班级教学的英文

• class teaching

• "班级"英文翻译    classes and grades in school
• "教学"英文翻译    teaching; education teaching ...
• "班级教学形式, 分班上课的教学形式" 英文翻译 :    study in small sections
• "班级教师" 英文翻译 :    class teacher
• "教学班级" 英文翻译 :    instructional class
• "初级教学文章" 英文翻译 :    autocad vba
• "初级教学字母" 英文翻译 :    initial teaching alphabet
• "各年级教学小组" 英文翻译 :    classroom methodological conference
• "班级" 英文翻译 :    classes and grades in school
• "采用活动教学法的班级" 英文翻译 :    activity approach class
• "以英语为教学语言的班级" 英文翻译 :    english-medium class
• "以中文为教学语言的班级" 英文翻译 :    chinese-medium class
• "浅谈高职英语分级教学" 英文翻译 :    on english classification teaching in higher vocational education
• "以英语授课的班级；以英语为教学语言的班级" 英文翻译 :    english-medium class
• "广东版小学英语一年级教学同步碟" 英文翻译 :    kid's english
• "班级，等级" 英文翻译 :    class
• "班级费" 英文翻译 :    class fee
• "教学" 英文翻译 :    教学teach school; teach
• "班级调查" 英文翻译 :    a survey in class
• "班级管理" 英文翻译 :    issure in classroom management
• "班级活动" 英文翻译 :    class work
• "班级间分组" 英文翻译 :    between-class grouping; between―class grouping
• "班级经营" 英文翻译 :    class management classroom management; class management; classroom management
• "班级课题" 英文翻译 :    class project
• "班级名册" 英文翻译 :    classlist

• Teach the lesson to your class
  实际对你的班级教学。
• Research - style teaching is a brand - new teaching activity typical of research , which vitalizes and validates class teaching , and which breaks down the traditional teaching modes and promotes teachers to self - improvement and students to autonomic learning in research
  探究式教学就是以探究为基本特徵的一种全新的教学活动形式，能使班级教学焕发出勃勃的活力和效力，对破除旧的传统教学模式，促进教师在探究中“自我发展”和学生在探究中“自主学习”起到良好的作用。
• Having analysed the strategies for math - learning according to the individual ' s differences put forward in literature ; having made an experimental study of the idea advocated in literature that students should be grouped and taught according to their intelligence . the results show : such teaching has a negative influence upon the individual ' s achievements and psychology and therefore should nr abandoned ; having analysed whether cooperative learning is feasible and the results show : cooperative learning cannot be used as a form of organizing teaching under the present condition that classes are large in key high schools . instead , we suggest that the study process of adapting to individual differences and strengthening differences in organizing classroom teaching are the best choices in key high school math - teaching
  对文献中提出的班级教学组织条件下进行差异教学的对策作了分析，对目前文献中提出的按能力分组分层教学进行了试验研究，结果表明：这种教学形式对学生的数学成绩和心理都有消极影响，应该放弃；对合作学习进行了可行性分析，结论是：在当前重点高中大班额等条件下，合作学习不能作为差异教学的组织形式；提出：班级授课组织内，适应个别差异的学习过程个别化的强化的形式，是目前重点高中数学差异教学可实行的最佳选择。