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中学体育教学法
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  middle school pe teaching methodology
     A Research on the Application of Microteaching for PE Majors in Middle School PE Teaching Methodology
     微格教学在体育专业中学体育教学法课程运用的研究
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  “中学体育教学法”译为未确定词的双语例句
     Design and Study of Microteaching in Courses of Physical Education Teaching Method in Chinese Middle Schools
     中学体育教学法课程微格教学的设计与研究
短句来源
     ON COURSE DESIGN OF MICRO TEACHING FOR P.E. METHODOLGOY IN DEMONSTRATION SKILLS
     中学体育教学法课程学生演示技能微格教学的设计与研究
短句来源
     A Research on Course Design of Micro-teaching for PE Methodology in Demonstration Skills
     中学体育教学法课程学生演示技能微格教学的设计与研究
短句来源
     Applying Case Teaching to the Curriculum of P.E. for Middle Schools
     《中学体育教学法》课程中实施案例教学的研究
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     Based on the principle and methods of microteaching, the microteaching procedure of physical education teaching method course in middle schools and the teaching phase of microteaching were established.
     运用微格教学的原理和方法 ,建立了中学体育教学法课程微格教学的教学程序 ,确定了微格教学的教学阶段。
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     A Teaching Method of Physical Training Game
     “体育游戏”教学法
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     Effects of guided-learning method on physical specialized compulsory course teaching
     体育专项课教学中学导式教学法的研究
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     Effects of guided - learning method on physical specialized compulsory course teaching
     体育专项课教学中学导式教学法的研究
短句来源
     A Reasearch on the “Three dimensional P.E.” Teaching Method
     “三维体育教学法研究
短句来源
     Correspondence education for middle school and primary P.E. masters
     中学体育教师的函授教育
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Based on the principle and methods of microteaching, the microteaching procedure of physical education teaching method course in middle schools and the teaching phase of microteaching were established. The teaching experiment of microteaching was carried out in the students of physical education specialty, entering Wenzhou Teachers College in 1998. By using fuzzy comprehensive evaluation the teaching skill was evaluated in the students of the experimental class and the control class. The results showed that...

Based on the principle and methods of microteaching, the microteaching procedure of physical education teaching method course in middle schools and the teaching phase of microteaching were established. The teaching experiment of microteaching was carried out in the students of physical education specialty, entering Wenzhou Teachers College in 1998. By using fuzzy comprehensive evaluation the teaching skill was evaluated in the students of the experimental class and the control class. The results showed that there were significant differences between the two classes (P<0.01), which were checked up by the T test. And then the distribution of the evaluation results were tested again. They were all in the normal distribution, showing that the microteaching method is an effective way to cultivate the teaching skill of students in normal schools.

运用微格教学的原理和方法 ,建立了中学体育教学法课程微格教学的教学程序 ,确定了微格教学的教学阶段。对我院 1998级体育教育专业学生进行了微格教学的教学实验 ,运用模糊综合评价的方法 ,对实验班和对照班学生进行了教学技能评价 ,采用t检验方法对实验班和对照班进行了差异显著性检验 ,结果表明 ,实验班与对照班学生教学技能水平有显著性差异 (P <0 .0 1)。然后 ,对评价结果又进行了正态检验 ,结果表明 ,实验班和对照班学生教学技能综合评定成绩均成正态。可以说微格教学方法是培养师范生教学技能较为有效的方法

This paper discusses the meaning of teaching cases for P. E. teachers of methodology in the Institutions of higher learning, analyzes the necessity and the operational process of applying case teaching to the curriculum of P. E. for middle schools, and puts forward the idea of how to correctly deal with "the three relations" in the practice of case teaching.

探讨高校体育教学法教师研究课堂教学案例的意义,分析体育教育专业《中学体育教学法》课程中实施案例教学的必要性及其操作过程,提出案例教学实践中应正确处理的"三个关系"。

Based on the principle and methods of microteaching, the author set up the micro teaching procedure for P.E.methodology in their demonstration skills.After fuzzy comprehensive evaluation and T test, the students' performance in the experimental class and contrasting class was quite different (P<0.01). The final result was examined by means of normal test. The students' achievements in both experimental class and contrasting class are in normal distribution.

运用微格教学的原理和方法 ,建立了中学体育教学法课程学生演示技能微格教学的教学程序 .运用模糊综合评价的方法 ,对实验班和对照班进行演示技能评价 ,采用T检验方法对实验班和对照班进行了差异显著性检验 ,结果 ,实验班和对照班学生演示技能水平有显著性差异 (P <0 .0 1 ) .然后 ,对评价结果进行了正态检验 ,结果 ,实验班和对照班学生演示技能综合评定成绩均成正态 .

 
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