structure of teaching meaning in Chinese
教学结构
Examples
- The status quo of the structure of teaching staff in shanxi regular institutions of higher education and countermeasures of optimization
山西普通高校教师队伍结构现状与优化对策 - The structure of teaching ability of middle school sports & art teachers was studied through the methods of literature study , questionnaire and mathematical statistics
摘要运用文献资料法、调查法和统计分析法，对中学体育艺术类课程教师的教学能力结构进行了研究。 - On the other hand , the waste lies in the investment structure as well as the inefficient utilization of materials , the unreasonable structure of teaching and non - teaching personnel and the small number ratios between students and teachers
除了教育投资的结构性浪费外，还表现在物力资源使用效率低、教学人员与非教学人员的结构不合理和生师比偏低等。 - There are some problems existing in chinese teaching in higher vocational education such as misunderstanding the teaching objectives , unreasonable structure of teaching resources , hidebound patterns of teaching in classes , simplification to evaluate achievement
摘要目前高职语文的教学工作中存在着误读其教学目的、教学资源结构不合理、课堂教学模式僵化与学生成绩评估方法简单化等问题。 - 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。