The experimental class is exposed to cooperative learning approach for one semester.
其研究对象是海淀区实验小学三年级两个班。
Objective to investigate psychological characteristics of students in experimental class on anatomy.
目的:调查学生在人体解剖实验课中的心理特点及对实验效果的影响。
More than seventy percent of the students in experimental class begin to accept and are glad to use this new method.
通过对实验班学生的问卷调查,有超过百分之七十的学生开始接受并乐于采用新的认知方法去记忆单词。
Method The experimental class use the PBL teaching method, the comparison class use traditional the teaching method.
方法实验班采用PBL教学法,对照班采用传统的教学方法。
Then select the experimental class and the comparison class to conduct teaching experiments after the courseware made.
课件制成之后选取实验班和对照班进行教学实验。
Moreover, most students in the experimental class held positive attitudes towards pronunciation teaching through films.
同时实验班的同学对运用电影多媒体辅助语音教学一致持肯定态度。
Methods: integrated teaching mode was professed by in experimental class, but the control class adopted traditional teaching mode.
方法:试验班级采用病案综合教学法,对照班级采用传统教学法。
First, the reading performance of the experimental class, compared with those of the controlled classes, is significantly improved.
实验结果证明,实验班在培训后,阅读成绩显著提高;
Process writing is applied in experimental class, that is, pre-writing, drafting, peer reviewing, revising, teacher commenting and publishing.
在试验期间,对实验班采用了过程写作法进行教学,即写前准备、写初稿、小组互评、修改、教师批改和发表。
From the data analysis and results, we can find that the experimental class yielded promising results: their progress is significant and stable.
从数据分析和实验结果分析我们发现,实验班取得了比较理想的结果:学生在阅读理解上的进步是显著稳定的。
In the experimental class, I applied the above transformation strategy for teaching, and in the control classes, according conventional teaching.
在实验班,笔者应用了上述转化策略进行教学,而在控制班,则按常规进行教学。
From the statistics of wrong motions in teaching new content, the students in experimental class make fewer mistakes than those in regular class.
在大众健美操新授课错误动作统计可以看出,实验班男女生动作错误率要低于对照班。
In the experimental process designs the control experiment: The experimental class uses the concept chart strategy to carry on teaches with study;
实验过程中设计对照实验;实验班采用概念图策略进行教与学;
At the same time, the teaching mode of "Practice First Then teach" at the experimental class received fully affirmative and welcome of the students.
同时,“先做后讲”教学模式在实验班得到学生的充分肯定和欢迎。
The experimental class received metacognitive strategy-based training for 13 weeks, while the control class followed the scheduled listening syllabus.
实验班接受13周的基于元认知策略训练的听力教学,对照班则仍按常规方式进行听力教学。
We selected two three-grade natural classes from Dongjing Junior Middle School in changsha, divided into the experimental class and the control class.
在长沙市洞井中学选取初三年级两个自然班,分别为实验班与对照班。
In certain intervention aspect, memory and language intelligence scores of experimental class students are obvious higher than control class students.
在具体的干预方向上,实验班学生记忆智力分数和言语智力分数的提高要明显高于控制班学生。
The experiment results show a remarkable difference between students of experimental class and those of control class in interest in sports and effort.
结果表明,实验班与对照班学生的运动兴趣和努力感有显著性差异。
In this paper, the author states the characteristics as well as procedures and principles of the mode of "thinking exploration" in experimental class on biology.
阐述了中学生物实验课“思维探索”教学的特点,实施过程及实施原则。
One class randomly formed the experimental class receiving the grammar-assisted lexical approach, with grammar awareness-raising activities incorporated in speaking class.
其中一个班被随机定为实验班,采用语法辅助的词块法:语法意识提升活动加入了口语课堂教学活动。
The study was designed as a quasi-experiment, taking two natural classes of the first graders in a senior high school as the subjects, experimental class and control class.
研究按照准实验来设计,采用两个高中一年级的自然、平行班级作为研究对象,一个实验班,一个对照班。
Meanwhile, two classes taught in their own, pick a physical basis for the class slightly worse relative to the experimental class as the other classes as the control classes.
同时,在自己任教的两个班级中,挑选了一个物理基础相对略差的班级作为实验班,另一个班级作为控制班。
The comparison classes used the traditional classroom method of teaching, comparing the experimental class taught in essence parts selected from sections of teaching using PBL.
对照班采用传统的课堂讲授法教学,实验班结合讲授法精选部分章节采用PBL教学。
The results showed statistic significant difference, that is, the students in the experimental class achieved better improvement in writing proficiency than those in the control class.
其结果表明,实验班的同学写作水平明显提高,相比于制约班的后测成绩产生了统计学上的显著差异。
The results showed statistic significant difference, that is, the students in the experimental class achieved better improvement in writing proficiency than those in the control class.
其结果表明,实验班的同学写作水平明显提高,相比于制约班的后测成绩产生了统计学上的显著差异。
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