| 几种细化教学的实践与尝试 |
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| 引用本文： | 郑朝阳.几种细化教学的实践与尝试[J].企业科技与发展,2010(11):348-350. |
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| 作者姓名： | 郑朝阳 |
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| 作者单位： | 贵港市职业教育中心,广西贵港537137 |
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| 摘 要： | 细化教学是指在教学过程中,把教学内容或学生人数科学、合理地分成最小的学习单元,从而高效、高质量地完成教学目标。教学过程最优化的主要标准,是完成教学任务的效率和质量,以及师生在完成这些任务时所花费的时间和精力。文章根据细化教学实践,论证了其完成教学任务的效率、质量、时间和精力正好符合最优化的标准。
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| 关 键 词： | 细化教学 内聚力 亲和力 故障自设自排 最优化 |
Attempts and Practices of Several Kinds of Specified Teaching |
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| Authors: | ZHENG Chao-yang |
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| Institution: | ZHENG Chao-yang (Guigang Vocational Education Center,Guigang Guangxi 537130) |
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| Abstract: | Specified teaching refers to dividing scientifically and reasonably the teaching content or the number of students into small units to achieve teaching target effectively and efficiently.The main criteria of most optimized teaching process are the efficiency and quality of teaching and the time and energy consumed by teachers and students in achieving the targets.According to specified teaching practices mentioned,the efficiency,quality,time and energy meet the criteria. |
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| Keywords: | specified teaching cohesion appetency clear obstacles set by oneself optimization |
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