The school district provides training to help teachers improve their pedagogical methods.
该学区提供培训以帮助教师们改进教学方法。
Griffith's work presented a number of advantages for this particular pedagogical purpose.
格里菲斯的研究为这种特殊的教学目的带来了一些益处。
What, if any, are the pedagogical implications of the current interest in global and domestic cultural relations?
如果有的话，当前对全球和国内文化关系的兴趣对教学的影响是什么？
But it's one of those pedagogical things.
但是其中一个是教育的东西。
Fourth, the effects on teaching of pedagogical tact.
第四，教师教育机智对教学成效的影响。
This study provides some pedagogical implications on EFL teaching.
本研究为阅读教学提供了一定的启示。
to guide de pedagogical reform and the on-job training of normal colleges;
指导师范教育教学改革和师资培训工作；
Furthermore, the book incorporates a number of important pedagogical innovations.
此外，本书在教学方法上有许多重要革新。
Based on the analysis, it also discusses the implications in the pedagogical field.
基于这些分析，作者还提出其对阅读教学的启示。
Finally it discusses its great pedagogical implications of the theory in teaching English writing.
最后讨论了该理论对英语写作教学的巨大的指导意义。
And in place of the pedagogical power of poetry, Socrates proposes to install philosophy in its place.
而在诗学的教法力量上，苏格拉底建议在原位置入哲学。
Effective pedagogical methods and learning strategies will promote the master of this grammatical item.
针对四种非类指用法的特点，合理的教学方法、学习策略会促进此语法项目的习得。
Much attention is focused on the understanding of the role of computer technology in pedagogical practice.
如何理解计算机技术在教学实践中的作用这一问题引起了广泛关注。
Although it dated and limited, it remains a useful pedagogical device against which to test real-world cities.
尽管它有些过时和带有局限性，但它仍然是一种有用的验证现实世界中的城市的教学法手段。
But I think even NLTK's lower layers make it a useful framework for both pedagogical and practical applications.
不过，我认为，即使是NLTK较低的层，也可以成为一个既可用于教学应用程序也可用于实际应用程序的实用框架。
Pedagogical dialogue is not only a kind of pedagogical method, relationship and recognitive style but a spirit.
教学对话不单是一种教学方法、教学关系和教学认知方式，而是一种教学精神。
It is intended for pedagogical purposes only, but it helps to illustrate how the processor works behind the scenes.
这个例子仅用于教学，但确实可以说明处理程序在幕后是如何工作的。
The core of the pedagogical predicament, according to Cohen, is that teachers (and other improvers) "depend on clients."
科恩称，教学面临的困境核心在于，教师（及其他“灵魂工程师”）的工作“离不开对象的配合”。
Theoretical pedagogical knowledge and practical pedagogical knowledge are key conceptions of the field of pedagogical knowledge.
理论性教学知识和实践性教学知识是教学知识领域中的核心概念。
This study also investigates the relationship between pedagogical content knowledge and subject matter knowledge of the teachers.
本研究也就教师的学科教学知识与学科知识的关系进行了考察。
At the end of this dissertation, pedagogical implications of this study and suggested dimensions for future research are presented.
最后，本文在研究结果的基础上提出了若干教学建议，并对后续研究的方向作了简要介绍。
It is necessary, inevitable and advantageous for us to make the subjectivity as the growing point of the modern pedagogical theory.
把主体性作为现代教学论的生长点，具有必要性、必然性和优越性。
The function of pedagogical science towards educational-practice subject is mostly embodied in the reform of pedagogical conception.
教育科学对于教育实践主体的功能集中地体现在对其教育观念的改造上。
A comprehensive investigation and analysis of emerging pedagogical approaches have informed the framework for learning at Marist College.
对新兴教学方法的全面调查和分析决定了适于圣母学院学习的框架。
There's a very thin line between the two and we therefore use the same pedagogical methods in the sense that we've got to do the following.
两者之间的差别很微妙，因此我们接下来要做的，就是采用与语言课相同方法教学。
They gloss over crucially important variations in the curricular, pedagogical, philosophical, and social characteristics of different schools.
他们掩盖了至关重要的不同的学校在课程设置、教学、哲学以及社会的各种特征上的不同之处。
Others have made extensive folkloric and metaphoric use of animals, with the cast of characters tuned to suit local reality and pedagogical need.
还有一些族群将动物运用到民俗和寓言中，他们赋予动物角色以合适的地方特色和教益需要。
It has three forms: dialogue between pedagogical subject and curriculum text, dialogue among pedagogical subjects, dialogue within pedagogical subject.
其表现形态有三：教学主体与课程文本的对话、教学主体与教学主体的对话以及教学主体的自我对话。
It has three forms: dialogue between pedagogical subject and curriculum text, dialogue among pedagogical subjects, dialogue within pedagogical subject.
其表现形态有三：教学主体与课程文本的对话、教学主体与教学主体的对话以及教学主体的自我对话。
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