文科课程 meaning in English
the curriculum of arts
Examples
- The experience of 4 different campuses ; the exp of changing staff , management and students , the exp . of integration with ib courses , the exp . of trying humanities subjects and i could go on
我们经历了4个不同的校园，经历了员工、领导和学生的来来往往，经历了与ib课程的合作，经历了各种文科课程的尝试。 - However , in the light of present situation of liberal arts teachers in our country , they ca n ' t adapt to the new requirements of the comprehensive liberal arts neither on knowledge construction nor on professional skills
但是，就我国中学文科教师的现状来看，无论在专业知识构成上，还是在专业技能实践上，都与综合文科课程的教学要求有一定差距。 - This article explores the following guiding strategies such as : consciousness guiding ; guided reading on teaching materials ; skills mastering ; taking advantage of resources ; doing some exercise and making the classroom more interesting
本文针对现代过程开放教育条件下的文科课程导学工作作了一些探讨，阐述了意识导向、教材导读、技能导会，资源导用、学法导新、作业导练、情景导趣等七大具体导学策略。 - The curriculum consists of the chinese and english language studies , the chinese language consists of mandarin , men nam language , ha ka language and the native language . this chapter explores the curriculum of the mandarin part , and we will just focus on discussing about the junior high schools , thus we call it < the curriculum of chinese language studies in junior high schools >
纲要中包括了本国语文及英语，本国语文又包括了国语文、闽南语文、客家语文及原住民语文，本文主要探讨国语文部分之课程纲要，且只取国中部分作讨论，以下称《国中国文科课程纲要》 。 - Part i states the curriculum reform and the comprehensive liberal arts courses offered in middle school . part , upon the new requirements of comprehensive liberal arts , the article advances the professional characters that the teachers should have , which includes favorable humanistic quality , rich professional knowledge and open knowledge construction , fairly good teaching skills , firm educational belief , good physical and psychological quality . part analyzes the liberal arts teachers " present situation in middle school and points out the reason why the liberal arts teachers have the lack of professional characters in detail
此部分简单介绍了国内外专家对有关综合课程的含义及由来的一些基本观点，进而详细阐述了综合文科课程的概念和其现实意义，并对我国现阶段综合文科课程设置的模式进行了归纳综合； (二)根据当前综合课程对教师素质的新要求，分析综合课程教师的专业素质构成，并在此基础上，结合综合文科的特点，进一步探讨综合文科课程教师应具备的专业素质； (三)中学文科教师专业素质现状。