教学法的

The objectives of this research were students on third grade in junior high school whose study achievements were low. This research defined learning attitude as:"the attitude of learning contents","the attitude toward the teacher","the attitude toward school","the attitude toward selfhood". The research last one year by observing in teaching, using teacher's self-examination, students' learning papers, learning feeling questionary, and interview. The result were that thematic teaching improved the learning attitude of low study achievements students, and the degree of acceptancy of those students was high.

本研究以国中三年级学业成就较差的一个班级学生为研究对象，将学习态度界定为「对学习内容的态度」、「对教师的态度」、「对同侪的态度」、「对学校的态度」、「对自我的态度」五方面，研究历经一年完成；利用教学中的观察、教师反省日志、学生学习资料、学习感受问卷和访谈得知，运用主题式教学法可改善低学业成就学生的学习态度，且低学业成就学生对主题式教学活动的接受度也相当高。

Based on the criticism of the flaws traditional teaching has, suggestive teaching is a new and sophisticated heuristic method with the characteristics of utilizing the indirect and implicative suggestive method to affect students' psychology and behaviors.

暗示教学是在批判传统教学缺陷的基础上建立起来的一种新型的高层次的启发式教学法，其特点是用含蓄的间接的暗示方法对人的心理和行为产生影响。

The pigweed studying law , allocation , matters needing attention , scene pedagogy; teaching method by four aspect infant English discusses the main body of a book , English teaching is that are one extraordinary as well as discipline having emotion, but infant affection enriches, the affection to the teacher sometimes spends the affection having done to whose discipline, the student's emotion factor is that the successful English teaching inner drives a force, only have mobilize the student's emotion factor, inspire active emotion of student, ability raises the result that infant English studies.

本文通过四个方面幼儿英语学习规律，定位，注意事项，情景教学法莱论述，英语教学又是一门非常带有情感的学科，而幼儿感情丰富，对教师的感情往往化作了对其学科的感情，学生的情感因素是英语教学成功的内驱力，只有调动学生的情感因素，激发起学生积极的情感，才能提高幼儿英语学习的效果。

The teaching term took sixteen periods. The curriculum contained two topics,"acid and base", and "Taiwan's climate". Experimental treatments were teaching method. The research tools utilized in the study were " Science Concept Comprehension Test, Science-related Attitudes Scale, Problem Solving Ability Test and Questionnaire on the Attitude toward Science Teaching". A pretest administered before the experimental treatment and a posttest was held after the treatment. The data of SCCT, SRAS, and PSAT collected from pretest and posttest were analyzed by two-way ANOVA. Responses from the QAST were analyzed by ANOVA.

本研究的实验处理为以问题为中心的合作学习教学，研究工具包括「科学概念理解问卷」、「科学相关态度量表」、「问题解决测验」、「对自然科的教学态度问卷」、「教学检核量表」及「问题中心教学自我评估量表」，分析「科学概念理解问卷」、「科学相关态度量表」和「问题解决测验」资料时，以前测经验和教学法为自变项，后测为依变项，进行二因子变异数分析；「对自然科的教学态度问卷」采用单因子变异数分析；「教学检核量表」及「问题中心教学自我评估量表」则用来检核研究者的教学是否符合研究者的研究设计；在质性资料的部分，则分析学生的上课纪录、教师教学反省纪录及对自然科教学的态度问卷的理由。

After analyzing the current conditions of English grammar teaching and comparing the methods of grammar translation with communicative approach, this paper sets forth the applications of communicative approach in grammar teaching to improve the grammar of college English learners.

交际法在语法教学中的运用，革除了枯燥无味讲语法的旧习。本文针对语法教学的现状，通过传统的语法-翻译法与交际法的对比，论述交际法的理论体系，提出运用模拟情境、角色扮演、小组讨论等交际教学法进行语法教学，以提高大学生对英语语法的掌握。

In the experimental teaching of Analytical Chemistry,the author applies the "Attempt Mistakes"theory by Thorndike,American Psychologist to design some problems in the teaching process and to guide the students to attempt to find out,analyze and correct the mistakes so as to cultivate the students'ability to analyze and solve the problems.

在分析化学实践教学中，运用美国心理学家桑代克提出的学习联结说&尝试错误&理论，提出了&尝试错误&教学法，即通过在实验过程有意设置障碍，引导学生去&尝试&错误的方法，从而启发学生发现错误、分析错误、改正错误，培养学生观察能力、分析问题、解决问题的能力；同时，通过&尝试错误&教学培养学生学习知识、应用知识的浓厚兴趣，激发学生主动学习、积极探索的求知欲望。

Actually, for the past half a century, youngsters in China have followed a different prescription: as a first step toward literacy, they are taught to read Chinese words using the Roman alphabet.

实际上，过去半个世纪以来，中国的孩子是在一套截然不同的教学法之下学会阅读中文的：识字的第一步是以罗马拼音音标学会中文的读音同样地，大多数其他语言，也是先学字母与语音连结关系。

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。