最后讨论了师范生课堂教学技能的形成规律。
Finally, the formation laws of the classroom pedagogical skills were discussed.
本文从信息加工理论的角度阐述了构建结构的依据并据此构建了教师课堂教学技能的结构。
We specify the basis of the structure from the point of view of behaviorism and information-processing theory.
课堂教学技能，既是职前音乐教师职业技能的重要组成部分，也是职前音乐教师具备从师任教能力的基本条件之一。
Pre-vocational education of music teachers, which is responsible for the training of classroom-teaching skills, has been the cradle of talent for basic music education.
第二部分概述了课堂教学技能的定义和课堂教学技能分类的方法和原则，并回顾了国、内外对课堂教学技能的研究情况。
The second part generally discusses the definition of classroom teaching skills and principles and methods of classifying them, also the studies of classroom teaching skills at home and abroad.
整合：将ICT与英语课程、课堂教学进行整合的技能。
Integrating: to integrate various ICT skills into classroom teaching and EFL courses.
在课堂教学中应用在语言技能培养的资源比较匮乏。
Application in classroom teaching in language skills training resources shortage.
从体育教师的职业态度、教师职业技能、课堂教学环境、学生学习动力等角度分析了这种现状产生的影响因素。
It also analyzed the reasons from teachers 'professional attitude, professional skills, classroom teaching and learning environment, student motivation for learning.
把科际联系定义为地理课堂教学中的各学科之间知识、技能、方法与观念等方面的相互迁移与融会贯通。
The definition of interdisciplinary association is the transfer and comprehensive understanding of knowledge, technique, method, ideology etc. of different disciplines in class education of Geography.
其理论向传统课堂教学只重视知识和技能的传授而忽视师生之间的情感交流提出了挑战。
Its theory was a challenge to the traditional teaching, which put more emphasis on knowledge and skills imparting but ignored the emotional communication between teachers and students.
习题的功能不能只局限于巩固课堂教学内容、形成解题技能。
The function of the exercises shouldn't be limited to the reinforcement of the content of the classroom teaching and the formation of the problem-solving skills.
除了课堂教学外，课程内容还包括角色扮演，旨在提高领导者倾听的技能。
In addition to some classroom lectures, the curriculum also includes a bit of role-playing as a way for the leaders to sharpen their listening skills.
该模式体现了建构主义的学习理念，启示我们应以学生为中心，以培养思维技能、团体协作精神和自我管理能力为主要目的，构建课堂教学模式，使学生在课堂情境中学会学习、学会思考。
The model reflects the concept of constructivism, and gives us some inspiration that we should establish the teaching model of thinking education and teach students how to learn and how to think in …
该模式体现了建构主义的学习理念，启示我们应以学生为中心，以培养思维技能、团体协作精神和自我管理能力为主要目的，构建课堂教学模式，使学生在课堂情境中学会学习、学会思考。
The model reflects the concept of constructivism, and gives us some inspiration that we should establish the teaching model of thinking education and teach students how to learn and how to think in …
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