集体授课 meaning in Chinese
presentation to group
Examples
- The lessons were given once a week ( 90 minutes per course ) , took 8 weeks and totally 8 courses
集体授课每周一次，每次两学时，共8次;个别辅导依学生需求随时进行。 - 3 . the results demonstrate that the intervention methods of the study are appropriate , which are as follows : ( 1 ) students social psychological skill and study skill education . researcher gave lessons to student intervention group and let the control group be
(三)本次干预实验方法基本可行，具体方法如下: 1 .社会心理技能、学习技能教育干预采取集体授课和个别辅导相结合的方法，对干预组进行社会心理技能和学习技能的心理健康教育。 - The third part is about the practical exploration based on theory research . in this part , it mainly discusses how to design normalization instructional plan in teaching practice combining the characteristics of the normal school students and try to construct the it - based instructional mode . to achieve such goals mentioned above , first of all , when a teacher designs the it - based instructional plan , he should make overall plans and t
首先，教师进行信息化教学方案的设计时，要统筹兼顾，为师范生设计和构造出一系列典型的操作性“任务” ，让师范生在完成“任务”中获取信息并学会加工、处理和创新信息；同时，在信息化教学设计的指导下，构建相应的教学模式，并对情境化启导学习模式、基于案例的发现学习模式、基于资源的协作型学习模式、集体授课型教学模式进行了实践探索。 - In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning , cooperative learning , accepted learning and inquiry learning ; instructional organization forms consists of collective education , individual study , group interacted learning method , utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom , video and audio laboratory , computer classroom . the fourth part takes the no . 2 primary school of lanzhou refinery company as practicing object , exploring its teaching practice
最后设计形成了以建构主义、人本主义为理论基础、以任务驱动法和课程整合法为主要教学方法、以自主学习与合作学习，接受学习与发现学习相结合为主要学习方法、以集体授课，个别化学习和小组相互作用相结合为主要教学组织形式、以表现性评价为主，调查测验为辅的教学评价方法，以及以多媒体教室、电教实验室、计算机室为主要教学环境的信息技术课课堂教学格局。 - Part three : through the teaching cases in the kindergarten , the author clarified the teachers ’ role in simply teaching mode and collective teaching mode . in collective teaching mode , the teacher is the designer of multi - medium teaching material 、 the creator of teaching situation 、 the promoter of meaning construction and the developer of course
第三部分:结合幼儿园教学案例,具体阐述了集体授课模式和单机学习模式下的教师角色。在集体授课模式中,教师是多媒体教材的设计者、教学情境的创设者、意义建构的促进者、整合课程的开发者。