引导者-网络教学模式的最佳做法。
何老师有自己独特的教学模式。
新的教学模式改变你的学校生活吗？
你对新的教学模式有什么感觉？
信息技术；教育；初中；教学模式。
Information technology, Education, Middle school, Teaching mode.
数学“三环节”课堂教学模式。
教学模式是教学理论和实践的中介。
Teaching model is the medium of teaching: theory and practice.
阅读教学；信息技术；教学模式。
他们给我们学校带来了新的教学模式。
合理的教学模式是怎样的？
从此，教学模式的研究正式在我国兴起。
Herefrom, pattern research of teaching is on the rise formally in our country.
我想这是这种课堂教学模式最大的优点。
I think that this is the biggest advantage of the classroom teaching model.
改变了教学模式，您的评分结果有所变动吗？
中学教师资格培训的教学模式有自身的特点。
The teaching mode of high school teachers qualifications training has got its own features.
本文对中学英语自主学习教学模式进行探究。
This paper explores autonomous learning teaching pattern of middle school English.
当前教学模式研究中某些基本问题令人困惑。
Some basic problems in research of current teaching mode are puzzling.
因此，教学模式的建构应以审美精神为追求。
So aesthetic spirit should be persisted in teaching mode construction.
案例分析教学模式在实践中有较大的应用价值。
The case analysis teaching model has application value in the practice.
学习环模式是一种有效的科学学习与教学模式。
The learning cycle model is a model for science learning and teaching.
根据专业的不同，电气工程训练有两个教学模式。
According to different specialty, the electrical engineering practice, there are two teaching mode.
目的研究临床护理教学模式，提高临床教学质量。
Objective To investigate the pattern of clinical teaching and improve the quality.
提出研究式教学模式，是对传统教学模式的挑战。
Toenhance the research teaching model means the development of traditional teaching one.
教学模式是达到教学目标，提高教学质量的关键。
Teaching pattern is the key to accomplish teaching purpose and improve teaching quality.
传统的机械基础教学模式已经不能满足社会的需要。
Traditional teaching mode of mechanical foundation can no longer meet the needs of the community.
但作为新型的教学模式，它必然也有自身的局限性。
一种新型的教学模式——分层次教学模式正在探索。
A new teaching mode, hierarchy teaching mode, is being probed.
合适的教学模式有利于提高教学质量，实现教学目的。
A suitable teaching model can help improve teaching quality and attain the goal of teaching.
教学模式是教学理论与教学实践之间得以联系的中介。
Teaching model is the intermediary between theory of teaching and practice of teaching.
教学模式是教学理论与教学实践之间得以联系的中介。
Teaching model is the intermediary between theory of teaching and practice of teaching.
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