3) course sort
课程门类
1.
In the setting of course sort,traditional method like modification is not enough.
在课程门类的设置,仅用"加加减减"的传统做法达不到预定目标,必须"解构和重构"——彻底打破"学科"体系,重构"生产"体系。
4) nine kinds of disciplines
9门课程
1.
The paper applies factor analysis of nine kinds of disciplines including Chinese,Mathematics,English,Physics,Chemistry,Biology, Politics,History and Geography.
本文利用学生的各科会考成绩,科目包括语文、数学、英语、物理、化学、生物、政治、历史和地理共计9门课程,使用因素分析方法对“3+文科综合或理科综合”高考方案的合理性进行了分析。
5) specialistic courses
专门课程
1.
The chief reasons lie in four aspects: the curriculum showing no professional features of primary education; the confusion of comprehensive requirement of basic educational courses and the teachers training courses; the proportion of professional courses and specialistic courses is not rational; teaching practice is regarded merely as pre - service training.
目前高校小学教育专业课程设置结构彼此迥然相异的主要原因在于四个方面:小学教育专业的职业性在课程中没有得到体现;基础教育课程的综合化要求与师范课程综合化的要求相互混淆;专业课程与专门课程的结构比例出现偏差;仅仅将教育实习功能视为一种岗前的培训。
6) course introduction
课程导入
1.
This essay discusses the ideas and reflections obtained forming the teaching of this subject from the points of view of the course introduction,the logic system and the distinction between investment theory and practice.
本文主要从投资学的课程导入、投资学的逻辑体系以及如何区分投资理论与投资实践的差异等三个角度谈一下笔者从事投资学教学的几点体会与思考。
补充资料：门类
1.依照事物的特性把相同的集中在一起而分成的类。 2.分门别类。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条