4) interactive grammar teaching model
交互式语法教学模式
1.
This paper analyzes the functions and nature of grammar and proceeds to review interactive grammar teaching models, including traditional models expounded by Hammer, Brumfit and Byrne, Wajnyrb s Dictogloss and the task-based grammar teaching models of Loschky, Willis and Skehan.
我们分析语法的功能与实质,深入评述各交互式语法教学模式,包括Hammer、Brumfit、Byrne等学者提出的较传统的交互式语法教学模式:Wainyrb的听写语法教学模式:Loschky、Willis与Skehan的任务式语法教学模式,并提出实施交互式语法教学模式的具体方法,有效促进学习者由陈述性知识向程序性知识转化,旨在有效提高学习者的语法能力、篇章能力和语用能力等综合交际能力。
5) Interactive teaching
交互式教学
1.
This paper expounds the technical advantages of the streaming media technology in the application of the higher education,and gives some concrete application methods such as the courseware for the asking,the database of producing courseware for the asking,the live broadcast of teaching and the interactive teaching.
论述了流媒体技术在高等教育应用中的技术优势,并给出了具体的应用方法,即课件点播、制作点播资源库、教学直播以及交互式教学。
2.
The methods and technologies for building a multimedia CAI network interactive teaching system (MCNITS) is introduced.
阐述了对实现多媒体ＣＡＩ网络交互式教学系统的方法和技术。
3.
To this end, we need to change our traditional teaching models and concepts, and establish the interactive teaching model so as to realize integration of scientific methods and humanistic approaches.
要在政治课堂教学中贯彻和弘扬人文思想,给予学生更多的人文关怀,就要改变传统的教学模式和教学理念,塑造或构建交互式教学模式,实现科学方法与人文方法的融通;且要特别注重教师的人格修养,以高尚的人格魅力优化课堂教学,营造教学系统中和谐的社会心理气氛,促进学生的个性自由与全面发展,让政治课堂闪耀人文之光。
6) reciprocal teaching
交互式教学
1.
It comprises three instructional models: example-based instruction, reciprocal teaching, and cooperative learning, which are characterized by flexibility, interactivity and the goal to foster students creativity and all-round development.
美国高校自20世纪80年代以来,兴起了一种新型的课堂教学模式,主要由“范例教学”、“交互式教学”和“小组合作学习”三种模型构成,通过学生与教师、学习伙伴以及学习资源之间的互动,帮助学生构建知识、发展能力。
2.
Considered as a general guidance of teaching and also an opening teaching thought, the reciprocal teaching is based its researches upon the whole teaching process and highlights the .
交互式教学作为一种总的教学指导思想、作为一种开放性的教学理念，立足于课堂教学的过程研究，强调参与课堂教学的各要素应全方位最有效地有机配合，力求做到发挥学生主体作用和教师主导作用。
补充资料：交互
①互相：教师宣布答案之后，就让同学们～批改。②替换着：他两手～地抓住野藤，向山顶上爬。
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