curriculum framework造句

• Letters from wwf hong kong environmental education programmes and curriculum framework
  环境教育项目与相关的学校课程总览
• On the principle of " one curriculum framework for all " , generally , the mainstream school curriculum framework will guide curriculum development in special schools
  基于共同课程架构的原则，特殊学校一般是依循主流学校所采用的课程架构。
• Generic skills , values and attitudes , and knowledge in key learning areas ( subject knowledgeconcepts ) are the major components of the curriculum framework
  培养学生的共通能力、价值观与态度，以及掌握学习领域的知识(学科知识概念) ，是课程架构的主要组成部分。
• The cdc aims to construct an open and flexible curriculum framework within 2000 , and to pilot some alternative curriculum models in the 2000 - 02 school years
  课程发展议会的目标，是在二零零零年制定灵活开放的课程架构，并在二零零零至二零零二学年试行一些并行课程模式。
• The cdc began a three - month public consultation exercise in november on the proposed overall curriculum reform . it will shortly announce a new curriculum framework for both the primary and secondary levels
  课程发展议会在十一月开始进行为期三个月的公众谘询， ?集各界人士对建议的整体课程改革的意见。
• 5 . in the aspect of assessment , our curriculum standards shows special concern to the beauty education of character writing while the massachusetts curriculum framework stresses still on the expansion of the students " vocabulary
  5 、在评价策略方面，我国的课程标准对“写字”有美育方面的评价要求，美国(麻萨诸塞州)课程标准则强调词汇量的扩大。
• In evaluating reading approaches , our curriculum standards pays more attention to the evaluation of the methods , speed and reading scope while the massachusetts curriculum framework emphasizes the ability of the students
  我国的阅读评价较为侧重对方法、速度及阅读范围的评价，对方则较为侧重对阅读实践能力的评价；我国的写作评价标准较关注写作能力的培养，对方则比较侧重写作实践。
• In order to enhance primary school teachers abilities to implement the curriculum framework , to improve the quality of learning and teaching and to create more learning space , a curriculum package entitled learning and teaching 2000 was developed
  为使小学教师更有效地运用这套课程架构，改善教与学的质素，以及创造更多学习空间，课程发展处编制了一套名为“学与教二千”的课程套。
• The differences lie in the attitudes towards new words learning , which we stress the writing of the new words much more strongly than the massachusetts curriculum framework , for our characters are hard to write , but they do n ' t share this worry of writing , so they only pay attention to the words expanding
  区别是我国课程标准较为强调写字，美国(麻萨诸塞州)课程标准的该部分较侧重于扩大词汇；我国课程标准在“口语交际”部分较强调互动，对方更侧重对听众和目的的兼顾。
• The view of the curriculum in the subjective theory is that , the reasonable curriculum framework should be founded , then the education can accelerate the students " development . meanwhile the content and the form in the books should be renewed , modulated , and enriched , which can make the knowledge in the book be fabric
  主体性教育的课程观认为，教育要促进学生主体性素质的发展，就必须建立合理的课程结构；同时更新、调整和丰富教材的内容和形式，实现教材知识内容的结构化。
• Whereas the massachusetts curriculum framework was made under the designing approach of being recursive and interdependent . the curriculum ideas which are in fact its ten guiding principles , properly govern the whole curriculum and help divide the content into four strands : language , reading and literature , writing , media , by applying its twenty - seven general standards to the contents . by the way , these general standards were again specified into learning standards which all serve as teaching aims
  美国麻萨诸塞州的课程标准依据其递升性和互存性设计思路，在课程理念? ?十条指导原则的规范下，课程标准依照语言、阅读与文学、写作、媒体四个部分分成二十七个一般标准(目标) ，又按不同年级学段的教学要求细化为学习标准(目标) 。
• The compulsory school chinese curriculum standards of our country , which was made in july 2001 , is a product of the new curriculum reform of the country . massachusetts english language arts curriculum framework of the united states , which was made in june 2001 , serves also as a totally new version after the curriculum reform of the state of massachusetts
  制订于2001年7月的我国义务教育《语文课程标准》是我国新课程改革的产物，制订于2001年6月的美国(麻萨诸塞州) 《英语语言艺术课程标准纲要》 ，也是该州课程改革中推出的全新之作。
• The curriculum framework of massachusetts state states its ideas in ten points which include the relationship between language and thinking , challenging learning , reading , writing and intelligence , media , instruction giving , curriculum building , strategies and self - determination , voice of oral and written presentation , sense of being common and unifying force of language , etc . 2
  美国麻萨诸塞州课程标准从十个方面阐述了其课程理念，这十个方面包括语言与思维的关系、挑战性学习、阅读、写作与智力、媒体、指令传授、策略与自主性、课程构建、口头与书面表达特色、民族共同感和语言凝聚力等内容。
• The answer is to establish a curriculum framework which is life - based , making a point of critical attitude , real - life - situation , integrity and speciality of regional culture and reasonable point of view of culture . the methodological consideration of the article emphasizes two aspects , one is what called " problem - centered " analysis
  本文认为，地域文化的课程体系之建构需以现实生活世界为中心，注重价值反思、注重生活情境的运用，注意地域文化的完整性和独特性，并着力于培养学生合理的文化观，以便充分发挥地域文化的教育价值。
• To support schools in implementing the curriculum framework , the curriculum development institute ( cdi ) will continue to provide training programmes for teachers including web - based courses , promote life - wide learning , facilitate the development of desirable learning environments , conduct relevant research and development projects , and disseminate effective curriculum practices
  为了支援学校推行这套课程架构，课程发展处将会陆续为教师举办不同的培训课程，包括网上自学课程；此外，还会推广全方位学习，协助建立良好的学习环境，进行有关的研究和发展项目，以及推广有效的课程实践经验。