教学组织形式 meaning in English
patterns for teaching and learning
Examples
- Commence to proceed the teaching research from the teaching mode is the main direction of education reform in recent years . the teaching mode is a theory to design and organize teaching . it combines teaching method , organizing form and teaching means etc . thus to form a bridge between teaching theory and teaching practice . it urges people to investigate many factors and steps in teaching process , to break the frame of original teaching theories which can be applied to the teaching process , and to acquire good teaching result
教学模式是一种设计和组织教学的理论，它将教学方法、教学组织形式、教学手段等组合在一起，从而在教学理论与教学实践中架起了一座桥梁，促使人们对教学过程的诸要素、诸环节进行重新审视，突破原有的教学理论框架，探索新的教学理论体系，并能很好地应用于具体的教学过程中，取得非常好的教学效果。 - Compared with teaching organization form of unit system in our country , it has many merits , which is advantageous to solve four big difficult problems , such as the long - term puzzle funds , the practice base , the teachers , skill training and the ability raising and so on met in the development of vocational education
它与我国单元制的教学组织形式相比，具有诸多优点，有利于解决职业教育发展过程中遇到且长期困扰的经费、实习基地、师资、技能培训和能力培养等四大难题。 - Philosophy , system science , the learning theory and the spread theory are taken as the bases . from following five aspects about computer - assisted instruction of " the physics pedagogy " , instruction design , instruction patter , instruction method , instruction principle , instruction form of organization , are discussed
以哲学、系统科学、学习理论和传播理论为基础，从计算机辅助《中学物理教学法》 (以教学技能为例)的教学设计、教学模式、教学方法、教学原则、教学组织形式五个方面进行了理论上的探讨。 - Focusing on the present reform in the basic educational system and the formulation and implementation of the new standard of the curriculum of mathematics , we herein probe into the rationality of new teaching method of collective - teaching - plus - individual - tutorial on the one hand , and on the other hand , sum up the experience we ' ve drawn from this attempt so as to better improve the theory and put it into more practical use in teaching . this , however , is what we consider to be the key of success of this new teaching method
本文的写作立足于我国当前的基础教育改革、数学新课程标准的制订与实施，一方面是对分层递进式教学组织形式的某些符合教育教学规律的因素作深层次的剖析，另一方面是对这场教学实验已取得的成果与经验作出认真的总结，以进一步促进分层递进式教学理论的成熟与发展，进一步指导分层递进式教学的实践特别是计算机辅助教学( cai )参与分层递进式教学的实践，这也是分层递进式教学模式能否深入发展、推广的关键所在。