教学历史的英文

• teaching history

• "教学"英文翻译    teaching; education teaching ...
• "历史"英文翻译    history; past records
• "化学历史" 英文翻译 :    chemistry history
• "文学历史" 英文翻译 :    literature / history
• "医学历史" 英文翻译 :    history of medicine; medical history
• "科学历史主义" 英文翻译 :    historicism of science
• "社会科学历史" 英文翻译 :    department of social science history
• "为何要学历史" 英文翻译 :    why people should study history
• "历史教学" 英文翻译 :    history teaching; prepodavanie istorii v shkole
• "历史教学法" 英文翻译 :    teaching method of history
• "近内地语音学历史" 英文翻译 :    phonological history of english low back vowels
• "南开大学历史学院" 英文翻译 :    nankai university
• "社会科学历史学家" 英文翻译 :    social science historians
• "英语短-a语音学历史" 英文翻译 :    phonological history of english short a
• "国际大学和科学历史中心" 英文翻译 :    international centre for the history of university and science
• "科学历史与哲学的研究" 英文翻译 :    studies in history &philosophy of science
• "学历" 英文翻译 :    record of formal schooling; educational background◇学历证书 academic certificate
• "社会科学历史学家，历史社科派" 英文翻译 :    social science historian
• "中国历史 (中文教学)" 英文翻译 :    chinese history
• "教学大纲和学历管理委员会" 英文翻译 :    qca
• "教学大纲与学历管理委员会" 英文翻译 :    qca
• "国际历史教学法学会" 英文翻译 :    international society for history didactics
• "教学" 英文翻译 :    教学teach school; teach
• "高中(学历)" 英文翻译 :    trans transportation
• "学历，学业" 英文翻译 :    academic career

• Third , studies on the basic theory , the pedagogy , and the history of teaching development of arts are not sufficient , followed by the lack of relevent research and evaluation systems
  (三)缺乏学科基本理论、教学法、及教学历史方面的研究和评价系统。 (四)片面地“重技轻理” 。
• Advocacy of trapping as a wildlife and conservation management tool . teaching history of trapping , ethics , and representing the nhta ' s commitment to objectives which are environmentally and socially responsible
  作为一个野生动物和保存管理工具套住的倡导。套住的教学历史，道德，并且环境地并且社会上代表nhta的承诺到是的目的负责。
• Through the analysis of the biology syllabuses and teaching materials published by the ministry of education since 1980 and linking the interview with the learned teachers , this paper looks back briefly on more than 20 years " history of biology teaching in the secondary normal school , namely , the stage of exploring preliminary reform , the stage of strengthening and heightening , the stage of deepening reform and the stage of facing transformation and analyzes simply the basic features of biology teaching at every stage
  本研究通过对1980年以来教育部颁布的各次生物学教学大纲、教材及有关中师生物学教学的研究成果分析，结合与老教师的访谈，对二十多年来的中师生物学教学历史进行了简要回顾：即中师生物学教学的初步改革探索阶段、巩固提高阶段、深化改革阶段及面临转型阶段，并扼要分析了每一阶段的生物学教学的基本特点。
• Mainly by using the historically comparative experience method , and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories , and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development , this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy , etc . and finally by addressing the essential frameworks of the new curriculum standards , the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "
  在对我国小学语文识字教学历史经验进行回顾的基础上，分析其中的合理性与局限性，找出问题的症结所在，探索如何将汉字构字规律与学生的认知规律有机结合起来，提高识字教学水平，是本文的主要研究目的。本研究主要运用历史经验比较法，借鉴汉语言文字学、布鲁纳的结构主义和现代认知心理学的有关理论，在论述我国小学语文识字教学的学科结构和儿童的认知特点的基础上，反思我国小学语文汉字教学的实践，提出识字教学必须处理好几对矛盾：识字教学与小学语文教学体系、识字的阶段性与识字方法的多样性、拼音是识字教学的手段还是目的、识字的主要方法与次要方法等，结合新课程标准的基本精神，提出“教是为了不教”是识字教学的最终目标，也是我国小学语文教学改革的努力方向。