Chinese translation for "object teaching"

实物[直观]教授(法)。


Related Translations:

teaching:  n.1.教学，讲授。2.〔常 pl.〕教导，教训，教义，学说。短语和例子methods of teaching 教学方法。

taught:  teach 的过去式及过去分词。

teach:  vt.1.(向某人)教、讲授(某课程)；使某人学会做某事 (to do sth.)。2.(以某事或某经验教训)教育、教导某人 (that)。3.〔口语〕(如对方做某事则予以)教训；告诫某人别做某事。4.使…学习；做…的教师。 teach a child to read 教孩子识字[阅读]。 teach physics to the students 教学生物理。 I tau

practice teaching:  (师范学院学生等的)教学实习。

teaching fellow:  兼任教职的研究生。

teaching machine:  (装有电子计算机自动配合学生学习进度的)电子教学机。

initial teaching alphabet:  初学英语拼音字母〔英国詹姆斯皮特曼创造的一套拼音字母，计44个字，和读音一致，用以教初学者〕。

object:  n.1. 物，物体，物件。2.目标 (of; for); 目的，宗旨。3.【哲学】对象，客体，客观 (opp. subject); 【语法】宾语。4.〔口语〕(可笑或可怜的)人[物]。短语和例子a small [strange] object 小[奇怪]东西。 the object of study 研究的对象。 the direct [indirect] object 直

object writing:  物体文字(如结绳纪事等)。

cognate object:  [accusative] 【语法】同义受辞〔例：tell a tale 中的 tale〕。

Example Sentences:

	1.	A brief talk about the application of object teaching in biological revision 浅谈直观教学在生物复习中的应用
	2.	The tradition teaching method of the new automobile structure lesson is the combination of class lecturing and experiment teaching ( real object teaching ) 汽车新结构课的传统教学方法是课堂讲授与实验教学[实物指导]相结合。
	3.	As to teaching methods , new - type teaching methods which stress practical ability such as object teaching , training emphasizing logical thinking and scientific experiments are promoted 从教学方法上来看，直观性教学、重视逻辑思维训练及科学实验等推崇实践能力的新型教学方法得到提倡。
	4.	Traditional vacabulary teaching methods consist of spelling teaching method , object teaching method , word - building teaching method , classified - vocabulary - memory method , cicle memory method etc 联想记忆单词是近十几年我国大陆上新出现的一种英语单词教学方法。本文介绍了联想记忆单词的几种方法以及课堂上所使用的联想教学方法。
	5.	Ments in charge of the routine teaching tasks , and also instructs the course of free radical biology and hygienic toxicology for continuous education at the same time . the objects taught or instructed 毒理学教研室主要从事卫生毒理学、军事毒理学的研究生、本科生、专科生、中专生及进修生教学、科研和人才培养工作，以及承担的国家、军队、地方、学校的课题的科学研究工作。
	6.	Since the mid of nineteenth century , elementary school science has changed its forms from object teaching , study of nature to modern primary science , with its aims from personal development to personal - social development 摘要自19世纪中叶起，西方小学科学课程发展经历了实物教学、自然学习和现代小学科学课程三种形态，教育目的从最初的促进个人心智发展到今天的促进个人社会共同发展。
	7.	This essay insists that object teaching and comprehensive designed experimental teaching should be strengthened in chemistry teaching according to its teaching features , which can foster students ' creative thought and fully develop the function of right brain 本文主张在化学教学中，根据本学科的教学特点，加强直观性教学和综合设计性实验教学，培养学生创造性思维能力，使右脑的功能得到充分开发。
	8.	It concluded the teaching method of separated subjects , the teaching method of divided groups , the teaching method of lecturing , the teaching method of discussing , the teaching method of praising and encouraging the teaching method of pleasure , the method of object teaching , the method of on - the - spot teaching , the method of personality , the method of emotion - throwing and so forth 胡瑗先生的“苏湖教法”内涵极其丰富，它包括分科教学法(分斋教学法) 、分组教学法、讲授教学法、研讨式教学法、奖激教学法、愉快教学法、直观教学法、现场教学法、人格感化法、情感投入法等。
	9.	The first , review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense , the exploration of the idea " teaching and learning vividly " and the forming of teaching style , the maturing of educational ideas and the sublimation of speciality charm . the second , on the base of striving to comprehend gu qiaoying ' s educational ideas connotation , make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person , teaching vividly in order to learn vividly and teaching " biology " as " biology " . the third , make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation , conception teaching , experiment teaching , extracurricular scientific and technological activities teaching , elicitation method of teaching , object teaching , fostering students " learning interest and the capacity of problem solving 第一部分，对顾巧英的专业成长过程，从知能的积累与专业意识的萌芽、生物学教学的适应与职业意识的确立、 “教活学活”的探索与教学风格的形成、教育思想的成熟与专业魅力的升华四个方面进行了评介；第二部分，在力求体悟顾巧英教育思想内涵的基础上，从“死”教材“活”人教、教“活”是为了学“活” 、把“生物学”教成“生物学”三方面对其“教活学活”思想进行了理论梳理和阐释；第三部分，对顾巧英的备课、概念教学、实验教学、课外科技活动教学、启发式教学、直观教学、对学生学习兴趣与问题解决能力的培养等生物学教学改革与实践进行了较系统地归纳与总结；第四部分，对影响顾巧英专业发展的主要因素，从其人格力量、专业知能基础、专业发展的社会环境等方面对进行了理论分析；第五部分，在以上研究的基础上，进一步指出了顾巧英教育思想对我国生物学教学论课程建设及其专业发展与教学经验对我国中学生物学师资培养的理论和实践意义。

Similar Words：

"object table" Chinese translation, "object tag" Chinese translation, "object tape" Chinese translation, "object tape format" Chinese translation, "object tax" Chinese translation, "object teaching material" Chinese translation, "object technology" Chinese translation, "object time" Chinese translation, "object time array" Chinese translation, "object time routine" Chinese translation