1) International Understanding Curriculum
国际理解课程
2) International Trade Geography
国际贸易地理课程
1.
The teaching of International Trade Geography in higher vocational colleges should focus on the cultivation of students’ interest,the consolidation of student fundamental geography knowledge and strengthening student cognition and application to the practice of their knowledge in the international trade geography.
高职院校国际贸易地理课程需要在激发学生学习兴趣的同时,进一步巩固学生的基础地理知识,加强他们在国际贸易方向地理知识上的认知和应用能力。
3) curriculum internationalization
课程国际化
1.
By defining the connotation of curriculum internationalization of adult education and summarizing its main form, the paper analyzes its features, that is, opening, sharing and universal.
通过界定成教课程国际化的内涵和总结目前我国成教课程国际化的主要形式,分析了成教课程国际化的特征,即开放性、共享性、通用性。
4) internationalization of curriculum
课程国际化
1.
This paper expounds the content, approach and objective of the internationalization of curriculum in China s universities and colleges, points out the problems existing in its implementation, and proposes some solutions.
高校课程国际化是高等学校国际化的内容和途径。
2.
The internationalization of curriculum in American universities experienced a rapid and effective growth after the Second World War and there is much that can be shared and pondered over.
美国的大学课程国际化在二战之后得到迅速、有效地发展 ,许多经验与教训可供我们借鉴。
5) international understanding
国际理解
1.
Research on the Development of Education for International Understanding;
国际理解教育发展的研究
2.
Education for international understanding as a new concept for the 21st century is significant for promoting the world peace.
国际理解教育倡导于20世纪40年代,于50年代获得初步实施。
3.
Being the feat ures of contemporary times and symbols of worldwide prosperity,multi-culture needs international understanding,mutual trust and learning from each other for common prosperity.
文化的多元化就需要国际理解,互相信任,互相学习,共同繁荣。
6) curriculum understanding
课程理解
1.
The multiple property of curriculum requires us to go beyond the one-side-theory in curriculum understanding and curriculum outlooks.
课程问题的多重属性,客观要求课程理解和课程观应超越"单一要素论"。
2.
The investigation, which involves the methods of survey research, survey interview, classroom observation, conversation analysis and teaching plans analysis into the teachers curriculum understanding, has been made in provinces and municipality including Fujian, Anhui, Hubei, Jiangsu and Shanghai.
本研究以新课程语文实验为例,在福建、安徽、湖北、江苏和上海等部分省市大规模问卷调查,以及在福建、安徽等地中小学实地听课、访谈和座谈等基础上,综合分析问卷调查回收资料、教师教案、课堂实录和访谈、座谈资料,并参用其他学者一些相关研究成果,对“教师课程理解”进行了初步探究。
3.
Teachers\' curriculum understanding is the necessary condition of curriculum significance generation, is an important premise for teachers to implement curriculum effectively, and also is the important means to construct teachers\' spirit and existing significance.
教师课程理解是课程意义生成的必要条件,是教师进行有效课程实施的重要前提,也是教师个体精神和生存意义建构的重要途径。
补充资料：国际贸易值与国际贸易量
国际贸易值与国际贸易量
国际贸易值与国际贸易量国际贸易值是指一定时期内世界各国(地区)之间的商品贸易金额。又称世界贸易值。各国的对外贸易额一般都用本国货币表示，也有用国际上习惯通用的货币表示。美元长期以来被作为国际市场上通用的国际货币。联合国编制和发表的世界各国对外贸易额的有关资料，均以美元表示。由于各国进口大都按到岸价格计算，出口大都按离岸价格计算，所以，以世界出口总值作为国际贸易值，比较能代表国际贸易规模。各国的出口值相加就能得出国际贸易值。 以某一不变价格计算的各个时期的国际贸易值称作国际贸易量。用进出口价格指数除进出口额，便得出反映国际贸易实际规模的进出口量。以一定时期为基期的国际贸易量指数能比较正确反映贸易实物规模的变动。由于各国物价不断变动，用当年价格计算的国际贸易值往往不能真实地反映出国际贸易的实际规模，而用国际贸易量来表示，则可避免这个缺点，因此统计资料中往往同时载有国际贸易值和国际贸易量两种数字，以便供读者参考和对照。
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