1) Knowledge of the language teaching
语文知识教学
2) language teaching knowledge
语文教学知识
1.
If we consider the actuality of Chinese language teaching,and construct the language teaching knowledge according to the characteristic of the tacit teaching knowledge,we should pay attention to the following: founding problem situation to activate the tacit .
语文教学知识包括显性教学知识和缄默教学知识。
3) language knowledge teaching
语言知识教学
4) Chinese knowledge learning
语文知识学习
5) cultural knowledge teaching
文化知识教学
1.
To be more specific,cultural knowledge teaching should attract more attention because cultural knowledge is vital to the people of a nation.
特别是其中的文化知识教学更值得重视,因为文化知识是民族文化的重要载体,它的教学,首先有利于培养学生的文化意识和民族精神,其次体现了语文课程质的规定性,最后则有利于语文课程目标的实现。
6) Chinese knowledge
语文知识
1.
Chinese knowledge is indispensable in Chinese teaching practice,but the Chinese knowledge teaching is in long-term low efficiency.
语文教学实践需要语文知识,可语文知识教学却长期低效。
2.
Based on the requirement of the development of society and human beings, the new course standard of Chinese teaching put forward the skill demand for Chinese knowledge.
语文教学新的课程标准根据社会和人的发展需要,提出了新的语文知识技能要求,是语文知识内容和要求的变革,而且是确立“以学生发展为本”的课程理念的根本转变。
3.
At the beginning of the 21st century, new curricular reform in Chinese takes objective attitude, new curricular standard can’t give a clear conception for“Chinese knowledge”, all of these causes the first block to practice new curricular reform------the maze and bemusement in curriculum wobbles curric.
21世纪伊始,语文新课程改革对“语文知识”所采取的回避搁置的态度立场,以及新课程标准对“语文知识”概念本身表述的语焉不详,这一切都无法避免地给新课程改革的实践运作制造了前提性的阻抗——对课程本体的迷惘与困惑将从根本上摇乱课程实施的步履。
补充资料：语文教学
见汉语教学。
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