综合实践活动课程论,the Theoretical Course of Comprehensive Practice Activity
1)the Theoretical Course of Comprehensive Practice Activity综合实践活动课程论
2)integrated practice curriculum implementation综合实践活动课程实施
英文短句/例句
1.Students Based View of Implementation of Comprehensive Practical Activity Curriculum;论综合实践活动课程实施的生本取向
2.Problems and Measures in the Implementation of the Comprehensive Practice and Activity Curriculum;综合实践活动课程实施的问题与对策
3.Several Problems in Implementation of Synthetic Practical Activity Course;综合实践活动课程实施过程中若干问题的探讨
4.An Investigation on Present Situation of Integrated Practical Activity Curriculum Implementation in City Junior Middle School;城市初中综合实践活动课程实施现状调查
5.The Research and Study on Implement of the Curriculum of Integrated Activities in Shenzhen Primary Schools;深圳市小学综合实践活动课程实施问题研究
6.Strategies on Curriculum of Comprehensive Practical Activities at Schools in Rural Areas;浅谈农村学校综合实践活动课程实施策略
7.The Introspection of the Current Implementation of Integrated Practice Activity;对我国综合实践活动课程实施现状的反思
8.An Investigation Present Situation of Integrated Practical Activity Curriculum Implementation in Rural Junior Middle School农村初中综合实践活动课程实施状况研究
9.An Investigation on Present Situation and Suggestions of Integrated Practical Activity Curriculum Implementation in Rural Primary School农村小学综合实践活动课程实施现状与对策
10.Study on the Present Situation of Integrated Practical Activity Curriculum Implementation in Rural Junior Middle School农村初中综合实践活动课程实施现状研究
11.The Practical Research of Regional Implementation of Integrated Practice Activity Curriculum综合实践活动课程区域性实施的实践研究
12.Primary Comprehensive Practice Courses Normalized Implementation Strategy Study;小学综合实践活动课程常态化实施策略研究
13.A Study on Integrated Practice Curriculum Implementation & Teacher Training;综合实践活动课程的实施与教师培养研究
14.Study on Physical Education Content of Practical Activity Curricular;综合实践活动课程中体育内容实施的研究
15.Some Problems of Great Importance about Synthetical Practice Act ivity Course;实施“综合实践活动”课程亟待重视的几个问题
16.The Analysis about Comprehensive Practice Course is in a Dilemma of the Implementation综合实践活动课程形而下实施中的困境分析
17.The curriculum going into one s life--comprehensive-practice-activity curriculum;走进生活的课程——综合实践活动课程
18.The Exploration in Elementary School English Synthesis Practice Curriculum;小学英语综合实践活动课程实践研究
相关短句/例句
integrated practice curriculum implementation综合实践活动课程实施
3)comprehensive practical activity course综合实践活动课程
1.The opportunity and challenge of library development of middle schools in implementation of thecomprehensive practical activity courses;综合实践活动课程实施给中学图书馆的发展带来的机遇和挑战
prehensivepracticalactivitycourseistheimportantpartofthebasiceducationnewcurriculumsystem,anditisalsothehighlightsofthisreformofnewcurriculum.综合实践活动课程是基础教育新课程体系中的重要组成部分,是本次新课程改革中的亮点。
4)synthesis practice curriculum综合实践活动课程
1.The construction of thesynthesis practice curriculum s implementtation pattern;综合实践活动课程实施模式的构建
5)Integrated curriculum of practice activity综合实践活动课程
1.Integrated Curriculum of Practice Activity: Essence, Potential and Problem;综合实践活动课程:实质、潜力与问题
2.Study the QRDC Model about the Designing Subject of Integrated Curriculum of Practice Activity in Rural Elementary School;农村小学综合实践活动课程主题设计QRDC模式研究
6)comprehensive practice and activity curriculum综合实践活动课程
1.Offeringcomprehensive practice and activity curriculum is a highlight and key point in the new circle curriculum reform.设置综合实践活动课程是新一轮课程改革的亮点和重点,意义重大。
2.The main problems in complementing thecomprehensive practice and activity curriculum are the teachers lack of curricular theory to meet the needs of the implementing of such curricula and the lack of relative ensuring system and social support.教师的课程理论素养较差,与综合实践活动课程实施的要求不相适应;综合实践活动课程的实施缺乏相关的制度保障和社会支持,是综合实践活动课程实施中存在的主要问题。
3.Education Science Institute of Shijingshan District carries out the research oncomprehensive practice and activity curriculum in primary and secondary schools.区教科所对我区进行了综合实践活动课程的专题调研。
延伸阅读
活动课程又称经验课程、儿童中心课程。以儿童从事某种活动的动机为中心组织的课程。同学科课程相对。活动课程的提倡者以美国实用主义教育家J.杜威为主要代表。他认为传统的学科课程以学科为中心，不能照顾儿童的需要和兴趣，学科分得过细，又同实际生活距离较远。他主张教育就是生活，而不是生活的准备。要求以儿童为中心组织课程，使课程满足儿童当前的需要和兴趣。于是，他提倡和实验活动课程。活动课程的基本出发点是儿童的兴趣和动机，以动机为教学组织的中心。一般认为学习者的动机可分 4类：①社会动机，即同其他儿童在一起活动的欲望；②建设动机，即对原料加工和建造各种事物的欲望；③探索动机，即好奇的倾向和实验的愿望；④表演动机，即爱好创作和欣赏各种艺术的倾向。活动课程的范围和教材的选择，就围绕着儿童的这些动机来进行。活动课程主要是帮助学习者解决他们当前认为重要的问题，并且设法扩大和加深他们已有的兴趣和生活经验。教师只是学习者的参谋或顾问，不能预先规定学习者应当学习什么，只是当儿童需要学习某些知识或技能的时候，教师才介绍给儿童。如果预先准备的教材不合学习者的需要，教师就应当改变计划。至于教科书或系统的教材都被认为不过是为解决疑难问题或满足某种兴趣而使用的参考材料。活动课程不能给学习者以系统的文化科学知识，不利于传递人类文化遗产，甚至连读、写、算的基本工具也不能按部就班有条不紊地帮助儿童掌握。因此这种课程很少被人采用。
