1) Classroom Harmonious Management
课堂和谐管理
1.
On Classroom Harmonious Management of the Primary and Middle Schools;
中小学课堂和谐管理研究
2) Harmonious
[英][hɑ:'məʊniəs] [美][hɑr'monɪəs]
和谐地理课堂
1.
The Construction of Harmonious Geography Class Based on the Ground of New Geography Curriculum Ideal;
新课程理念下的和谐地理课堂构建
3) harmonious class
和谐课堂
1.
Affective teaching and harmonious class are unified.
情感教学与和谐课堂是相互的统一体,英语情感教学有利于和谐的大学英语课堂的建立。
2.
Thus,the teacher factor is of vital importance to establish the student-oriented college harmonious class.
因此,构建和创新以大学生为本的高校和谐课堂,教师要素是最关键!所以,对广大高校教师来说,不断提高自身构建和谐社会所必须的创新素质,才是构建和创新高校和谐课堂的根本之道和长远之计。
5) harmonious classroom
和谐课堂
1.
Creating teaching mode and constructing harmonious classroom of basic mechanics;
创新教学模式,构建基础力学和谐课堂
2.
This paper analyzes the present situation of that the classroom teaching of higher vocational education can’t meet the needs of cultivating higher vocational talents, and points out that the construction of harmonious classroom is benefit for the cultivation of higher vocational talents, and advances some ways for the construction of harmonious classroom.
分析了高职课堂教学不能适应高职人才培养需要的现状,指出构建和谐课堂对高职人才培养大有裨益,提出了和谐课堂的构建途径。
3.
To create a harmonious classroom is an important reflection in the new curriculum reform with the people-centered idea.
构建和谐课堂,是以人为本的新课程理念的重要体现,教师不能流于形式,被动等待,而应从细节入手主动出击,真正构建平等、倾听、合作的和谐课堂,促进每一个学生的和谐发展。
6) classroom management
课堂管理
1.
It is very necessary to know classroom management,to master the ability of managing classroom action and the way of classroom management to improve teaching quality.
高校课堂管理是一个重要的课题,了解课堂管理的科学性,掌握处理课堂行为问题的能力和有效的课堂管理方法,对于提高教学质量是十分必要的。
2.
Information Technology is the learning environment factor,and effective classroom management is the student psychology factor.
详细阐述学生思维发展的几个条件——课堂变革、信息技术、课堂管理,给出有效整合各个因素的信息技术应用模型。
3.
Ranging from the date of publication,research situation,research topics,the perspectives of research,and the teachers level,this paper utilizes the content analysis method to classify and code the research on teachers authority in the classroom management.
本文运用内容分析法,从论文发表年份、研究情境、研究主题、研究视角和教师层次等五个维度,对课堂管理中教师权威研究进行分类和编码,就国内教育学界关于教师权威研究进行了比较与分析。
补充资料:课堂教学
见班级教学。
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