学生主体教师主导英语怎么说

① “重视学生的主体地位”用英语怎么说

pay attention to students' predominant status/position

② 英语教师在课堂教学中必须以学生为主体,教师在教学中起主导作用。英语怎么翻译

英语教师在课堂教学中必须以学生为主体，教师在教学中起主导作用。
翻译为英版语：
English teachers must take students as the main body in classroom teaching, and teachers play a leading role in teaching.
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③ 急求翻译

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

④ 请高人帮我翻译论文,急!!!第一部分

您好，在这个即将毕业的季节除了伤感的离别的氛围还有的就是恼人的论文了，我们是英语专业的已经过了英语8级，物美价廉，如有需要，具体事宜可以在QQ上详谈，QQ158532148，欢迎你的到来。

⑤ 汉译英最后一部分 帮忙翻译

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 以教师为主导,学生为主体 翻译

teacher-oriented student-centred

⑦ 教师的教学是以学生为主体的英语怎么说 – 手机爱问

这个问题，说起轻松，但是，理解起来有点抽象 怎么说呢，我具个例子吧~ 以往，我们对学生的教学， 都是处于那种灌输式的，也就是我们说，学生听，学生做，老师最评价，让学生改正，这样的教学关系，就是教师为主导的 现在，都要求让学生快乐的学习，不是让他学会怎么做题目，而是怎么去学习知识，注重培养的是他终生的能力 所以，我们应该改变方式，让学生主导，但，一样是由老师来牵动学生学习，只不过把学生的积极性拉动起来 比如，提出一个问题，不告诉学生答案，让学生思考，让他们说，怎样解决这个问题才是最好的，学生一定会说错很多答案，有错有对，所以，就让学生在错误中发现学习的方法，发现学习的乐趣，最后由教师总结，让学生得到知识，也参与到学习中来~ 当然，我只是举例而已，还有很多很多~这个问题，你应该去询问下大学里面的体育教师，如果地方高中体育水平也高的话，也可以~因为在体育教学中，很多部分，都是学生为主体才能更好的完成教学~

⑧ 应以学生为主体，教师为主导的翻译是：什么意思

应以学生为主体，教师为主导
Students should play the main role with the dominance of teachers.

⑨ 课堂是以教师为中心还是以学生为中心的英语作文

英语教学中教师的指导作用和学生的主体作用

《国家英语课程标准》关于"教学中应注意的问题"部分指出："在教学过程中，要始终体现学生的主体地位，教师应充分发挥学生在学习过程中的主动性和积极性，激发学生的学习兴趣，营造宽松、和谐的学习气氛……。"本文就如何在英语教学中始终体现学生的主体地位，发挥学生的主体作用和教师的指导作用，谈几点体会。
一、学生主体作用的涵义

学生的主体作用，简单地讲，是指在教学过程中学生作为学习活动的主体出现，他们能够能动地发展自己的潜能。学生应是教学活动的中心，教师、教材、教学手段都应为学生的"学"服务。教师应引导学生积极参与到教学活动中去，并充当教学活动的主角，而不是把教学看成"教师灌、学生装"，把学生看成是被动的接受知识的对象。我们应该清楚地认识到：事物内在的矛盾性是事物发展的源泉，它决定着事物发展的性质和方向，因而是事物发展的根本原因，外因是变化的条件，内因是变化的根据，外因通过内因而起作用。在教学过程中，学生是认识的主体，教师则是这一活动过程的组织者和指导者。学生的知识、能力、品质、性格发展的根本原因在于学生本身内部的矛盾性。教师水平、教学内容、教学方法、教学设备等对学生来说虽然重要，但外因再好，终究还要靠内因起作用。任何高明的教师，都不能替代学生学习。英语中有句谚语说道："YOU MAY TAKE A HORSE TO THE WATER，BUT YOU CAN NOT MAKE HIM DRINK."在现实中，我们经常看到，同样一个老师，同样一本教材，同样一个教学环境，不同的学生却出现不同的学习效果。导致这种差异有种种原因，但其中重要的一条就是学生自身主观能动性发挥程度不一。因此，调动学习者的学习主动性，并确立自身的主体作用意识已成为一项重要课题。

二、学生主体作用的确立

（一）以学生明确的学习目标激励自身主体意识的不断增强

学生是学习的承担者，是保障其主体地位的决定者。学生为了能使自己在教学活动中充分发挥主体作用，把自己置于主体地位，应努力做好以下几项工作：

1．要明确英语学习的目的。当今时代是信息时代，而英语就堪称为时代信息的首要载体。对于中国人来说，学会英语就等于打开了世界之窗，使自己与世界联系得更为密切。学生们只有把英语学习的目的与自己全部生活的目标联系起来，才能把英语学习真正作为自己生活的一个组成部分，也才能真正增强自己的主体意识。

2．要正确认识自己在学习中的作用。学习是获取知识的过程。建构主义学习理论认为，知识不是通过教师传授得到的，而是学习者在一定的情境即社会文化背景下，借助其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式获得的。第二语言习得理论认为 English can not be taught. It must be learned. 学生们必须认识到只有通过自己的努力方可获得良好的学习效果。

3．要善于自我激励学习动机。学生英语学习动机对学习兴趣的形成起着积极的促进作用，它是促进学生学习兴趣形成的基本条件。一个有强烈学习动机的人，才可以有强大的学习动力，也才能主动地投入到英语学习中去。

4．要善于自我调动学习的主动性。学生要自觉地确立学习目标，制定学习计划，总结学习方法，建立认知结构。从学习知识、解决问题的过程中获得某种满足感，并以兴奋活跃的思维状态去面对英语语言知识和技能，在加强基础知识和基本训练的同时，使基础知识转移为语言技能，并发展成运用英语进行交际的能力。

（二）以教师正确的教学理念促进学生主体地位的体现

要充分发挥学生的主动性和积极性，确立学生的主体地位，教师应做到：

1．更新教学观念。首先，要具有新的人才观。二十一世纪将是高科技、高竞争的时代，对外语人才的要求显然与过去不同。二十一世纪要求青年一代具有广阔的胸怀，丰富的知识，聪敏的智慧，开拓的精神，高尚的道德，完善的人格。传授英语基础知识是教学过程中不可缺少的重要环节之一，但还需在这个基础上发展学生的能力，能适应时代的要求。其次，要认识教师角色的转变。以往的英语课堂教学，教师多数扮演的是一种家长式的角色。而未来的教学要求教师在教学方法方面作出最重要的改变是"走出演讲的角色"，并认为"所有优秀的教师都是激励者、促进者、辅助者和协调者"。

2．确立为学而教的指导思想。要充分发挥教师在课堂教学中的主导作用，教师要把以"教"为重心逐渐转移到以"学"为重心，把以"研究教法"为重心逐渐转移到以"研究学法"为重心，并做好教与学的最佳结合。以"学"为重心，其基本精神就是使学生爱学习，学会学习，养成良好的学习习惯。叶圣陶先生说："教是为了不需要教。"面对21世纪对人才的需求，"授人之渔"已成为师者的最高教育境界。

3．激发学生的学习兴趣，帮助学生形成学习动机。兴趣是一种学习的动力，学习英语的兴趣越浓，学习的积极性就越高，学习的效果就越好。课堂教学是教师激发学生学习兴趣，提高学生参与行为的重要场所之一，教师应try our best to make our classes lively and interesting.

⑩ “主导—主体”教学结构，怎么翻译成英语啊谢谢啦。

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.

翻译说明

1、“主导、主体”可以翻译为——
* guiding-leading principle（导向的-主要的原则）
* central-essential principle （决定性的-基本的原则）

2、“‘主导—主体’教学结构的构建”提供两种译法：
* 动名词短语：Setting up the structure of teaching on the guiding-leading principle （构建根据主导-主体原则的教学结构）
* 名词短语：The buildl of structure of teaching on the central-essential principle （根据主导-主体原则建造的教学结构体系）

3、“信息技术与课程整合”不知道“信息技术”和“课程整合”是两个并列子项还是指“为把信息技术与课程整合起来”，因此提供两种译法：
* 信息技术和课程整合的实质：the matter of information technology and of course integration
* 为把信息技术与课程整合在一起：the matter of integrating information technology with the courses

4、第一种把“目的是为了...”翻译为并列句；第二种把“目的是为了...”翻译成非限制性定语从句

注：所提供的译文不是一成不变的，可以按照翻译说明任意整合。