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We describe our primary pedagogical tools of case discussion and the development of student expert role assignments as a locus, and how they relate to the learning community, course content and course objectives.
      
This paper provides a retrospective analysis of our course: "Homelessness in the United States: An Interdisciplinary Approach." It analyzes how such a course reveals social distress on two distinct levels: course content and course process.
      
Approaches to teaching applied (practice) sociology in departments and to integrating service learning and course content show the "natural synergy" between the two types of learning.
      
This approach could be useful to social work programs and other disciplines interested in measuring the effects of changes in course content.
      
Positive responses were given by 85.2% of the students for course arrangement, by 92.0% for course content, by 88.3% for clinical correlation, by 95.2% for level of teaching and by 87.2% for overall judgment.
      
The details of a newly created course designed to address these problems at the Faculty of Agriculture of McGill University are provided, and some suggestions made about the pedagogy and course content of an entire program.
      
This paper outlines the dynamics of business ethics in these former communist countries and describes circumstances relating to ethical training, and course content and pedagogy.
      
Our answer to "why" provides both a response to those who oppose business ethics courses and a direction for course content.
      
Deeper customization of the course content and delivery may further contribute to effective learning and acquiring of both communication and analytical skills.
      
The "intentional evaluation" paradigm stresses the need for a formative programme - one which recognises the importance of the interactions between teacher, student and course content.
      
Sixty-one students were invited to participate in a class computer conferencing project to discuss questions about the course content and assignments, share ideas with others, and respond to comments made by their peers and the instructor.
      
Program effectiveness is evaluated with regard to course content, mixing of citizens with regular university students, and motivational factors related to the issuance of academic credit.
      
These ideas are then integrated into a view of the disciplines as a tool for helping students mediate course content as well as their life experiences in the service of learning and individual development.
      
Peer review of teaching: External review of course content
      
External peer review of course content is described.
      
Half of the claims were specifically embedded in the course content, but the remaining claims were not addressed in the course.
      
Testing and grading are part of every course, but generally of lesser importance to faculty members than course content itself.
      
College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period on their engagement level during lecture and perceived learning of course content.
      
This research shows that pre-service teachers found the use of case studies as potentially useful in helping them learn and process course content no matter what learning style preference the pre-service teacher has.
      
While time spent doing homework, students' academic expectations, course grade, and course content had significant effects on both boys and girls' environments, school membership and time spent in watching TV had effects only on girls' perceptions.
      
 

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