Currently, computer task-driven teaching is still the main teaching methods in secondary vocational and technical education.
目前，在中等职业技术教育中计算机教学仍旧以任务驱动式教学方式为主。
The design programme based on "guiding-subjective" model include task-driven teaching design, network curriculum teaching design, subjective design for computer practice.
基于“主导—主体”模式的设计方案有“任务驱动”教学设计、网络课程教学设计、上机实践的主体设计。
The task-driven teaching approach embodies the practical characteristics of Numerically Controlled Machining course, which is benefit to the training of high-quality personnel.
任务驱动教学法更能体现实践性较强的数控加工专业课程的特点，更适合于高素质应用型人才的培养。
How to reform the teaching of this course by task-driven teaching mode? How to build the progressive practical teaching system of this course? This paper discusses the problems.
本文阐述了在课程建设过程中，如何通过“任务驱动”教学模式对课程进行教学改革，构建阶梯递进的C语言程序设计课程实践教学体系。
The task-driven teaching method which based on the teaching philosophy of multidimensional and interactive "leader-main phase" is commonly used and effective in the curriculum of college IT.
任务驱动教学方法是一种信息技术课中常用的、有效的教学方法，是基于多维、互动式的“主导-主体相结合”的教学理念、建立在建构主义学习理论基础上的教学方法。
The task-driven approach is based on a constructivist theory of teaching on the basis of teaching methods.
任务驱动教学法是一种建立在建构主义教学理论基础上的教学法。
Task-driven course design, as a more and more popular teaching technology, is being applied by teachers working in vocational schools.
任务驱动教学方法作为一种常见的教学方法，正被越来越多的老师应用于职业教育的日常教学中。
Task partition and design, class organization, realizing process of task-driven and some problems needing attention in implementing the teaching model, are elaborated.
对该教学法中的任务划分与设计、课堂组织、任务驱动的实现过程及实施中应注意的一些问题进行了阐述。
The IT course teaching practice from home and abroad has proved that the task-driven approach is the most suitable method for the IT course teaching.
国内外信息技术教育实践证明，任务驱动法是非常适合信息技术课教学的方法。
As example of subgrade material inspection, this paper described the "Task-driven" Pedagogic Method in teaching and the problem in use.
本文以路基原材料检测学习情境为例，系统地阐述了“任务驱动”教学模式的教学设计和使用中应注意的问题。
At present, there exist some problems in the integration, and we suggest two teaching patterns: tasks-driven-by-interest pattern and interest-driven-by-task pattern.
目前信息技术与课程整合方面还存在一些问题“，兴趣”驱动任务的信息技术整合模式和任务驱动兴趣的信息技术整合模式是两种有效的整合模式。
These two models are based on the task-driven and issue-driven approach teaching, and hope that these models could put forward to improve the performance of cooperative learning.
这两种模型分别是以任务驱动教学法和问题驱动教学法为基础，希望通过本模式的提出来提高大学课堂合作学习绩效。
Task-driven method "is a based on constructivist learning theory based on teaching methods."
“任务驱动法”是一种建立在建构主义学习理论基础上的教学方法。
Task-driven method "is a based on constructivist learning theory based on teaching methods."
“任务驱动法”是一种建立在建构主义学习理论基础上的教学方法。
应用推荐