学科教学知识的英文
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"学科教学知识"怎么读用"学科教学知识"造句
英文翻译手机版
- pck
- pedagogical content knowledge
- "学科"英文翻译 branch of learning; course; ...
- "教学"英文翻译 teaching; education teaching ...
- "知识"英文翻译 knowledge; know-how; science
- "人文学科教学" 英文翻译 : academic education
- "人文学科教学, 基础理论教学" 英文翻译 : academic education
- "学知识" 英文翻译 : acquire knowledge
- "学科教师" 英文翻译 : disciplinary faculty
- "建筑学科教学改革的思索与实践" 英文翻译 : the thinking and practice of the building coursc reform in education
- "科学知识" 英文翻译 : science knowledge; scientific knowledge
- "数学知识" 英文翻译 : mathematical experience; mathematical knowledge
- "听力学知识" 英文翻译 : audilogy knowledge
- "医学知识" 英文翻译 : medical knowledge
- "医学知识库" 英文翻译 : medical knowledge base
- "分科教学" 英文翻译 : department instrnction; departmental teaching; subject-specific teaching
- "分科教学法" 英文翻译 : special methods course
- "各科教学法" 英文翻译 : special didactics
- "概念医学知识" 英文翻译 : conceptual medical knowledge
- "普及科学知识" 英文翻译 : disseminate science; popularize science
- "普及医学知识" 英文翻译 : popularization of medical knowledge; popularize medical knowledge
- "生物医学知识" 英文翻译 : biomedical knowledge
- "本科教学评估" 英文翻译 : the undergraduate teaching level evaluation
- "分科教学计划" 英文翻译 : departmental teaching plan
- "各科教学小组" 英文翻译 : curricular section
- "教学科技" 英文翻译 : instructional technology
- "教学科目" 英文翻译 : course of instruction; literary course
例句与用法
- That is , the knowledge frame of teacher is made up of eight parts : subject matter knowledge , curriculum knowledge , general pedagogical knowledge , pedagogical content knowledge , knowledge of learners , knowledge of self , knowledge of contexts and knowledge of educational ends and values . with regard to the sources of teacher knowledge , teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self . " the training on service " and " organized professional activities " are more important source , but in comparison with above sources " the experiences as a student " , " training beforce service " and " reading professional books and periodicals " are less important sources
研究得到的主要结论是,提出并阐明了教师知识的理论框架结构模型,即教师的知识结构是由八个部分组成:学科内容知识、课程知识、一般性教学知识、学生知识、教师自身知识、教育情景知识、教育目的及价值知识和学科教学知识;在教师知识的来源上,教师“自身的教学经验和反思”以及“和同事的日常交流”是他们发展自身教学知识的最重要的来源, “在职培训”和“有组织的专业活动”也是比较重要的来源,但是相比之下, “作为学生时的经验” 、 “职前培训”和“阅读专业书刊”则是最不重要的来源;在教师知识应用上,阐述教师知识和教师教学决定的关系;针对新课程的改革,以及教师知识的转换,阐述课程设计与教师教育的有关问题:最后对教师知识的未来发展进行了展望。
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