查询词典 teaching

This is the unique charm of Chinese teaching and meanwhile aesthetics in Chinese is the highest ambit of Chinese teaching in middle school.

这是语文学科所具有的独特魅力，同时语文美育也中学语文教育的最高境界。

Harmonious relation of teacher and pupil, be advantageous to emotion exchanges, be advantageous to easy amusedly completion teaching mission, realization teaching target.

融洽的师生关系，有利于情感交流，有利于轻松愉快地完成教学任务，实现教学目标。

In traditional teaching practice, teachers tend to comfound advanced study with primary study, and analogize primary-study strategies to the stage of advanced study and thus oversimplify teaching and learning.

建构主义者认为，传统教学混淆了高级学习与初级学习之间的界限，将初级学习阶段的教学策略不合理地推及到高级学习阶段的教学中，使教学过于简单化。

Mostly, the teaching of virtual lab is surported by the instruction software, and used in the physics and chemistry experimental teaching.Microworld mainly use computer analogue approaches to construct a kind of learning environment for the learners to explore freely.

在课堂教学中，"虚拟实验室"一般借助教学模拟软体来进行；微型世界是利用电脑模拟方法构造一种可供学习者自由探索的学习环境，让学习者通过操纵其中的物件来形成操作技能和解决问题的能力。

Meanwhile, various teaching methods such as the case teaching method, the scene analogue method and the game competition are indispensable

案例教学法、情景模拟法、游戏竞技法等多种教学方法的使用很是必要。

Combining the teaching practice of analytical geometry, this article puts forward the implement strategy of instruction of mathematics study: penetrate the principle of mathematics study towards the students; instruct the students how to study; help the students form the better non-intellect factor; develop the student's original cognizance level; present the instruction of mathematics study ; raise the extent of students' participation ; keep the teaching and instruction in harmony and instruct the solution of students' query.

结合立体几何教学实践，本文提出了数学学法指导的实施策略：向学生渗透数学学习方法理念：对学生学习的各环节进行学习方法指导；对学生形成良好的非智力因素进行指导；发展学生的元认知水平；数学学法指导的基本方法；提高学生的智力参与程度；教学与学法指导和谐统一；对学生质疑问难的方法进行指导。

In teaching, from the previous lecture incoherent to the present before and after the anaphoric; in management, from the previous still a confusing situation was well organized;, whether in teaching or the management have learned a real east to west.

在教学上，由以前讲课不连贯到现在的前后照应；在管理上，由以前的一团乱麻后来的井井有条；无论在教学还是管理方面都学到了实实在在的东到西。

This article, from psychology angle, try to anglicize the significance that the intellective and nointellective factors in psychology influent the vocal teaching;explore that in college how to cultivate the students' ability to master intellective and nointellective factors, so as to promote the further study of psychology phenomenon in vocal teaching.

本文主要从心理学的角度入手，试图通过分析心理现象中智力因素与非智力因素在高校声乐教学中的重要意义，探究如何在高校声乐教学中培养和把握智力因素和非智力因素，从而引起人们对高校声乐教学中心理现象的更多关注，促进有关高校声乐教学中心理现象的进一步研究工作。

Both of the phenomena indicate that in classroom teaching teachers carry out much of the talk while students don't show much of the active participation; 2 in carrying out speech acts, the Question and Answer Mode (No.4 and 8 Act) is rather monotonous, and the Creative Inquiry Mode of the T-S Speech Interaction in classroom teaching seldom occurs; there does exist plenty of interaction in primary school classes, however, much of this is sponsored and maintained by teachers, while the students, participating in a passive way(No.8), are lack of initiation and creative thinking(No.9 Act).

这两种现象说明了同一个问题，即课堂上教师直接施加的影响较多而学生主动积极的参与较少。2、实施言语行为互动的模式多为"问与答模式"（序对4、8），相对单一，而"创造性询答模式"在课堂教学师生互动中很少出现；在小学英语课堂教学中确实存在大量的互动，但往往由教师发起并维持(第4类行为：教师提问)，学生只是被动参与（第8类行为：学生话语—教师驱动），缺乏主动性及创造性思维（第9类行为：学生话语—学生主动）。

Therefore, this paper raises the antetype of individual online teaching system by introducing some individualized techniques and data-mining techniques in the traditional online teaching system.

本文针对这一问题，提出了在传统网络教学系统中引入个性化技术、数据挖掘技术，构建基於Web的个性化网络教学系统原型。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。