分科教学 meaning in English
department instrnction
departmental teaching
subject-specific teaching
Examples
- Different from west nation , our country of the technology education is adoptive of is a way to divide the section teaching , now nature , physics , chemistry , living creature . . . etc . course inside
不同于西方国家，我国的科技教育采用的是分科教学的方式，体现在自然、物理、化学、生物等学科中。 - Integrated education , which is being carried out at present in jinan , is a non - course education model springing up in 1980s . it gradually promotes the single separated course education into a multi - course co - existed education
目前济南市实施的“综合教育” ，是我国二十世纪80年代涌现出来的一种非学科教育模式，它使我国幼儿教育课程由单一的“分科教学”课程模式，逐步走向了多种教育课程模式并存实验的阶段。 - It was suggested that interdisciplinary teaching of part teaching contents of nursing science was beneficial to the improvement of the students ' comprehensive quality , could shorten the class hours and could be used as a complementary teaching method during the subject teaching
由此认为，护理学科部分内容实行跨专科教学可缩短学时，有利于学生综合素质的提高，可作为分科教学的补充教学方式，互补共存，相得益彰。 - From the ancient literature education represented as " poem education " to the discussion about " practical writings " and " art writings " in late and contemporary days , from the implementation of the department instruction of " chinese " and " literature " in the 1950s after the foundation of new china to the " not regard chinese lesson as literature lesson " in the sixties and seventies , from the original " resumption " in the eighties and nineties to the whole " renaissance " of literature education in the late nineties and the beginning of 21st century , our literature education underwent a flexural way
从以“诗教”为代表的古代文学教育到近现代的“应用文”与“美术文”之争，从20世纪50年代实行“汉语” 、 “文学”分科教学到60 、 70年代“不要把语文课教成文学课” ，从80 、 90年代文学教育的初步“回复”到90年代末21世纪初文学教育的全面“复兴” ，我国的文学教育走过了一条曲折的道路。 - It concluded the teaching method of separated subjects , the teaching method of divided groups , the teaching method of lecturing , the teaching method of discussing , the teaching method of praising and encouraging the teaching method of pleasure , the method of object teaching , the method of on - the - spot teaching , the method of personality , the method of emotion - throwing and so forth
胡瑗先生的“苏湖教法”内涵极其丰富，它包括分科教学法(分斋教学法) 、分组教学法、讲授教学法、研讨式教学法、奖激教学法、愉快教学法、直观教学法、现场教学法、人格感化法、情感投入法等。