教学组织形式 meaning in English
patterns for teaching and learning
Examples
- During the research , the author carried out the new methods . on the basis of combination of theoretical curriculum and practical curriculum , and the theory and the practice in curriculum structure , author puts forward the mode of the theory and practice unified teaching . it is instructed by the idea of ability - based teaching . on the basis of vocational analyses , form the mode of the curriculum system and set up the objections of three - section teaching , that is knowledge , ability and attitude . using the form of dividing students into groups , individualized teaching and individual form of organizational teaching to set up the interaction system of envaluation , through the method of co - operation and set up the main method of teaching mode of criterion evaluation and correcting in time . in the research , based on the theory suppose , the author used experiment methods as follows : 1 ) to develop curriculum and make up teaching outline and teaching plan , on the basis of analyzing of vocational post ability ; 2 ) to develop teaching resources on the basis of teaching materials ; 3 ) to draw attention on the ability - based on teaching ; 4 ) to carry out the teaching objections based on objective teaching ; 5 ) to get the aim both the teachers and students on the basis of applying the way of co - operation ; 6 ) to envaluate the teaching quality based on the ability of students
通过整合学术性课程与实践性课程，使理论与实践在课程结构上融为一体等理论假设基础上，提出“理论与实践一体化”教学模式的设想：把“能力本位”的教育理念作为指导思想；在职业能力分析的基础上，形成模块式的课程体系；确立知识、能力、态度三个层面上的教学目标；采取分组式教学、 “个性化”学习、个别化的辅导等教学组织形式；倡导师生合作学习的教学方法；建立综合能力评价体系，注重形成性评价和及时反馈矫正。在具体尝试过程中采取了以下具体做法： 1 、以职业岗位能力分析为依据，开发课程、编写教学方案； 2 、充分开发和利用教学资源； 3 、教师进行精心的课前准备，确定教学目标、认真准备教学现场、认真准备教学清单； 4 、着眼于学生技能的形成，合理安排教学过程； 5 、师生合作学习，共同达标； 6 、以学生能力形成为依据，评估教学质量。 - This thesis is based on teaching practice . it not only goes through the confines of chemical research learning curriculum and designs teaching style , but also explains the concept of chemical research learning curriculum . its purpose would discuss the goals of chemical research learning curriculum , the characteristics of the curriculum , teaching organization style , the standards of selecting contents and learning assessment etc . so we would introduce the research results into teaching practice so that the contents of research learning would become rich
本文以教学实践为基础，通过对化学研究性学习课程教学的设计与研究，来探讨化学研究性学习课程的界定、课程目标、课程的特点、课程教学组织形式、课程内容选取准则以及学习评价等内容，以期达到将研究成果运用于化学研究性学习课程教学的目的，从而丰富研究性学习课程的教学内容。 - Class teaching is the main position of realizing the education intent . in order to discuss the teaching reform of senior geography , first , this thesis discusses the evolution of the pattern of class teaching and the main characteristic ; second , this thesis points out the main problem existing in class teaching , such as the creed of cognition of teaching thinking , the ignorance of students , the tendency of formalization on using the measures and instruments of teaching , the stale of the content ; finally , the author emphasizes some important measures to carry out the teaching reform , such as renovating the conception , optimizing the system of teaching methods , realizing the changes of teaching form technique to art , improving the teachers diathesis
课堂教学是实现教育目标的主阵地，本文为探讨高中地理课堂教学改革，首先探讨了课堂教学组织形式的历史流变以及当前课堂教学改革研究的主要特点；然后指出了目前高中地理课堂教学中存在的主要问题，如教学思想上的唯认知主义、学生主体地位的忽视、教学方法和手段运用的形式化倾向以及教学内容的陈旧；最后重点论述了进行高中地理课堂教学改革的一些主要措施，如更新教育教学观念、优化课堂教学方法体系、互补各种教学手段、实现从教学技术层面向教学艺术层面的变革、提高教师自身素质等。 - At the same tine , with the theories of curriculum theory , the article under the premise of sufficient inquisition into the present condition , following the principle of rooting in the school , we drew up the early - period programme and set the purpose , aim , content and the form of course in the practice process , we followed the method of practice - adjustment - practice and got some reasonable teaching forms and some main efficient teaching ways
在充分调查现状的前提下，我们遵循以校为本的理念，对前期的课程方案进行了设计，确定了校本课程的目的、目标、内容及组织形式。在实施的过程中，通过边实施、边总结、边改进方式，提出了较为合理的教学组织形式和主要而有效的教学方法，对教学中所应遵循的原则也做了相应的要求。 - 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。