processive中文是什么意思

发音:

中文翻译
造句

adj. 前进的，进行的，向前的

processive enzyme (进行性酶)：连续作用于特殊底物的酶，在重复的催化过程中不分离。; 进行性酶
processively [网络] 积极地
processions n. 队伍，行列( procession的名词复数 ); 列队行进
processivities [网络] 持续性
processionize [网络] 游行
processo [医]处理机，处理装置
processionings [网络] 游行
processomania [医] 诉讼狂
processioning n. 队伍, 行列；一列, 一排；列队行进 ; vi. 列队行进 ; vt. 沿著……行进
processome [网络] 加工体
processioners [网络] 游行者

"查查词典"手机版

千万人都在用的超大词汇词典翻译APP

例句与用法

Basing on the multiple comprehension of the processive learning assessment, we designed, implemented and verified an action project
基于对过程性学习评价的多维理解，我们设计、实施并检验了行动方案。
The processive learning assessment can be understood from five dimensionality : the value tropism of assessment, the time of assessment, the space of assessment, the content of assessment and the method of assessment
过程性学习评价可以从五个维度来理解：评价的价值取向、评价发生的时间、评价发生的空间、评价指向的内容以及评价使用的方法。
Through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self-assessment relatively; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content; it is capable for teachers to make qualitative assessment on student's learning process; parents assessment does n't adapt to use qualitative method completely; the improper work-dividing of assessors and the occasion of assessment will influence the operation of assessment; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly
研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。
Through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self-assessment relatively; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content; it is capable for teachers to make qualitative assessment on student's learning process; parents assessment does n't adapt to use qualitative method completely; the improper work-dividing of assessors and the occasion of assessment will influence the operation of assessment; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly
研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。
Through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self-assessment relatively; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content; it is capable for teachers to make qualitative assessment on student's learning process; parents assessment does n't adapt to use qualitative method completely; the improper work-dividing of assessors and the occasion of assessment will influence the operation of assessment; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly
研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。
Through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self-assessment relatively; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content; it is capable for teachers to make qualitative assessment on student's learning process; parents assessment does n't adapt to use qualitative method completely; the improper work-dividing of assessors and the occasion of assessment will influence the operation of assessment; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly
研究发现：过程性学习评价对于导向与促进学生掌握学习方法特别有用；使用评价量表进行过程性学习评价基本可靠，其设计要以每个具体的学习内容为依据；包括知识技能、过程方法、情感态度价值观等评价内容的过程性学习评价比较适合采取自评；为了保证互评的可靠性，要保持学习小组与评价小组的一致；教师不适宜评价学生的情感态度价值观这一类内在的内容；学习日志的研究设计有待加强，并且要根据学生的成熟程度和评价内容的特点决定是否采用；教师对学生的学习过程给予质性评语基本可行；家长评价不适宜采取完全质性的评语方式；评价主体的分工以及评价的时机都会对评价的可操作性产生影响；在决定评价结果的解释与利用时要严格区分两种类型的过程性学习评价。
This study adopted action research method to probe for the implemental strategies of the processive learning assessment through establishing substantive collaborative relation with the teachers, in which we should solve the strategic problems about how to select the assessment implements, who to assume the assessment, how to organize the assessment process and how to explain and utilize the assessment result
本研究采用行动研究法，通过与一线教师建立实质性的合作关系，共同探索过程性学习评价的实施策略，其中要重点解决如何选择评价工具、由谁来承担评价、如何组织评价过程、如何解释与利用评价的结果等一系列策略性的问题。
As a completely new study method, creative learning treat the questions as the media, create a kind of enviroment and process which are similar to scientific studyjet students collect, analyse, and deal with informations by themselves in order that they can feel and experience the process of creativing knowledge . in this way, they can understand society . learn how to study, cultivate their ability of analysing problems, solving problems and ability of creativeness . as the creative study has the characters of open . experimental processive, which made it can be used widely in all subjects'teaching and spread thoroughly and quickly . i want to explore how to adopt the creative learning in common school combined with biology teaching through educational experiment . this educational experiment is seclected from two classes'students in senior two from xi'an no . 33 middle school . these two classes'students were regarded as the materials of this experiment . the experiment lasted for three months and adopted natural experienc e . i had two tests before and after the experience . during the class period and free time, i would holden creative learning under the condition of obeying the principal of experiment
作为一种崭新的学习方式，研究性学习在教学过程中以问题为载体，创设一种类似科学研究的情境和途径，让学生通过自己收集，分析和处理信息来实际感觉并体验知识的产生过程，进而了解社会，学会学习，培养学生分析问题，解决问题的能力和创造能力。由于研究性学习呈现出开放性、自主性、实践性与过程性等特征，使得它在各学科教学中得以广泛运用，并迅速推广开来。本人通过对国内大量文献资料的研究，发现研究性学习主要是在经济、文化发达，教育观念先进，硬件设施良好的沿海城市及重点中学开展。