蘋果知 asked in 社會與文化語言 · 1 decade ago

以下有關教育的英文請幫忙翻譯

The spectrum of teaching styles defines the available options or styles, their decisions structures,the specific roles of the teacher and the learner in each style,and the objectives best reached by each style.

Six premises of the spectrum

1.The Axiom: The entire structure of the spectrum stems from the initial premise that teaching behavior is a chain of decision making.Every deliberate act of teaching is a result of a previously made decision.

2.The anatomy of any style: The anatomy of any style.The anatomy is composed of the conceivable categories of decisions that must be made in any teaching-learning transaction.

(1)Preimpact:

(2)Impact: Decisions related to the actual teaching-learning transaction

(3)Postimpact: identifies decisions concerning evaluation of the teacher-learner transaction

3. The decision makers. Both teacher and learner can make decisions in any of the categories delineated in the anatomy.When most or all of the decisions in a category are the responsibility of one decision maker,that person's decision-making responsibility is at maximum and the other's is at minimum.

4.The spectrum. By establishing who makes which decisions,about what and when,it is possible to identify the structure of eleven landmark styles as well as possible alternative styles that lie between them on the spectrum.

In the first style,which has as its overriding objective precise replication, the teacher makes all the the decisions;the learner responds by adhering to all the teacher's decisions.In the second style,nine specific decisions are shifted from the teacher to the learner and thus,a new set of objectives can be reached.In every subsequent style,specific decisions are systematically shifted from teacher to learner- thereby allowing new objectives to be reached-until the full spectrum of teaching styles is delineated.

Update:

不好意思,我不需要用google或Yahoo翻譯工具所翻譯出來的中文,我需要的是語意轉換正確的翻譯,謝謝^^

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  • 1 decade ago
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    范圍教的樣式定義了可利用的選擇或樣式、他們的判定結構、老師和每樣式的學

    習者的具體角色和宗旨最好到達由每樣式。

    光譜的六個前提

    1.The公理: 光譜的整個結構源於最初的前提教的行為是政策制定鏈子。教學每次故意行動是一個以前做的決定的結果。

    2.The任何樣式解剖學: 任何樣式解剖學。解剖學由在所有教學習的交易必须做出决定的可以想像的類別組成。

    (1)Postimpact :

    (2)衝擊: 決定與實際教學習的交易有關

    (3) Postimpact : 辨認關於老師學習者交易的評估的決定

    3. 作決策者。 老師和學習者能做出在解剖學里描述的決定任何類別。當多數或所有在類別的決定是一個作決策者的責任,那person' s政策制定責任是最大值和other' s至少是。

    4.The光譜。 通過建立決定,關於什麼的誰做,並且,當,儘可能好辨認放在他們之間在光譜十一地標樣式供選擇的樣式的結構是可能的。

    在第一樣式,有作為它的最重要的目标精確複製,老師做出所有決定; 學習者通过遵守反應所有teacher' s決定。在第二樣式,九個具體決定從學習者的老師被轉移,並且因而,新的套宗旨可以被到達。在每隨後樣式,到達直到充分的范圍教的樣式描述,具體決定從老師系統地被轉移到從而允許新的宗旨的學習者是。

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