2) teaching behavior in class
课堂教学行为
1.
The research on teaching behavior in class focuses on the behavior of teacher and the interaction of teacher and student,and adopts process-product method prevalently.
课堂教学行为的研究,内容主要集中在教师行为和师生互动行为上,方法以“过程———结果法”尤为盛行,但也表现出对象理解的片面、方法使用的不恰当等问题。
3) classroom instructional behavior
课堂教学行为
1.
The classroom instructional behavior is the key factor in affecting classroom learning-teaching effect.
课堂教学行为是影响课堂教学质量的重要因素。
2.
Thus, the author, starting from conducting a survey in Changshu, Jiangsu province, investigated history teachers classroom instructional behavior in senior middle school under the cur.
为此，通过在常熟地区问卷调查来研究新课程背景下高中历史教师课堂教学行为，调查研究高中历史教师的备课行为、课堂教学情况、课后教学反思、课程观念等。
4) classroom teaching behavior
课堂教学行为
1.
However, the fruits of classroom teaching behavior from the perspective of theory plus practice are rarely seen in today\'s academic circles.
课堂教学行为作为“课堂”中的重要存在,直接关乎学校教育质量的提高与新课程改革任务的落实。
2.
Until the mid-20th century,with the education and teaching reform in depth,the researchers will increasingly focus attention on the classroom,and classroom teaching behavior appears and comes into education researchers and practitioners\' attention.
直到20世纪中期,随着教育教学改革深入,研究者逐渐将视线聚焦在课堂上,课堂教学行为这一日见不察的现象才从其他教学问题中浮现出来,成为研究者和实践者关注的问题。
5) instructional supervision in class
课堂教学监控
1.
The basic principle brings complete and deep effect of instructional supervision in class.
教育生态学的基本原理对课堂教学监控会产生全面而深刻的影响。
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