content knowledge meaning in Chinese
内容知识
Examples
- 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。 - The undergraduate curriculum is a four year one and comprises two full - time major programmes in language education and physical education & sports science . these programmes provide a balanced context of foundation ( subject content knowledge ) and practical ( pedagogic knowledge ) training . upon graduation , students will be awarded a bachelor of education degree with the equivalence of a postgraduate diploma in education qualification
学士课程分设语文教育及体育运动科学两个主修科，均为四年全日制课程，著重基础（学科知识）及实用（教学专业）培训，毕业学员可获颁授教育学士学位及获得与学位教师教育文凭等同的资格。 - Through summarizing national and international studies about chemical instructional design , the author finds that in the absence of learning theories and pedagogical content knowledge , chemistry teachers often rely on text books and syllabus , therefore forced to rely on the prescriptions of " absentee curriculum developers " , who know nothing about the socio - cultural context where chemistry teachers are situated and the particular students in each chemistry teacher ' s classroom
笔者对国内外化学教学设计的研究状况的调研发现：如果缺乏了先进的学习理论和教育教学的理论知识，化学教师往往就会依赖教科书和教学大纲，希望那些并不熟知其所身处的文化与境及其所面对的具有独特个性学生的课程开发者为其开处方。本部分研究确定了面向学习者化学教学设计研究的具体问题和研究思路。 - For the reason second language is developed by talking with each other that social interaction deriving from cooperative learning is beneficial for language learning . at the same time , the content knowledge and high thinking skills development can be acquired in negotiation with each other and authentic communication
第二部分概述了合作学习与建构主义学习理论的关系，合作学习的产生背景、定义、有关教学策略和成效，并分析了合作学习与传统教学方式的不同。 - Part three : the comparison of the middle school history curriculum content based on the comparison about the selective standard of content , the proportion of content knowledge and historical idea of content , the study finds out the questions of chinese history curriculum content , such as the question which it emphasizes too the subject system of history knowledge . the study thinks , for the middle school history curriculum content of china , it should be paid attention to knowledge integration and increase the content proportion of civilization history and society history so as to reflect the whole human history . the content should be contacted with students " life and society and benefit to cultivate students " interest and selfhood
三是课程内容的比较研究，通过对课程内容价值取向、课程内容知识比重、课程内容中的历史观的比较，针对中国历史课程内容过于强调历史学科体系，在不同方面、不同时期内容比例不恰当的问题，本研究认为中学历史课程应注重知识的综合性、整合性，强调学科之间的融合与贯通，加大文化史、社会史的内容比例，力求反映人类历史的整体面貌；加强内容与学生生活以及现代社会的联系；关注学生的兴趣和经验，精选学生终身学习必备的基础知识和基本技能。