讨论法 meaning in English
discussion method
method of discussion
small-group discussions
Examples
- After analyzing the existing teaching methods of law education in our country , the author realizes the necessity of reforming the existing methods and proposes several constructive ones . modern teaching devices can be adopted so as to construct manifold teaching surroundings
通过对我国法学教育方法现状的分析，论证了改革教学方法的必要性，分析、设计了案例分析教学法、苏格拉底式教学法、读书指导和专题报告法、课堂讨论法和直观法在法学教育中的运用。 - So , this research proceeds from visual angle of anthropology combined with pedagogy , and approaches analyses , questionnaire , interview , group - discussion , individual - case , specialized - study ect to demonstrate deeply and accurately intercourse among different ethnicities students in multiculture
因此，本研究从人类学和教育学相结合的视角出发，采用了文献法、观察法、问卷法、访谈法、专题研究法、小组讨论法和个案法等多种方法，力求准确、深刻地揭示在多元文化中不同族群学生的交往行为。 - Interest drawing and doubting method and review conducting method are used to create the question - situation at the beginning of chemistry teaching . then the contradictory announcement law , with " mistake " drawing " understanding " law and classroom discussion law are also used to create the question - situation . at last , differentiating and analyzing law should be used
在化学教学导入时，采用激趣引疑法和复习?引导法创设问题情境；在化学教学的讲课当中，采用矛盾揭示法、以“误”引“悟”法和课堂讨论法创设问题情境；在化学教学的讲课结束时，采用比较辨析法和诱思?探究法创设问题情境。 - For the sake of the actual function of the discussion as a way of teaching , we passes by to experiment for the teaching of period a semester half , experimenting the result enunciation , a kind of predominant teaching method of the discussion as a way of teaching conduct and actions senior high school history teaching , with the senior high school for promote the senior high school history teaching history that living to study to rise obvious function , it is beneficial to break that kind of traditional teaching situation , but this kind of break " is not to the simple negation of the teach type teaching method , also do not replace the predominant position of the teach type teaching method , but be partial to a kind of correcting an error of the teach type teaching method irregularity , combining to become a kind of can with complement each other and predominant teaching method in teaching method in teach type
讨论式教学法就是以讨论法为主要教学方法的一种教学模式。它的最主要的优点就是特别强调学生的主体地位即注重学生的学习能动性、独立性和创造性，但它并不忽视教师的主导地位。为了证明讨论式教学的实际作用，我们经过了为期一个学期半的教学实验，实验结果表明，讨论式教学法作为高中历史教学的一种主导教学法，对于促进高中历史教学和高中生的历史学习起到明显的作用，它有助于打破那种传统的教学局面，但是这种“打破”不是对讲授式教学法的简单否定，也不是要取代讲授式教学法的主导地位，而是对讲授式教学法弊端的一种纠偏，并成为一种可与讲授式教学法相辅相成的主导教学法。 - From the view of the modern epistemology , with the break of knowledge - authority opinion , everyone can be the spreader and interpreter of knowledge , on base of which , people aware that : teaching should not serve the function of knowledge spreading , on the contrary , knowledge spreading should become the instrument by which to establish the relation of teaching and learning . the goal of teaching should cultivate the awareness of suspect , criticism and research of students by the spreading of knowledge in class ; in the perspective of teaching method , the approaches of discussion . research and implication should be advocated … … on the maxim of t
教学目标应该是通过课程知识的传递来培养学生的怀疑意识、批判意识与探究意识，在教学方法上应大力提倡真正意义上的讨论法、发现法与启发诱导法… …在教学评价的理念上则表现为：由于价值概念的充实， “判断”成为教学评价的本质特征；教学评价主客体之间呈现出主体工具客体的关系；在功能上具有能力导向的功能；在评价方法上则体现出了人文化的特点。