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探究性问题
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  “探究性问题”译为未确定词的双语例句
     A Study on the Creation of Context for Explorative Issues in Geography Teaching
     地理教学中探究性问题情境的创设
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     This paper present a course method which be use of internet to induct student inquiry, that is said based internet using inquiry question to induct student thinking, construct own knowledge by conception chart.
     本研究希望探索一种有效地应用网路资源进行合作探究学习的活动课程方式,即以网络资源为基础,利用探究性问题去引导学生思考,通过学生展现概念图建构属于自己的知识,进行有意义的学习。
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     Next, the thesis classifies and researches Inquiry Learning of junior mathematics context, then proves several ways, such as experimental inquiry, inductive inquiry and deductive inquiry through seeking for the solution strategy. It encourages teachers consciously to train students to solve problems with them during their teaching.
     紧接着,本文就初中数学教材中的探究性问题作了分类与研究,通过探求其求解策略提出了实验探究、归纳探究、类比探究和演绎探究等多种方法,提倡教师在教学中有意识地训练学生运用这些方法来解决问题。
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     This paper explores how to cultivate the students' creative thinking way by stimulating interest,setting environments,designing problems.
     通过激发兴趣、创设情境、巧设探究性问题、复习整理知识、觅疑质疑等方式方法,可培养学生的创新思维能力。
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     The problems in problem-solving activities refer to the unusual and open-ended problems with inadequate prerequisites and indefinite answers.
     问题解决中的“问题”主要是指那些非常规的,或者条件不充分、结论不确定的开放性、探究性问题,其设计要遵循可行性、渐进性、应用性等原则。
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  相似匹配句对
     MATHEMATICS RESEARCHING STUDY AND QUESTIONS EXPLORING
     数学研究学习及问题探究
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     Sex question Q and A
     问题解答
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     Exploration on question method
     “问题”教学法的探究
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     On the Plyometrics
     Plyometrics问题探究
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     Cultivation of Student's Question Consciousness in Exploring Study
     探究学习中学生问题意识的培养
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Based on the analysis of the characteristics of the problem used in mathematics classroom in junior secondary school in Hong Kong and Shanghai, the paper discussed the way of how 損ractice makes perfect?

沪港2地数学课堂练习特点的主要区别表现在:上海教师主要提供解释性和探究性问题,注重覆盖面及问题之间存在的关系,以及问题的隐式的变式练习,所选用问题的变化都在数学背景下面;香港教师只重视解释性水平的问题,及显式的变式练习,所选题目的背景既有数学的也有日常生活的.熟能生巧的巧有2层含义:一是各种解题技巧,二是善于提出独特的思路和策略.

The core in the new basic courses is to develop the students' innovation and practice ability.This paper explores how to cultivate the students' creative thinking way by stimulating interest,setting environments,designing problems.

新的基础教育课程体系的核心是培养学生的创新精神和实践能力。通过激发兴趣、创设情境、巧设探究性问题、复习整理知识、觅疑质疑等方式方法,可培养学生的创新思维能力。

A mathematical problem is the problem concerned with mathematics, or the problem that can be solved using mathematical concepts, theories or methods. It originates with human's work, life, and their scientific and technological activities involved in understanding nature. The problems in problem-solving activities refer to the unusual and open-ended problems with inadequate prerequisites and indefinite answers. The problem-solving teaching can arouse students' thirst for knowledge by creating proper circumstances,...

A mathematical problem is the problem concerned with mathematics, or the problem that can be solved using mathematical concepts, theories or methods. It originates with human's work, life, and their scientific and technological activities involved in understanding nature. The problems in problem-solving activities refer to the unusual and open-ended problems with inadequate prerequisites and indefinite answers. The problem-solving teaching can arouse students' thirst for knowledge by creating proper circumstances, and enable them to experience analyzing and solving problems personally, so it can cultivate students' mathematics consciousness, exploratory spirit and hands-on ability . Furthermore, attention must be paid to highly developing students' leading role and teachers' guiding role during teaching.

数学问题是以数学为内容,或者虽不以数学为内容,但必须运用数学概念、理论或方法才能解决的问题。它来源于人类的生产、生活实践,来源于人们了解自然、认识自然的科技活动。问题解决中的“问题”主要是指那些非常规的,或者条件不充分、结论不确定的开放性、探究性问题,其设计要遵循可行性、渐进性、应用性等原则。问题解决教学要通过创设情境来激发学生的求知欲望,使学生亲身体验和感受分析问题、解决问题的全过程,从而培养使用数学的意识、探索精神和实际操作能力。教学中,要注重发挥学生的主体作用和教师主导作用,二者相辅相成,不可偏废。

 
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