本文關(guān)鍵詞：對(duì)外漢語(yǔ)課堂教學(xué)實(shí)錄資料的編撰及應(yīng)用價(jià)值，由筆耕文化傳播整理發(fā)布。

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教學(xué)實(shí)錄

     Situation Teaching Method of Senior English--My Teaching Cases

     高中英語(yǔ)情境教學(xué)應(yīng)用研究——我的教學(xué)實(shí)錄

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     5. Watch VCRs of famous teacher's lessons or classical teaching lessons more to improve through appreciation.

     5、反復(fù)觀看名師課堂教學(xué)實(shí)錄或經(jīng)典教案，在欣賞中加以提高；

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     Adopting the method of natural investigation,the paper selects as samples six records of those teachers' classroom discourse who use three varieties of textbook respectively and have won the title of "Distinguished Young College English Teachers of Shandong Province".

     本研究采用自然調(diào)查的方法,在獲得“山東省2004年大學(xué)英語(yǔ)青年教師教學(xué)能手”稱(chēng)號(hào)的10名教師中,將使用3套教材的6位教師的教學(xué)實(shí)錄光盤(pán)作為樣本,對(duì)其從話(huà)語(yǔ)量、提問(wèn)、交互調(diào)整和意義協(xié)商、反饋及IRF話(huà)語(yǔ)鏈等方面的特點(diǎn)進(jìn)行系統(tǒng)的分析,結(jié)果顯示:優(yōu)秀教師的課堂話(huà)語(yǔ)差異很大;

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     And analysis the teaching question of contemporary English, emphasize the importance and necessity of " bilingual teaching further.Part Two: Understanding of bilingual teaching. We need in terms of pedagogy and linguistics * bilingual teaching " of the norm is defined.

     然后從課程計(jì)劃、教學(xué)目標(biāo)、教學(xué)形式、雙語(yǔ)教材、雙語(yǔ)師資方面,具體論述長(zhǎng)沙市如何在小學(xué)階段實(shí)施雙語(yǔ)教學(xué),并附有英語(yǔ)教學(xué)案例,雙語(yǔ)課堂教學(xué)實(shí)錄,課外雙語(yǔ)活動(dòng)安排表,雙語(yǔ)教師教學(xué)反思等個(gè)案,希望能豐富長(zhǎng)沙市小學(xué)雙語(yǔ)教學(xué)的實(shí)踐內(nèi)涵,用更真實(shí)的事例說(shuō)話(huà)。

短句來(lái)源

     This thesis with emphasizing scientific and standardized of the chemistry instructional design system for study background, taking the first hand fulfillment material-classroom teaching factual records as to study foundation, by means of research technique such as the contrast research, main factor analysis, consult literature and so on, inquired into the basic meaning and the expressing method of the chemistry learning task.

     本文以強(qiáng)調(diào)科學(xué)化、規(guī)范化的化學(xué)教學(xué)設(shè)計(jì)系統(tǒng)為研究背景,以第一手的實(shí)踐材料——課堂教學(xué)實(shí)錄為研究基礎(chǔ),通過(guò)對(duì)比研究、要素分析、文獻(xiàn)查閱等研究手法,探討了化學(xué)學(xué)習(xí)任務(wù)的基本含義、表述方法等內(nèi)容;

短句來(lái)源

     On the Compilation of the Classroom Recorded Data and Its Application Values

     對(duì)外漢語(yǔ)課堂教學(xué)實(shí)錄資料的編撰及應(yīng)用價(jià)值

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     pleasure teaching;

     愉快教學(xué);

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     Teaching of Costing Accountant

     成本會(huì)計(jì)教學(xué)

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     OLYMPIC MEMO

     奧運(yùn)實(shí)錄

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     Disaster Records

     災(zāi)害實(shí)錄

短句來(lái)源

     Situation Teaching Method of Senior English--My Teaching Cases

     高中英語(yǔ)情境教學(xué)應(yīng)用研究——我的教學(xué)實(shí)錄

短句來(lái)源

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  teaching cases

Given the correlation of operative time with infection, efforts to minimize operative time by "double-teaming" staff participation in teaching cases may decrease infection rates, although this is speculative.

Introduction: Science Teaching Cases as Learning Opportunities

This study explores the potential of science teaching cases to deepen teachers' content knowledge and pedagogical content knowledge.

The annotation tool allows dental faculty to integrate image findings with related clinical information, and to prepare high-quality teaching cases.

Author or editor of 15 books, author of 50 academic papers or chapters in books and 25 teaching cases.

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This paper argues for the necessity of compiling r ec orded data in TCSL classroom, describes the whole process of data compiling and points out its various application values in the research of interlanguage, clas sroom teaching practice and intercultural communication discourse.

本文闡述了通過(guò)錄音、錄像和文字轉(zhuǎn)寫(xiě)手段編撰對(duì)外漢語(yǔ)課堂教學(xué)實(shí)錄資料的理論必要性 ,介紹了編撰過(guò)程 ,并指出了這些資料在中介語(yǔ)研究、課堂教學(xué)實(shí)踐研究、跨文化交際語(yǔ)篇研究等領(lǐng)域所具有的應(yīng)用價(jià)值。

Adopting the method of natural investigation,the paper selected as samples six recorded video discs of classroom discourse of teachers who had used three varieties of textbooks respectively and who had won the title of "Distinguished Young College English Teachers of Shandong Province".By analyzing their ways to ask questions,we conclude that college English teachers' question-asking activities may have some characteristics of natural conversations,but it is impossible for classroom activities to totally imitate...

Adopting the method of natural investigation,the paper selected as samples six recorded video discs of classroom discourse of teachers who had used three varieties of textbooks respectively and who had won the title of "Distinguished Young College English Teachers of Shandong Province".By analyzing their ways to ask questions,we conclude that college English teachers' question-asking activities may have some characteristics of natural conversations,but it is impossible for classroom activities to totally imitate real-world conversations and teaching materials cannot decide the features of question-asking activities.

采用自然調(diào)查的方法,從代表山東省各個(gè)賽區(qū)參加比賽并獲獎(jiǎng)的10名大學(xué)英語(yǔ)教師的課堂教學(xué)實(shí)錄光盤(pán)中,選取分別使用3種教材的6張作為研究樣本,對(duì)其提問(wèn)方式進(jìn)行分析,最后得出結(jié)論:大學(xué)英語(yǔ)課堂的交互活動(dòng)雖然可能具有自然談話(huà)的某些特征,但不可能完全達(dá)到真實(shí)世界的交際性;教學(xué)材料本身并不能造成課堂提問(wèn)特點(diǎn)的差異。

Adopting the method of natural investigation,the paper selects as samples six records of those teachers' classroom discourse who use three varieties of textbook respectively and have won the title of "Distinguished Young College English Teachers of Shandong Province".It analyzes and discusses the data in the aspects of teacher talk time,questioning,negotiation of meaning,feedback and IRF discourse chains and draws the conclusion that distinguished teachers' classroom discourse may have quite different characteristics,that...

Adopting the method of natural investigation,the paper selects as samples six records of those teachers' classroom discourse who use three varieties of textbook respectively and have won the title of "Distinguished Young College English Teachers of Shandong Province".It analyzes and discusses the data in the aspects of teacher talk time,questioning,negotiation of meaning,feedback and IRF discourse chains and draws the conclusion that distinguished teachers' classroom discourse may have quite different characteristics,that it is the teacher's pedagogic belief rather than the textbook that decides the feature of classroom discourse and that even student-centered classroom discourse is not exactly the same as natural conversation.

本研究采用自然調(diào)查的方法,在獲得“山東省2004年大學(xué)英語(yǔ)青年教師教學(xué)能手”稱(chēng)號(hào)的10名教師中,將使用3套教材的6位教師的教學(xué)實(shí)錄光盤(pán)作為樣本,對(duì)其從話(huà)語(yǔ)量、提問(wèn)、交互調(diào)整和意義協(xié)商、反饋及IRF話(huà)語(yǔ)鏈等方面的特點(diǎn)進(jìn)行系統(tǒng)的分析,結(jié)果顯示:優(yōu)秀教師的課堂話(huà)語(yǔ)差異很大;教材本身并不能決定課堂話(huà)語(yǔ)的特征,起決定作用的是教師的教育觀念;即使是以學(xué)生為中心的課堂話(huà)語(yǔ)也不完全具備自然談話(huà)的特點(diǎn)。

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  本文關(guān)鍵詞：對(duì)外漢語(yǔ)課堂教學(xué)實(shí)錄資料的編撰及應(yīng)用價(jià)值，由筆耕文化傳播整理發(fā)布。