教学历史 meaning in Chinese
teaching history
Examples
- 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。