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   pedagogy 在 教育理论与教育管理 分类中 的翻译结果: 查询用时:0.195秒
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pedagogy
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  教育学
    An Analysis of A Few Basic Problems in Research on Subject Pedagogy
    试析学科教育学研究中存在的几个基本问题──学科教育学的科学学问题探索之一
短句来源
    Pedagogy in scientific system:it status and pursuit
    科学体系中的教育学:它的地位和追求
短句来源
    Where is the Theory of teaching and of Moral Education──Boundary of Pedagogy again:Where Is the Boundary?
    面对德育论的教学论──再论教育学边界:边界何在?
短句来源
    An Attempt to Cultivate the Students' Scientific Research Ability in the Teaching of Pedagogy
    在教育学教学中培养学生教育科研能力的尝试
短句来源
    On the Problems of the Knowledge Points in the Textbooks of Pedagogy
    教育学教材的“知识点”问题
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  教学法
    On Dynamic Grammar, Speech Acts and Communicative Pedagogy
    动态语法、言语行为与交际教学法
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    Computer Assisted Instruction of "Physics Pedagogy
    计算机辅助《中学物理教学法》教学的研究
短句来源
    In the instruction principle, the principles of computer-assisted instruction of "physics Pedagogy" are summarized.
    在教学原则中,总结了计算机辅助《中学物理教学法》教学的教学原则,即与传统教学相配合的
短句来源
    YAN Yuan′s "Practice" Pedagogy
    颜元之“习行”教学法
短句来源
    Philosophy, system science, the learning theory and the spread theory are taken as the bases. From following five aspects about computer-assisted instruction of"the Physics Pedagogy", instruction design, instruction patter, instruction method, instruction principle, instruction form of organization, are discussed.
    以哲学、系统科学、学习理论和传播理论为基础,从计算机辅助《中学物理教学法》(以教学技能为例)的教学设计、教学模式、教学方法、教学原则、教学组织形式五个方面进行了理论上的探讨。
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  “pedagogy”译为未确定词的双语例句
    Development of Chinese Pedagogy in the 20th Century
    20世纪中国教育学科的发展
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    Communication practice in teaching: the essence of modern pedagogy
    教学交往实践:现代教学的本质
短句来源
    On the Subjective Constructiveness of Education and Pedagogy
    论教育与教育学的主体建构性
短句来源
    Researches on the Conformity of the Methodologies of Pedagogy Study
    试论教育研究方法论的整合
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    The Necessity and Feasibility for Establishing Patriotism Pedagogy
    建立爱国主义教育学的必要性和可行性
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  pedagogy
Full time adult credential students' instructional preferences at California State University, Long Beach: pedagogy or andragogy
      
Though, pedagogy will never be founded in scientific theory, as at its ground there is no fact, but a problem, which cannot be proved, but just posed and postulated.
      
The ways of pedagogy are not logical, but esthetical.
      
The Politics and pedagogy of daytime television talk
      
428/1037), shows that the Hanafī madhhab gains its authority and identity through a pedagogy focused on the conflict of opinions.
      
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In this paper, the object, contents and the scope of mathematical pedagogy are discussed on the basis of the fact that mathematical pedagogy is a diverse "intersected" synthetic subject. The methods of mathematical pedagogy, including the method of historical analysis, the method of character induction, the method of logical inference, the method of emergent synthesis, the method of observation and experiment, and the quantitative method, etc., are also systematically discussed.

本文从数学教育学是一门多学科“交叉”性综合学科的学科性质出发,揭示了数学教育学的对象、内容、范围、对数学教育学的方法:历史分析法、特征归纳法、逻辑推演法、突现综合法、观察实验法和定量化方法等作了较为全面、系统的论述。

"Teaching serves as the leading, learing as the principal part." It is not only the guiding ideology of modern pedagogy, but the basic theoritical point of philosophy of education. First of all, it is very important to transform the ideoloogycal methodology, and completely to understand the essential implication and the concerns between them.

“教为主导,学为主体”不仅是现代教学论的核心思想,面且也是教育哲学的基本理论问题。欲要全面正确理解它的本质涵义及其内在关系,首先须在思想方法论上转变。本文从理论上阐述了教学过程,实际是个可控的具有育人成才功能的信息流通系统。“教为主导”“学为主体”都是辩证的。教师和学生都具有主客体的二重性和同一性。机械地搬用两极模式的二分法,把教与学作为“一对矛盾”来考察,必然导致理论上的混乱和思想上的僵化。

In this paper, an attempt is made to initatie a new sub--theoryof social psychology, which we call "hypothesis of psychological superio-rity". We analyze and illustrate its expressive forms and the feasibility ofits acquisition. Meanwhile, the hypothesis is applied to give a theoretical reaccount ofstress, stage--fright, inferiority and psychological experiments on self--cogni-tion, self--evaluation, self--action. Among its possible implications, a briefdiscussion, which leads to a couple of revealing conclusions,...

In this paper, an attempt is made to initatie a new sub--theoryof social psychology, which we call "hypothesis of psychological superio-rity". We analyze and illustrate its expressive forms and the feasibility ofits acquisition. Meanwhile, the hypothesis is applied to give a theoretical reaccount ofstress, stage--fright, inferiority and psychological experiments on self--cogni-tion, self--evaluation, self--action. Among its possible implications, a briefdiscussion, which leads to a couple of revealing conclusions, is focused onforeign language pedagogy.

本文首次提出心理优势假说,并对心理优势的表现形式及其培养进行分析和论述。同时,本文还用心理优势假说对紧张、怯场、自卑以及社会心理学有关自我认知、自我评价、自我行动的实验及其结论进行理论再阐释。对于这一假说的实际意义,本文主要从外语教学的角度进行了扼要讨论,并得出几条有一定启迪意义的结论。

 
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