co-teaching中文是什么意思

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用"co-teaching"造句"co-teaching"怎么读"co-teaching" in a sentence

中文翻译手机版

普通班教师和辅导班教师一同教学

"co"中文翻译 Co ＝ 1.cobalt 【化学】钴。 2 ...
"teaching"中文翻译 n. 1.教学，讲授。 2.〔常 pl.〕教导，教训，教 ...
"electrical machine teaching co ole" 中文翻译 : 电动机培训仪表
"teaching" 中文翻译 : n. 1.教学，讲授。 2.〔常 pl.〕教导，教训，教义，学说。 methods of teaching 教学方法。
"the teaching of the" 中文翻译 : 八不正见; 抑扬教
"a summary of the teaching of the" 中文翻译 : 人天眼目
"a teaching building" 中文翻译 : 一栋教学大楼
"a teaching job" 中文翻译 : 一份教学的工作
"acting teaching" 中文翻译 : 主动教学法
"activity teaching" 中文翻译 : 活动教学; 行为培训
"automated teaching" 中文翻译 : 自动化教学
"be engaged in teaching" 中文翻译 : 从事教学
"bilingual teaching" 中文翻译 : 双语教学
"biology teaching" 中文翻译 : 生物学教学
"broadcast teaching" 中文翻译 : 广播教学
"chemistry teaching" 中文翻译 : 化学教学
"christian teaching" 中文翻译 : 教导丛书
"circuit teaching" 中文翻译 : 巡回教学
"class teaching" 中文翻译 : 班级教学
"classroom teaching" 中文翻译 : 课堂教学
"clinical teaching" 中文翻译 : 诊疗教学
"cooperative teaching" 中文翻译 : 合作教学
"corrective teaching" 中文翻译 : 矫正教学
"correspondence teaching" 中文翻译 : 函授教学
"daily teaching" 中文翻译 : 教学园地

例句与用法

Querying the validity of co - teaching by lv zuqian and zhu xi at the yuequan academy
吕祖谦朱熹共讲月泉说质疑
2 of s . 1 chinese language lessons will be allocated for speaking activities using drama approach with co - teaching
中一级两节之中文课节将使用戏剧模式进行口语训练。
The main purpose of this article is to study how to train and educate teachers for the implementation of co - teaching
摘要本文主要目的在探讨如何培育协同教学的师资。
Both homeroom teachers in each class are responsible for co - teaching english , math , science , social studies and art
班主任（中英教师各1名）共同教学（英语、数学、自然常识、社会课、艺术）。
Ms . leitao has taught graduate and undergraduate design studios at univ . of pennsylvania and barnard college , ny ; and has co - taught design studios at columbia gsapp and pratt
Leitao曾在宾夕法尼亚大学与纽约barnard college教授大学部以及研究所设计课，也曾于哥伦比亚gsapp与pratt与他人合作教授设计课。
The co - teaching experience with a foreign expert in speaking class is introduced : what we expect before the co - teaching , how we organize the co - teaching , and what we have gained through this experiment
摘要介绍了与外国专家在英语口语上课进行联合教学的活动：对联合教学的预期，怎样组织联合教学，通过这一尝试的收益。
It contains three parts : ( 1 ) the relationship between co - education and integrated curriculum , ( 2 ) the nature of co - teaching and methods of teacher education , and ( 3 ) how to train and cultivate leader for a teacher team
全文分为三部分： ( 1 )协同教学与统整课程的关系， ( 2 )协同教学的性质与师资培育的方法， ( 3 )如何培育教师团队领导人。
The findings of this research indicates that we ca n ' t bring the efficient method of teaching into full play , owing to the divergence of the teachers " view on the co - teaching as follows : 1 . the students wo n ' t participate in the co - learning initiatively for the teachers " divergence of the grope division and the management of the classroom teaching . 2 . teachers neglect the feeling interflow with the students because of their unchanged rational opin
本研究表明，通过采用“合作教学”激发学生主体参与精神，高中英语教学两极分化现象是可以改变的。首先要转变学校管理者的管理理念，充分调动教师的教学积极性，将教学管理的重点从又教致师的“控制”转向又中攀生的“学”的引导上。
After document analysis , it indicate that ( 1 ) there are some advantages and disadvantages in co - teaching , ( 2 ) teaching through teamwork is more difficult than teaching by oneself , ( 3 ) to train and cultivate leader for school is very important task of teacher education institute
本文采用文献分析法进行探讨，指出：协同教学比一般个别教师的教学更困难；协同教学固然有其利弊得失，却是实施九年一贯课程统整教学的利器，由于协同教学的提倡，必然促成教学团队的形成，使教师领导者应运而生，故师资培育机构应加强培育未来学校的领导人才。
In line with the actual english teaching states the research mainly employs the questionnaire method and the auxiliary random interview with the teachers and students to discuss the followings . 1 . the division of the groups ; 2 . the division of the students " individual tasks in the co - learning and how to control the process ; 3 . the detail contents in the classroom teaching ; 4 . the order of the teaching process ; s . the appraisal of the co - teaching ; 6 . the effect on the polarization " s changing ; 7 . the level of learning strategies in english employed by the students ; s . the management of the classroom teaching ; 9 . how to enhance the teachers " enthusiasm by improving the level of the administration
为了这也有本研究本着从实际出发的原则，结合高中教育教学现状，以问卷调查为主，辅之以随机访谈，就“合作教学”中的如下问题: 1 、关于/ j 、组戊叮分问题; 2 、组员间的分工与小组控制问题; 3 、师生“合作”的具体内容; 4 、关于课堂教学各组成部分的顺序问题; 5 、 “合作教学”的评价问题; 6 、 “合作教学”对改变两极分化的效果问题; 7 、关于学生在“合作学习”中对学习策略的使用问题; 8 、课堂教学管理问题，又长致师和学生分别进行了调查、访谈。