教学法的

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。

According to their different functions, the applications are classified into three categories, and a comparison is made between traditional pharmacology teaching methods and heuristic didactics, through which the advantages of the latter are fully illustrated.

根据启发式教学法不同的优点和长处，本文将它们分为三个方面进行了阐述；同时与传统的药理学教学模式进行了比较，展示了启发式教学法不可替代的教学作用。

Eclecticism is an inevitable trend in foreign language teaching methodology.

外语教学法发展的历史和教学实践不断证明外语教学中并没有完美的教学法。

Nama Pelajar: Kok Chin Chong Sekolah Menengah SMK Katholik, PJ Tahun 2005 Tingkatan 3 Tingkatan 1 Tingkatan 2 Tinkatan 3 BEGITU JUGA DENGAN KEPUTUSAN CEMERLANG TAHUN-TAHUN SEBELUMNYA Selepas Kedudukan Kelas No.

我希望翰林精明教学法会是每个父母心中的第一选择。谢谢翰林精明教学法让我能在是 UPSR 考试中取得好成绩，在最弱的数理科目方面也得到改善。我从来都很讨厌做练习，但用了翰林精明教学法后，我很享受做练习题。

Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use(rather than merely mechanical practice of language patterns).

所以，任务型教学与交际教学法有许多相似之处，有人将这两种教学法称之为"同一个硬币的两面"。

In this course, thelaw education of our country has been adopted successively: the teachingmethodology, case methodology and moot court methodology, practicingmethodology etc.

在这过程中，我国的高等法学教育陆续采用了：讲授教学法、案例教学法及模拟法庭、实习等教学方法。

In teaching the traditional curriculum, law teachers in almost all the law schools use to some extent the case method or the Socratic method.

在讲授传统课程时，几乎所有法学院的法学教师都在某种程度上使用案例教学法或者苏格拉底教学法。

The purpose of tiffs Stuldy is to investigate the effects of synchronous teaching in theoretical courses and sports techniques in colleges and universities by a class of 90 min theory - practice.

理论与实践同步式教学法能够提高大学生对人体运动科学及体育理论知识的知晓率，且不影响体育课与迭标成绩；2）同步式教学法是深受大学生喜欢的一种高校体育课创新教学形式。

Teachers to adopt teaching methods:(1) the basis of teaching methods,(2) discusses the three-tiered approach to the requirements of self-teachers.

教师采用的教学方法：（1）基础教学法，（2）分层教学法三层论述了对教师自我的要求。

Learning of all the three linguistic forms in terms of both short-term and long-term effects. The differential results have a close relationship with the MT and CV features of them. A form with lower CV might be more attention-demanding in terms of its inherent semantic value.The thesis consists of 5 chapters: Chapter 1 is an introduction of the research topic, purpose and significance; Chapter 2 is a selective literature review of the enhancement techniques and mixed results of FonF in the previous studies, Chapter 3 presents the theoretical framework the present study wasbased on; Chapter 4 reports on the present study, including the hypotheses, operational definitions, subjects, target language forms, research design, procedures, instrument, data collection and analysis, analysis, discussion; and Chapter 5 is the conclusions of the present study.

本文由五部分构成：第一章为引言，介绍选题、研究目的及其意义；第二章对前期'有意注意形式教学'研究中注意强化技巧及取得的不同研究成果进行了回顾，并指出了尚存问题；第三章为理论框架，根据注假设意理论及输入加工理论，建立了本研究假设；第四章报告了现行研究，包括研究假设，目标语选用，实验及其数据收集、整理、分析、讨论；第五章报告了研究结论：'有意注意形式教学法'只对学习部分语言形式有效；学习某些语言形式时传统教学法更有效；语言结构复杂性对教学方法的有效性具有显著影响。

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。