礎，建構了一個雙主的教學模式，並給出了its的結構，討論了智能教學系統的寫作環境的選擇，為本文的面向對象數據庫和人工智慧的結合提供了依據；在設計部分，本文結合領域知識表示方法，給出了一個面向對象的認知的超文本的知識表示方法，提出了基於加權產生式規則的教學策略推理機；依據認知學習理論，設計了一個採用逐步逼近法的有學習歷史繼承的認知學生模型，並根據學生模型和知識表示設計一個學習過程自動導航和超文本導航的教學模型；討論了智能系統解釋機制和人機介面的設計。
  16. As a new teaching strategy, bilingual teaching has many a problem worthy to be discussed and solved

    摘要作為新興的教學形式，雙語教學中有許多值得討論和有待于探索的問題。
  17. Base on mathematics philosophy of the content and object of mathematics, this paper discussed the problem about abstraction of mathematics, put forward that mathematics had the major forms of abstraction, and gave some analyses about the validity of mathematics abstraction, and the teaching strategy of using this feature

    從數學的內容與對象這一數學哲學層面上分析，數學具有抽象性特點的主要表現形式有：層次性、模型化、理想化、形式化和符號化等，數學抽象的合理性表現在：僅抽取事物對象量的關系和空間形式以及抽象的確定性，在數學教學中應注重貫徹這一特點的教學策略
  18. A research tendency of teaching strategy : research development of subjective teaching strategy

    課堂教學的情感目標分類
  19. Based on the psychological mechanism of understanding of cognitional psychology, the second part analyzes the process of understanding biological knowledge, and theoretically supports the making out of biological - teaching strategy on " understanding " objective

    第二部分根據認知心理學關于理解的心理機制，剖析了生物學知識的理解過程，為「理解」目標的生物學教學策略的制訂提供理論依據。
  20. Study two, drawing up " promote group cooperative inquiry teaching strategy " in view of group factor and " buoyancy " as test content, discussed the effect on inquiry learning by using the teaching strategy in physics class

    研究二針對小組因素制定了「促進小組合作探究的教學策略以「浮力」為測試內容，探討了在物理課堂教學中引入該策略對學生探究性學習的影響。
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