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It is obvious that constructivism teaching theory has great implications for China's college English teaching reform.

建构主义教学理论的内容和现实意义对我国大学英语教学有重要启示。

Project teaching is a teaching method under the direction of the theory on constructivism.

项目教学法是在建构主义理论指导下的一种教学方法。

The task-driven approach is based on a constructivist theory of teaching on the basis of teaching methods.

任务驱动教学法是一种建立在建构主义教学理论基础上的教学法。

"mission-driven," based on a constructivist theory of teaching on the basis of teaching methods.

"任务驱动"是一种建立在建构主义教学理论基础上的教学法。

This paper from the constructivist theory of teaching, on the teaching of english in higher how to stimulate learning initiative.

本文拟从建构主义教学理论出发，阐述在高职英语教学中如何去激发学习的主动性。

"Task-driven" is a teaching method based on constructivist theory of teaching.

摘 要："任务驱动"是一种建立在建构主义教学理论基础上的教学方法。

To satisfy such social needs, English grammar teaching should shift from tradition, which regards grammar as an isolated, context-free and sentence-based language system, to present-day grammar teaching, which matches form with meaning and function in context, with the expectation of helping learners to achieve their ultimate goal, i.e. to use language appropriately, accurately and fluently in real communication.

为培养这样的人才，英语专业的语法教学应摆脱传统教学法的束缚，把语法与意义和功能结合起来，在一定的语境中去探讨学习语法，以期培养学生的交际能力，达到最终的目标，利用语言在实际的语境下自由、恰当、准确地表达思想，而语境语法教学可能成为实现这一目标的有意尝试。

WIMP-Based electronic teaching systems can not meet teachers' requirements of natural and efficient interaction, especially continuous drawing and writing in geometry teaching. In this paper, an intelligent pen-based whiteboard system for dynamic geometry visualization is designed and implemented.

计算机辅助教学系统目前已在教学中大量应用，然而，基于WIMP界面范式的电子课件系统，无法满足教师在课堂教学互动中需要与用户界面自然、高效、连续性交互的需求，尤其是几何教学中连续书写板书、自由勾画图形、动态几何定理演示等。

This text tries to optimize the physical experiment teaching of junior middle school, will demonstrate partly the experiment will be dealt with to students, improve students and study the physical interest, strengthen students' sense of participation; Will demonstrate partly the experiment changes into and divides into groups to probe into the experiment, enable students to practise physics and probe into the course, grasp the scientific research approach; Organize students to join the interest group, make the teaching aid of physical experiment, strengthen student's manipulative ability, arouse students and study physical enthusiasm; Encourage students to develop the new experiment in the experiment lesson, protect students' curiosity; Increase the interesting experiment and verify the experiment, strengthen student's perceptual knowledge to the physical phenomenon, and broaden student's outlook and thinking; Increase experiment and phenomenon involved in the exercise flexibly, utilize practice to prove the theory is derived, strengthen convincingness.

本文尝试优化初中物理实验教学，将部分演示实验交给学生处理，提高学生学习物理兴趣，增强学生的参与感；将部分演示实验改为分组探究实验，让学生能实践物理探究过程，掌握科学研究方法；组织学生参加兴趣小组，制作物理实验教具，增强学生动手能力，调动学生学习物理积极性；在实验课中鼓励学生开发新实验，保护学生的好奇心；增加趣味实验以及验证实验，加强学生对物理现象的感性认识，并且开阔学生的视野和思维；灵活增加习题中涉及到的实验和现象，利用实践证明理论推导，增强说服力。

Mathematics teaching is the teaching of the mathematics activity, is the course of the mutual act and development between teachers and students and among students. students are the host and teachers are the organizer, leader and copartner in learning mathematics.

数学教学是数学活动的教学，是师生之间、学生之间交往互动与共同发展的过程，学生是数学学习的主人，教师是数学学习的组织者、引导者与合作者。

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。