The curricula of public schools are established by themselves.
The curricula of public schools are established by themselves.
The school curricula in Canada vary from school to school.
The school curricula in Canada vary from school to school.
You’ve got to make sure that people work together across ________. A: courses B: subjects C: curricula D: disciplines
You’ve got to make sure that people work together across ________. A: courses B: subjects C: curricula D: disciplines
According to Brown (1987), EA can be applied to foreign language teaching in four ways. Which one is not right? A: Correcting errors in the classroom. B: Providing information. C: Designing curricula and teaching materials. D: Organizing remedial teaching.
According to Brown (1987), EA can be applied to foreign language teaching in four ways. Which one is not right? A: Correcting errors in the classroom. B: Providing information. C: Designing curricula and teaching materials. D: Organizing remedial teaching.
中国大学MOOC: 根据我国高等学校的情况，教育部高等学校计算机科学与技术教学指导委员会制定的《高等学校计算机科学与技术专业发展战略研究报告暨专业规范（试行）》采纳了Computing Curricula 2005（CC2005）报告划分的4个分支学科，并以专业方向的形式进行规范，其中包括（ ）
中国大学MOOC: 根据我国高等学校的情况，教育部高等学校计算机科学与技术教学指导委员会制定的《高等学校计算机科学与技术专业发展战略研究报告暨专业规范（试行）》采纳了Computing Curricula 2005（CC2005）报告划分的4个分支学科，并以专业方向的形式进行规范，其中包括（ ）
根据我国高等学校的情况，教育部高等学校计算机科学与技术教学指导委员会制定的《高等学校计算机科学与技术专业发展战略研究报告暨专业规范（试行）》采纳了Computing Curricula 2005（CC2005）报告划分的4个分支学科，并以专业方向的形式进行规范，其中包括（ ）? 信息技术|计算机科学|计算机工程|信息系统
根据我国高等学校的情况，教育部高等学校计算机科学与技术教学指导委员会制定的《高等学校计算机科学与技术专业发展战略研究报告暨专业规范（试行）》采纳了Computing Curricula 2005（CC2005）报告划分的4个分支学科，并以专业方向的形式进行规范，其中包括（ ）? 信息技术|计算机科学|计算机工程|信息系统
ACM和IEEE-CS联合攻关组提交的关于计算学科教学计划的Computing Curricula 1991报告的主要成果有（） A: 提取了计算学科中反复出现的（具有方法论性质的）12个核心概念。 B: “社会的、道德的和职业的问题”主领域的提出，使计算学科方法论的研究更加完备。 C: 解决了计算教育中的第二和第三个重大问题。 D: 与“计算作为一门学科”报告相比，有重大的突破。
ACM和IEEE-CS联合攻关组提交的关于计算学科教学计划的Computing Curricula 1991报告的主要成果有（） A: 提取了计算学科中反复出现的（具有方法论性质的）12个核心概念。 B: “社会的、道德的和职业的问题”主领域的提出，使计算学科方法论的研究更加完备。 C: 解决了计算教育中的第二和第三个重大问题。 D: 与“计算作为一门学科”报告相比，有重大的突破。
Textbooks represent an 11 billion dollar industry, up from $8 billion in 2014. Textbook publisher Pearson is the largest publisher—of any kind—in the world. It costs about $1 million to create a new textbook. A freshman textbook will have dozens of contributors, from subject-matter experts through graphic and layout artists to expert reviewers and classroom testers. Textbook publishers connect professors, instructors and students in ways that alternatives, such as Open E-Textbooks and Open Educational Resources, simply do not. This connection happens not only by means of collaborative development, review and testing, but also at conferences where faculty regularly decide on their textbooks and curricula for the coming year. It is true that textbook publishers have recently reported losses, largely due to students renting or buying used print textbooks. But this can be chalked up to the exorbitant cost of their books—which has increased over 1,000 percent since 1977. A reshuffling of the textbook industry may well be in order. But this does not mean the end of the textbook itself. While they may not be as dynamic as an iPad, textbooks are not passive or lifeless. For example, over the centuries, they have simulated dialogue in a number of ways. From 1800 to the present day, textbooks have done this by posing questions for students to answer inductively. That means students are asked to use their individual experience to come up with answers to general questions. Today’s psychology texts, for example, ask: “How much of your personality do you think you inherited?” while ones in physics say: “How can you predict where the ball you tossed will land?” Experts observe that “textbooks come in layers, something like an onion.” For the active learner, engaging with a textbook can be an interactive experience: Readers proceed at their own pace. They “customize” their books by engaging with different layers and linkages. Highlighting, Post-It notes, dog-ears and other techniques allow for further customization that students value in print books over digital forms of books.
Textbooks represent an 11 billion dollar industry, up from $8 billion in 2014. Textbook publisher Pearson is the largest publisher—of any kind—in the world. It costs about $1 million to create a new textbook. A freshman textbook will have dozens of contributors, from subject-matter experts through graphic and layout artists to expert reviewers and classroom testers. Textbook publishers connect professors, instructors and students in ways that alternatives, such as Open E-Textbooks and Open Educational Resources, simply do not. This connection happens not only by means of collaborative development, review and testing, but also at conferences where faculty regularly decide on their textbooks and curricula for the coming year. It is true that textbook publishers have recently reported losses, largely due to students renting or buying used print textbooks. But this can be chalked up to the exorbitant cost of their books—which has increased over 1,000 percent since 1977. A reshuffling of the textbook industry may well be in order. But this does not mean the end of the textbook itself. While they may not be as dynamic as an iPad, textbooks are not passive or lifeless. For example, over the centuries, they have simulated dialogue in a number of ways. From 1800 to the present day, textbooks have done this by posing questions for students to answer inductively. That means students are asked to use their individual experience to come up with answers to general questions. Today’s psychology texts, for example, ask: “How much of your personality do you think you inherited?” while ones in physics say: “How can you predict where the ball you tossed will land?” Experts observe that “textbooks come in layers, something like an onion.” For the active learner, engaging with a textbook can be an interactive experience: Readers proceed at their own pace. They “customize” their books by engaging with different layers and linkages. Highlighting, Post-It notes, dog-ears and other techniques allow for further customization that students value in print books over digital forms of books.