object teaching中文是什么意思

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中文翻譯
造句

實物[直觀]教授(法)。

object n. 1. 物，物體，物件。 2.目標 (of; for ...
teaching n. 1.教學，講授。 2.〔常 pl.〕教導，教訓，教 ...
object lesson; object teaching 實物教學
aids to object teaching 直觀教具
object teaching material 直觀教材
teaching n. 1.教學，講授。 2.〔常 pl.〕教導，教訓，教義，學說。 methods of teaching 教學方法。
the teaching of the 八不正見; 抑揚教
object n. 1. 物，物體，物件。 2.目標 (of; for); 目的，宗旨。 3.【哲學】對象，客體，客觀 (opp. subject); 【語法】賓語。 4.〔口語〕(可笑或可憐的)人[物]。 a small [strange] object 小[奇怪]東西。 the object of study 研究的對象。 the direct [indirect] object 直接[間接]受詞。 What an object you have made (of) yourself! 〔口語〕你這家伙把自己搞得真不像樣子! attain [achieve, gain, secure] one's object 達到目的。 fail [succeed] in one's object 沒有達到[達到]目的。 for that object 為了那個目的。 no object 〔廣告用語〕怎樣都好，不成問題；沒有困難(Distance is no object. (待聘者)上班距離(遠、近)不成問題)。 propose an objectto oneself ＝ set an object before one 立志，立下目標。 with that object in view 懷著那個目的。 vi. 1.反對，抗議，表示異議 (against, to)。 2.抱反感，不服氣，有意見。 vt. 提出…作反對的理由 (that)。 If you don't object. 假使你不反對。 I object. 〔英下院〕我反對。 I object against him that he is a hypocrite. 我反對他，因為他是個偽君子。 object to 1. 反對(I object to your doing that. 我反對你做那件事)。 2.討厭(I object very much to a wet weather. 我非常討厭潮濕的天氣)。 adj. -less 沒有目的[宗旨]的，沒有物像的。
object to 反對，不贊成; 反對；抗議,抱反感; 反對；抗議；不支持; 聲稱; 提出異議; 贊成……的人則認為
to object to 提出異議
object(object) 物件功能
a summary of the teaching of the 人天眼目
a teaching building 一棟教學大樓
a teaching job 一份教學的工作
acting teaching 主動教學法
activity teaching 活動教學; 行為培訓
automated teaching 自動化教學
be engaged in teaching 從事教學
bilingual teaching 雙語教學
biology teaching 生物學教學
broadcast teaching 廣播教學
chemistry teaching 化學教學
christian teaching 教導叢書
circuit teaching 巡回教學
class teaching 班級教學

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例句與用法

A brief talk about the application of object teaching in biological revision
淺談直觀教學在生物復習中的應用
The tradition teaching method of the new automobile structure lesson is the combination of class lecturing and experiment teaching ( real object teaching )
汽車新結構課的傳統教學方法是課堂講授與實驗教學[實物指導]相結合。
As to teaching methods , new - type teaching methods which stress practical ability such as object teaching , training emphasizing logical thinking and scientific experiments are promoted
從教學方法上來看，直觀性教學、重視邏輯思維訓練及科學實驗等推崇實踐能力的新型教學方法得到提倡。
Traditional vacabulary teaching methods consist of spelling teaching method , object teaching method , word - building teaching method , classified - vocabulary - memory method , cicle memory method etc
聯想記憶單詞是近十幾年我國大陸上新出現的一種英語單詞教學方法。本文介紹了聯想記憶單詞的幾種方法以及課堂上所使用的聯想教學方法。
Ments in charge of the routine teaching tasks , and also instructs the course of free radical biology and hygienic toxicology for continuous education at the same time . the objects taught or instructed
毒理學教研室主要從事衛生毒理學、軍事毒理學的研究生、本科生、專科生、中專生及進修生教學、科研和人才培養工作，以及承擔的國家、軍隊、地方、學校的課題的科學研究工作。
Since the mid of nineteenth century , elementary school science has changed its forms from object teaching , study of nature to modern primary science , with its aims from personal development to personal - social development
摘要自19世紀中葉起，西方小學科學課程發展經歷了實物教學、自然學習和現代小學科學課程三種形態，教育目的從最初的促進個人心智發展到今天的促進個人社會共同發展。
This essay insists that object teaching and comprehensive designed experimental teaching should be strengthened in chemistry teaching according to its teaching features , which can foster students ' creative thought and fully develop the function of right brain
本文主張在化學教學中，根據本學科的教學特點，加強直觀性教學和綜合設計性實驗教學，培養學生創造性思維能力，使右腦的功能得到充分開發。
It concluded the teaching method of separated subjects , the teaching method of divided groups , the teaching method of lecturing , the teaching method of discussing , the teaching method of praising and encouraging the teaching method of pleasure , the method of object teaching , the method of on - the - spot teaching , the method of personality , the method of emotion - throwing and so forth
胡瑗先生的“蘇湖教法”內涵極其豐富，它包括分科教學法(分齋教學法) 、分組教學法、講授教學法、研討式教學法、獎激教學法、愉快教學法、直觀教學法、現場教學法、人格感化法、情感投入法等。
The first , review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense , the exploration of the idea " teaching and learning vividly " and the forming of teaching style , the maturing of educational ideas and the sublimation of speciality charm . the second , on the base of striving to comprehend gu qiaoying ' s educational ideas connotation , make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person , teaching vividly in order to learn vividly and teaching " biology " as " biology " . the third , make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation , conception teaching , experiment teaching , extracurricular scientific and technological activities teaching , elicitation method of teaching , object teaching , fostering students " learning interest and the capacity of problem solving
第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 “教活學活”的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從“死”教材“活”人教、教“活”是為了學“活” 、把“生物學”教成“生物學”三方面對其“教活學活”思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。