學生主體教師主導英語怎麼說

① 「重視學生的主體地位」用英語怎麼說

pay attention to students' predominant status/position

② 英語教師在課堂教學中必須以學生為主體,教師在教學中起主導作用。英語怎麼翻譯

英語教師在課堂教學中必須以學生為主體，教師在教學中起主導作用。
翻譯為英版語：
English teachers must take students as the main body in classroom teaching, and teachers play a leading role in teaching.
註：完全沒有問題，希望幫權助到您。請及時點擊採納。

③ 急求翻譯

Thoughts on English Teaching Evaluation
1. Focus on classroom assessment.
Teacher Evaluation of language incentives to students believe that every English teacher can be felt. Students because you are a "Well done!", "You are clever!" ... ... And excited for a long time; will be erected for your thumb, exposing proud expression; will be for your expression of regret and are disappointed; will you have an "I'm sorry!" while the more positive statement. Can see that the evaluation of teachers in the classroom language to learning a positive impact. As a teacher of students should not hesitate to praise a good performance in the classroom, but once got it wrong not to give harsh criticism should be given to encourage language or eye.
With a series of simple tools for evaluation, teaching in the classroom to implement evaluation activities. Such as: correct answers to the students to get a star, the star for more than more than anyone else. Group's race, which group of stars most of the red flag which a group of the highest ... ... This kind of student-centered, teacher-led "campaign to benefit teachers and students to each other: students catch-me-to create a positive learning atmosphere , in such a positive competitive environment in the common progress. teachers to quickly get feedback on student learning, and then turn the evaluation results and recommendations for improving the learning feedback to students to complete a "feedback loop."
Evaluation of the classroom to promote a student-teacher interaction, and student self-learning and development has provided a broad space. Through the evaluation, the students receive a thorough flying mind, with the opportunity to display their talents, and their peers have been met, and aroused the sense of innovation, and foster capacity.
2. Focus on formative assessment.
Formative assessment is the evaluation of the learning process and its results, and through such an evaluation to influence the learning process. Most experts believe that teaching evaluation, formative evaluation is more concive to promoting learning. Even though a mid-term or final examinations assess the level of English language learning and teachers teaching quality is good or bad of the summative assessment methods has its own value of existence, but it also exposed the unscientific nature of the obvious: it emphasis on teaching the students after the end of the evaluation of learning outcomes, while ignoring the means to evaluate the diversity and comprehensiveness of the evaluation function violates the principles of comprehensive development of students; greatly hurt the students to learn English self-confidence and enthusiasm; the expense of Students learn the language, using language ability; to curb the teachers of English teaching content and methods of reform and to explore ... ...
As English teachers should focus on the learning of English and various aspects of the process. The performance of each lesson; each job quality; listening, speaking, reading and writing are the teachers to conct various aspects of attention given to evaluation. One final exam performance was inadequate to assess student learning throughout the semester, and usually results in all aspects can be truly comprehensive, and fully reflect the students learning.
3. Emotion-oriented evaluation of
Emotional Evaluation of students is also an important form of teaching evaluation. Our evaluation of the students to pay attention to the emotional evaluation, in many cases, teachers must be aimed at students in the mood, personality characteristics evaluated.
My classes have a student of English in schools a little bit slow, work done far from ideal, often incongruous, at first seen this I would be very tough to ecate him, but he is very stubborn and not doing homework Later, I changed strategies, are the so-called not work hard to soft, I started learning, encouraged him: "You are very smart, but not willing to do their homework, I believe that if you carefully complete the teacher assignments will certainly improve the performance of the . "Sure enough, he slowly began to do their homework, and so I build on the progress of his praise in class to learn some :"---, is now very serious, homework is also very good, and we believe he will become a good . "Now this student will not only work every time carefully to complete, and the results have also improved. I think in English teaching, appropriate infiltration emotional ecation, but also can allow students to fall in love with English, learn English well.
4. Focus on evaluation of the form diversity

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⑤ 漢譯英最後一部分 幫忙翻譯

5. Advantages of cooperation, the completion of the task of study in innovation.
Practical use in classroom teaching and have a clear mission objectives of the mandate of learning, teaching close to the students, life, and the community, to enable students to solve their own hands around the problem, to solve the problem in the process of learning to learn, learn, learn English. Task of learning activities through interpretation, expression, and asked that the form of language used to develop the capacity of its core work through learning, that is, learning in practice, the teaching mode generally involves project design, group learning and collaboration practice and objectives Construction. Students with a clear mandate to take the initiative to learn, in the process of implementation of the mandate of students through practice, thinking, investigation, discussion, exchanges and cooperation, including the learning and use of English, to complete the task of study.
It is particularly worth mentioning is that the classroom students as a team to study groups, prominent student collaboration and discussion, take full advantage of the strength of the collective, common discover and resolve problems, this will be concive to the language ability of students, collaboration, and evaluation capacity improving the quality of innovation, the group can be different gender, different results, different abilities of students so that the display can be of Excellence, Zhongdengsheng temper, poor hygiene help, learn from each other, while allowing students innovation capacity to develop.
Student teachers can be divided into several groups of several panels, and let them take their own good group name, the students come up with a variety of interesting names, and some group to the name of fruit, such as: "Apple Team" and "Orange Team, "and some animal group to the name" Tiger Team "and" Lion Team, "and some color group to the name" Red Team "and" Green Team "to encourage them in their own activities such as the" Green Team "will say "Green, Green, sure win!" them to be proud of their team win.
If drilling: "Where are you from? I'm from…." Of the sentence, the layout each student read and understand the world's major cities or famous scenic cities in China, the English and their characteristics, and then a few people a group of plug quiz each other, at the same time as a team to carry out competition units in the class, who will have Biyibi, students will play in different countries, and local people were vying for just quiz. "I'm from China.", "I'm from America.", "I'm from Guangdong." Etc., which will thoroughly change the traditional teaching of grammar of the medium of instruction forms, is concive to the students in the development of language skills At the same time, strengthen the motivation and interest in a learning strategy, cultivate a spirit of cooperation, promotion of cultural understanding, but also is concive to the students thinking and imagination, aesthetic taste and artistic feelings, the spirit of innovation and collaboration, such as the overall quality of development, and the Foreign Language Discipline and Other subjects of mutual infiltration and contacts.
Germany ecators multi-Diskin said: essence of the art of teaching is not taught, but that incentive, awakening and encouragement. Only students enjoy learning, thinking only in the activation state of learning will be the most obvious. English as a language of communication tools necessary for teachers to use various ways and means to stimulate the enthusiasm of students, so that students can actively participate in drills, while cultivating language skills, ability, thinking ability to go beyond the specific structure and function, the creation of a language , and the purpose of communication to enrich themselves at the same time, create a profound meaning, and a variety of languages.
In short, students learning process is not only a process of understanding, it is also an Inquiry process. Ecation process itself is a kind of exploration and creation, the English classroom teaching only students and teachers in the main role to the leading role of a good unified, and continuously explore new teaching ideas, new methods, and guide students found that explore the solution to the problem the ability to train students pioneering spirit and sense of innovation, and graally develop their creative abilities seeks unconventional.

⑥ 以教師為主導,學生為主體 翻譯

teacher-oriented student-centred

⑦ 教師的教學是以學生為主體的英語怎麼說 – 手機愛問

這個問題，說起輕松，但是，理解起來有點抽象 怎麼說呢，我具個例子吧~ 以往，我們對學生的教學， 都是處於那種灌輸式的，也就是我們說，學生聽，學生做，老師最評價，讓學生改正，這樣的教學關系，就是教師為主導的 現在，都要求讓學生快樂的學習，不是讓他學會怎麼做題目，而是怎麼去學習知識，注重培養的是他終生的能力 所以，我們應該改變方式，讓學生主導，但，一樣是由老師來牽動學生學習，只不過把學生的積極性拉動起來 比如，提出一個問題，不告訴學生答案，讓學生思考，讓他們說，怎樣解決這個問題才是最好的，學生一定會說錯很多答案，有錯有對，所以，就讓學生在錯誤中發現學習的方法，發現學習的樂趣，最後由教師總結，讓學生得到知識，也參與到學習中來~ 當然，我只是舉例而已，還有很多很多~這個問題，你應該去詢問下大學裡面的體育教師，如果地方高中體育水平也高的話，也可以~因為在體育教學中，很多部分，都是學生為主體才能更好的完成教學~

⑧ 應以學生為主體，教師為主導的翻譯是：什麼意思

應以學生為主體，教師為主導
Students should play the main role with the dominance of teachers.

⑨ 課堂是以教師為中心還是以學生為中心的英語作文

英語教學中教師的指導作用和學生的主體作用

《國家英語課程標准》關於"教學中應注意的問題"部分指出："在教學過程中，要始終體現學生的主體地位，教師應充分發揮學生在學習過程中的主動性和積極性，激發學生的學習興趣，營造寬松、和諧的學習氣氛……。"本文就如何在英語教學中始終體現學生的主體地位，發揮學生的主體作用和教師的指導作用，談幾點體會。
一、學生主體作用的涵義

學生的主體作用，簡單地講，是指在教學過程中學生作為學習活動的主體出現，他們能夠能動地發展自己的潛能。學生應是教學活動的中心，教師、教材、教學手段都應為學生的"學"服務。教師應引導學生積極參與到教學活動中去，並充當教學活動的主角，而不是把教學看成"教師灌、學生裝"，把學生看成是被動的接受知識的對象。我們應該清楚地認識到：事物內在的矛盾性是事物發展的源泉，它決定著事物發展的性質和方向，因而是事物發展的根本原因，外因是變化的條件，內因是變化的根據，外因通過內因而起作用。在教學過程中，學生是認識的主體，教師則是這一活動過程的組織者和指導者。學生的知識、能力、品質、性格發展的根本原因在於學生本身內部的矛盾性。教師水平、教學內容、教學方法、教學設備等對學生來說雖然重要，但外因再好，終究還要靠內因起作用。任何高明的教師，都不能替代學生學習。英語中有句諺語說道："YOU MAY TAKE A HORSE TO THE WATER，BUT YOU CAN NOT MAKE HIM DRINK."在現實中，我們經常看到，同樣一個老師，同樣一本教材，同樣一個教學環境，不同的學生卻出現不同的學習效果。導致這種差異有種種原因，但其中重要的一條就是學生自身主觀能動性發揮程度不一。因此，調動學習者的學習主動性，並確立自身的主體作用意識已成為一項重要課題。

二、學生主體作用的確立

（一）以學生明確的學習目標激勵自身主體意識的不斷增強

學生是學習的承擔者，是保障其主體地位的決定者。學生為了能使自己在教學活動中充分發揮主體作用，把自己置於主體地位，應努力做好以下幾項工作：

1．要明確英語學習的目的。當今時代是信息時代，而英語就堪稱為時代信息的首要載體。對於中國人來說，學會英語就等於打開了世界之窗，使自己與世界聯系得更為密切。學生們只有把英語學習的目的與自己全部生活的目標聯系起來，才能把英語學習真正作為自己生活的一個組成部分，也才能真正增強自己的主體意識。

2．要正確認識自己在學習中的作用。學習是獲取知識的過程。建構主義學習理論認為，知識不是通過教師傳授得到的，而是學習者在一定的情境即社會文化背景下，藉助其他人（包括教師和學習夥伴）的幫助，利用必要的學習資料，通過意義建構的方式獲得的。第二語言習得理論認為 English can not be taught. It must be learned. 學生們必須認識到只有通過自己的努力方可獲得良好的學習效果。

3．要善於自我激勵學習動機。學生英語學習動機對學習興趣的形成起著積極的促進作用，它是促進學生學習興趣形成的基本條件。一個有強烈學習動機的人，才可以有強大的學習動力，也才能主動地投入到英語學習中去。

4．要善於自我調動學習的主動性。學生要自覺地確立學習目標，制定學習計劃，總結學習方法，建立認知結構。從學習知識、解決問題的過程中獲得某種滿足感，並以興奮活躍的思維狀態去面對英語語言知識和技能，在加強基礎知識和基本訓練的同時，使基礎知識轉移為語言技能，並發展成運用英語進行交際的能力。

（二）以教師正確的教學理念促進學生主體地位的體現

要充分發揮學生的主動性和積極性，確立學生的主體地位，教師應做到：

1．更新教學觀念。首先，要具有新的人才觀。二十一世紀將是高科技、高競爭的時代，對外語人才的要求顯然與過去不同。二十一世紀要求青年一代具有廣闊的胸懷，豐富的知識，聰敏的智慧，開拓的精神，高尚的道德，完善的人格。傳授英語基礎知識是教學過程中不可缺少的重要環節之一，但還需在這個基礎上發展學生的能力，能適應時代的要求。其次，要認識教師角色的轉變。以往的英語課堂教學，教師多數扮演的是一種家長式的角色。而未來的教學要求教師在教學方法方面作出最重要的改變是"走出演講的角色"，並認為"所有優秀的教師都是激勵者、促進者、輔助者和協調者"。

2．確立為學而教的指導思想。要充分發揮教師在課堂教學中的主導作用，教師要把以"教"為重心逐漸轉移到以"學"為重心，把以"研究教法"為重心逐漸轉移到以"研究學法"為重心，並做好教與學的最佳結合。以"學"為重心，其基本精神就是使學生愛學習，學會學習，養成良好的學習習慣。葉聖陶先生說："教是為了不需要教。"面對21世紀對人才的需求，"授人之漁"已成為師者的最高教育境界。

3．激發學生的學習興趣，幫助學生形成學習動機。興趣是一種學習的動力，學習英語的興趣越濃，學習的積極性就越高，學習的效果就越好。課堂教學是教師激發學生學習興趣，提高學生參與行為的重要場所之一，教師應try our best to make our classes lively and interesting.

⑩ 「主導—主體」教學結構，怎麼翻譯成英語啊謝謝啦。

1、Setting up the structure of teaching on the guiding-leading principle is the matter of integrating information technology with the courses and its purpose is to evoke students' go-aheadism enthusiasm and creativity in order to cultivate innovative talent..

2、The build of structure of teaching on the central--essential principle is the nature of information technology and of course integration，the purpose of which is to arouse students' go-aheadism enthusiasm and creativity so as to bring up innovative talent.

翻譯說明

1、「主導、主體」可以翻譯為——
* guiding-leading principle（導向的-主要的原則）
* central-essential principle （決定性的-基本的原則）

2、「『主導—主體』教學結構的構建」提供兩種譯法：
* 動名詞短語：Setting up the structure of teaching on the guiding-leading principle （構建根據主導-主體原則的教學結構）
* 名詞短語：The buildl of structure of teaching on the central-essential principle （根據主導-主體原則建造的教學結構體系）

3、「信息技術與課程整合」不知道「信息技術」和「課程整合」是兩個並列子項還是指「為把信息技術與課程整合起來」，因此提供兩種譯法：
* 信息技術和課程整合的實質：the matter of information technology and of course integration
* 為把信息技術與課程整合在一起：the matter of integrating information technology with the courses

4、第一種把「目的是為了...」翻譯為並列句；第二種把「目的是為了...」翻譯成非限制性定語從句

註：所提供的譯文不是一成不變的，可以按照翻譯說明任意整合。