1) curriculum integration
课程综合
1.
The author discusses many curriculum design principles from various anglesand hopes to provide theoretical guides for teachers under the background of curriculum integration.
课程综合是未来学前教育课程改革的基本方向,同时课程综合引发了对学前美术教学的新的思考与认识。
2.
The reform of our country s elementary education curriculum in the new century regards curriculum integration as very important substance and purpose.
论文提要：我国新世纪基础教育课程改革把课程综合化当作一项重要内容和目标。
2) Comprehensive courses
综合课程
1.
Comment on the Value,Feature and Developing Tactics of Comprehensive Courses in Normal Colleges;
论高师综合课程的价值、特征与开发策略
2.
"Integration" of courses is regarded as the ideal outcome of comprehensivization of courses,while "patchingly" comprehensive courses are criticized universally by people.
"一体化"综合被看作是综合课程的一种完美的理想境界,而"拼盘"式综合课程却受到人们的普遍指责和批评。
3.
Based on the analysis of the properties of comprehensive courses and the problems with them, this paper proposed that attention should be given to the design, development and implementation of comprehensive course, that an effective evaluation system should be established, and that the education of teachers should be strengthened.
通过分析综合课程的属性及存在的问题,提出注重综合课程设计、开发与实施,建立有效的评价体系,加强教师教育等建议,促进新课改中综合课程的建设。
3) comprehensive curriculum
综合课程
1.
The type of comprehensive curriculum and its designing direction;
综合课程的类型及其设计取向
2.
So new curriculum reformation put forward the general plan of comprehensive curriculum, in order to make up the shortcomings of department curriculum teaching, in order to make comprehensive knowledge more popularize and cultivate comprehensive people with comprehensive abilities, under major sense of education and new.
在大教育观和新课改的感召下 ,文章阐述了网络综合课程构建的必要性、优越性 ,并根据网络综合课程与多元智力在目标上的一致性 ,在网络综合课程的构建中试图将两者有机结合起来 ,使学习者在学习过程中的综合实践能力不断提高和多元智力趋向平衡发展。
3.
Carrying out comprehensive curriculum in the basic education is inevitable.
基础教育阶段设置综合课程是大势所趋,但在综合课程实施中存在着许多问题,诸如对综合课程认识的不足,课程资源的不足,教师有关综合课程实施的素养急待提高,综合课程价值取向有所偏颇等。
4) comprehensive course
综合课程
1.
Based upon study of the organization form of art comprehensive course specifications are proposed on teachers and teaching materials to promote art course develop to comprehensive course in architecture art.
结合高职院校职业教育的特殊性,介绍了高职院校课程的综合化处理,阐述了建筑艺术类美术课程的综合度,研究了建筑艺术类美术综合课程的组织形式,提出了建筑艺术类美术课程发展为综合课程对教师及教材的要求。
2.
As a new point in the comprehensive course research in the fundamental education, subjective construction realizes the integrity of theoretical research and practical operation.
综合课程研究是中国基础教育课程改革的中心主题之一。
3.
The educational reform of the new basic course suggests a challenge to the training on the middle school teachers in teaching comprehensive course.
为克服高师院校目前综合课程设置的“拼盘化”、“杂、散、乱”倾向 ,本文提供了高师院校综合课程设置的若干原则。
5) integrated curriculum
综合课程
1.
Discuss the supports with IT in the implementation of integrated curriculum;
浅议信息技术对综合课程实施的支持作用
2.
It is favorable for the improvement of traditional translation teaching and student s translation capability to study this issue on the basis of integrated curriculum from the perspective of integrated English teaching.
目前课程教学改革呈现出向综合课程方向发展的趋势,现代教育的快速发展使课程教学走向综合化成为可能。
6) integrated course
综合课程
1.
In college English integrated course,the teacher should create more opportunities related to the text for oral practice to cultivate students communicative competence,thus improve t.
本文探讨了在综合课程中如何结合课本随时随地发现并创造机会让学生进行口语练习,从而有效地锻炼交际能力,实现英语综合应用能力的全面提高。
2.
The values of integrated course lies in the fact that it breaks through the traditional linear thinking way and brings forward the course of "dynamic complexity".
综合课程的价值在于突破长期以来形成的线性思考的方式而提出"动态性复杂"课程。
3.
Especially in college English integrated course,the teacher,being a director in class, should create more opportunities related to the text for oral practice, so that the students can practice their communicative competence, further understand the text and thus improve their integrated abilities of listening, speaking, reading and writing.
提高学生口头表达能力不仅仅是听说课的任务,而应将其贯穿到各门课程,特别是大学英语综合课程当中。
补充资料：综合课程
或称广域课程。把若干有关学科合并起来编订的课程。仍属学科课程（学科）的一种。为了改正学科课程分科过细的缺点，教育工作者采用合并有关学科的办法来编订课程,使每一门学科包括的科学领域范围较广。如把政治、经济、历史、地理等科合并为社会学科，把物理、化学、生物、天文、地学等科合并为理科，把代数、几何、三角等科合并为数学学科。在小学里，还有把社会常识和自然常识合并到语文学科中教学的；也有的设常识课，包括社会和自然。小学低年级还有把体育和音乐合并为唱游，把美术和工艺合并为美工的。
这样的综合课程减少了分科的数目，便于联系学习者的生活实际来教学。依据综合课程的要求编写的教科书，要把有关学科的知识联系起来，综合编排。
综合课程在小学采用比较适宜，在中学某些学科也可采用。如中国小学一、二年级的语文就包括社会常识和自然常识，而语文学科本身也是识字、说话、阅读、写字、作文的综合。联合国教育、科学及文化组织在某些国家的小学推广这种类型的课程。
这样的综合课程减少了分科的数目，便于联系学习者的生活实际来教学。依据综合课程的要求编写的教科书，要把有关学科的知识联系起来，综合编排。
综合课程在小学采用比较适宜，在中学某些学科也可采用。如中国小学一、二年级的语文就包括社会常识和自然常识，而语文学科本身也是识字、说话、阅读、写字、作文的综合。联合国教育、科学及文化组织在某些国家的小学推广这种类型的课程。
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