1) disciplinary curriculum paradigm
学科课程范式
1.
At present, the traditional paradigms of school curricula includes disciplinary curriculum paradigm and experience-based curriculum paradigm.
当前学校课程的范式包括学科课程范式和经验课程范式,它们无法独自解决学习主体与内容客体相互对立的问题,将逐渐被在课程信念、课程价值、课程技术等方面完全不同的新型学校课程范式,即整体课程范式所取代。
2) new curriculum model for Chemistry
化学新课程范式
3) Curriculum paradigm
课程范式
1.
On Transformation of Curriculum Paradigms and Emancipation Drive of Chinese Teaching;
论课程范式转型与语文教学走向解放
2.
On the Relationship between Modern Curriculum Paradigm and Post-modern Curriculum Paradigm—— In View of "Taylor Principle" and "Dole Curriculum Perspective"
试析现代课程范式与后现代课程范式之关系——以“泰勒原理”和“多尔课程观”为例
3.
Kuhn s theory of paradigm shift, which is based on the complicated thinking, is helpful for us to understand the different levels and orientations of curriculum paradigm.
库恩的“范式”概念是建立在复杂性思维基础上的,它有助于我们认识课程范式的不同层面。
4) Curriculum
[英][kə'rɪkjələm] [美][kə'rɪkjələm]
学科课程
1.
Effective combination of information technology and curriculum is the effective way to implement quality education in basic education at present.
随着基础教育教学改革的不断深化和中小学信息技术教育的深入发展,在学科课程教学中广泛应用信息技术手段,使信息技术与学科课程有效结合,是基础教育真正实现素质教育的有效途径。
2.
The integration of information technology(IT) and other curriculums is necessary and easy to be carried out in the elementary school compared to the IT separated schooling.
从信息技术教育角度 ,分析信息技术与学科课程整合的必然性。
5) subject curriculum
学科课程
1.
This paper expounds the essence and connotation of the integration between information technology and subject curriculum in vocational college, and puts forward some concrete countermeasures for the integration between information technology and subject curriculum in vocational college.
阐述了职业院校信息技术与学科课程整合的本质与内涵,提出了职业院校信息技术与学科课程整合的具体对策。
2.
The integration of computor education and subject curriculum of non-computor specialty in higher education institution is an important content of higher education reform,and the content of integration include:integration between technological measures and curriculum content,between classroom organization and learning environment,between learning abilities and application abilities.
将高校非计算机专业计算机教育与学科课程进行整合,是当前高等教育改革的重要内容。
3.
This research paper analyzes the organizing principles of subject curriculum and makes a further reflection on subject curriculum theory.
学科课程已有较长的历史。
6) subject course
学科课程
1.
The deep combination of information technology and subject courses is the state of the bottleneck at present.
信息技术与学科课程的深层整合在目前呈现瓶颈状态。
2.
They are "To establish subject course and activity course of mathematics", "To improve teaching course of mathematics", "Mathematics teaching and the development of students thinking ability", "Mathematics teaching and the development of the students as the main body".
在从“应试教育”转向“素质教育”的背景下，对“设立数学学科课程和活动课程”，“优化数学教学过程”，“数学教学与发展学生思维能力”，“数学教学与学生主体性发展”等四个备受人们关注的问题做了初步的探
补充资料：Boole函数的范式
Boole函数的范式
Boolean functions. normal forms of
致洲月e函数的范式!B。目e韶腼比佣5.normaifom.sot’;E抑e.‘Ix中扒。目“盛I.oPM旧日‘.I，Ie和p删] 表达Boole函数一类特殊公式.区别为析取范式 (disjunctive normal form)(见B喊e函数的极小化(Boolean functio。5 mlnimization of))与合取范式(conzunctive noroial form).如果乘积x了，·x考的所有变元都不同，则称为人级匆等令零(elem“ntary conjunc-t，on)，其中，当。二l时，x“二x二当a:二0时，、“=〔二“l”被看作o级的初等合取·如果逻辑和一弓丫一丫戈气的所有变元都不同，就称为;级的初等析取(elemen-tary dlsjunctlon)“‘0”被看作0级的初等析取. 公式吸l\/丫涯r，其中及，，…以分别是;一，r;级的互异的初等合取，称为一个析取范式，数乙一，r称为它的享伞件(complex，ty，;公式戮’“琳其中黔l，…贱分别是尸1，一p级的互异的初等析取，称为一个合取范式，数工泊。称为它的复杂性(com-Plexity).每个不恒为零的Boole函数都可由一个析取范式来定义，一般说，这种范式不是唯一的对于不恒为零的Boole函数，同样也可用合取范式来定义. 从定义Boole函数f(、，一凡)的一个表出发，容易得到家布哲粤苹享(详r几ctd‘sjunctiVen‘，rmalfofm)以!丫…\厂或、，其中谈二一‘，一x哭’·‘，二二1 ，‘)，同时忆一，氏。满足‘(认1.·…氏。)=1-表达一个Boole的数f的完满析取范式是唯的.完布仓零苹感(娜r全补“‘conjunct，Ve‘“orma}for“‘)‘“丁以类似地来定义. 对“儿乎所有的”Boole函数，山于一单位集的个数在2门’一石2”2与，{+护万2”’之间变动，故对J‘.儿乎所有的”Boole函数，完满析取范式的渐近复杂性是nZ”’.那些仅在点取零值的凡几‘Boole函数，其完满析取范式具有最弋的复杂性这个复杂性是。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条