教成 meaning in Chinese
norinari
Examples
- I didn ' t raise you to be a so - so lover
我可没把你教成个一般的情人 - I have pair of little hands , one on left , one on right . . . little hands . little hands , with ten fingers on two hands
原来游游唱的是：我有一双小小手，一只左呀，一只右. . .被老师洋腔洋调的教成：乌央一沙烧烧熟. . . .了。 - After completing this tutorial , you will know how to use rational application developer to create class , sequence , browse , and topic diagrams
在完成本教成之后，您将了解如何使用rational application developer来创建类、序列、浏览，和主题图。 - Teachers repeat what the books say and students learn the texts by heart to cope with examinations . teachers almost talk through the whole class with few exercises and discussions
生物课几乎是满堂灌，很少有训练和讨论，把活生生的生物学教成了“死物学” 。 - The first , review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense , the exploration of the idea " teaching and learning vividly " and the forming of teaching style , the maturing of educational ideas and the sublimation of speciality charm . the second , on the base of striving to comprehend gu qiaoying ' s educational ideas connotation , make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person , teaching vividly in order to learn vividly and teaching " biology " as " biology " . the third , make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation , conception teaching , experiment teaching , extracurricular scientific and technological activities teaching , elicitation method of teaching , object teaching , fostering students " learning interest and the capacity of problem solving
第一部分，对顾巧英的专业成长过程，从知能的积累与专业意识的萌芽、生物学教学的适应与职业意识的确立、 “教活学活”的探索与教学风格的形成、教育思想的成熟与专业魅力的升华四个方面进行了评介；第二部分，在力求体悟顾巧英教育思想内涵的基础上，从“死”教材“活”人教、教“活”是为了学“活” 、把“生物学”教成“生物学”三方面对其“教活学活”思想进行了理论梳理和阐释；第三部分，对顾巧英的备课、概念教学、实验教学、课外科技活动教学、启发式教学、直观教学、对学生学习兴趣与问题解决能力的培养等生物学教学改革与实践进行了较系统地归纳与总结；第四部分，对影响顾巧英专业发展的主要因素，从其人格力量、专业知能基础、专业发展的社会环境等方面对进行了理论分析；第五部分，在以上研究的基础上，进一步指出了顾巧英教育思想对我国生物学教学论课程建设及其专业发展与教学经验对我国中学生物学师资培养的理论和实践意义。