小組合作英語怎么說
小組合作英語怎么說
小組合作，即小組合作學(xué)習(xí)，如今已被廣泛應(yīng)用于中小學(xué)教學(xué)實(shí)踐。那么你知道小組合作用英語怎么說嗎?下面和學(xué)習(xí)啦小編一起來學(xué)習(xí)關(guān)于小組合作的英語知識吧。
小組合作的英語說法
group work
Group cooperation
小組合作相關(guān)英語表達(dá)
小組合作探究 Group cooperation investigation
小組合作能力 Team-work ability ; Group cooperation capacity
競爭式小組合作 cooperation and competition-style group
小組合作學(xué)習(xí) group cooperative learning
小組合作的英語例句
1. Group work: Four students in a group, talk position.
小組合作 、 拓展練習(xí)，練后說一說.
2. Work with Product D group to commercialize their research.
與產(chǎn)品研發(fā)小組合作將研發(fā)成果轉(zhuǎn)化成現(xiàn)實(shí)產(chǎn)品.
3. Cooperative learning group is a popular teaching method in elementary schools.
小組合作學(xué)習(xí)是當(dāng)前小學(xué)課程改革中普遍被采用的一種教學(xué)方式.
4. The team collaborative study is the basic organizational form and main activity manner.
小組合作學(xué)習(xí)是研究性學(xué)習(xí)的基本組織形式和主要活動方式.
5. Each local circle combines the functions of a concierge service, self - help group, co - operative and social club.
每個本地包括禮賓服務(wù), 自助 小組, 合作和社會俱樂部的功能.
6. Group work: Make a new animal riddle and write Then make an animal riddle book.
小組合作,對所學(xué)語言進(jìn)行輸出,共同完成一個動物謎語.由組長寫下謎語,并交流匯報. 培養(yǎng)學(xué)生的合作學(xué)習(xí)能力.
7. Please talk to you child about the importance of teamwork and together to accomplish an assignment.
請您和您的孩子談?wù)勑〗M合作及一起合作共同完成一項任務(wù)的重要性.
8. Students will work in groups to design and carry out a small research project.
學(xué)生將以小組合作的方式設(shè)計并進(jìn)行一個小型的研究專案.
9. Also, they that a group - cooperation structuring map is helpful to their studying mathematics and other areas.
他們也認(rèn)同小組合作構(gòu)圖對自己的數(shù)學(xué)及其他領(lǐng)域的學(xué)習(xí)有幫助.
10. Fourth, additional remarks paid attention to in team cooperative learning are also made.
第四部分, 對小組合作學(xué)習(xí)中還應(yīng)注意的其他問題進(jìn)行了補(bǔ)充闡述.
11. Cooperative group learning is commonly described as learner centered teaching theory and strategy.
小組合作學(xué)習(xí)是一種以學(xué)生為中心的教學(xué)理論與策略體系.
12. First, paying attention to combine cooperative learning team with the collective learning in classroom.
首先, 在實(shí)施語文合作學(xué)習(xí)的過程中要注意小組合作學(xué)習(xí)與班級集體教學(xué)相結(jié)合.
13. Have the students talk about the table in groups of four and fulfill the table.
表格中是學(xué)生們比較熟悉的人物,讓學(xué)生通過小組合作的形式互相問答,完成表格.
14. Application of the group - cooperative learning method in computer teaching multi - media teaching software design ""
小組合作學(xué)習(xí)法在計算機(jī)學(xué)科教學(xué)中的實(shí)踐 —— “多媒體教學(xué)軟件設(shè)計 ” 課的教學(xué)設(shè)計.
15. Five, develop group cooperation study; Six, choose and utilize the teaching media nimbly and reasonably.
五是開展小組合作學(xué)習(xí): 六是靈活選擇與合理運(yùn)用教學(xué)媒體.
小組合作相關(guān)英語閱讀：好相處才是職場成功的關(guān)鍵
For all the jobs that machines can now do — whether performing surgery, driving cars or serving food — they still lack one distinctly human trait. They have no social skills.
盡管機(jī)器現(xiàn)在可以從事各種工作，如手術(shù)、駕車、上菜，但無疑它們還缺少一個獨(dú)特的人類特征，那就是社交技巧。
Yet skills like cooperation, empathy and flexibility have become increasingly vital in modern-day work. Occupations that require strong social skills have grown much more than others since 1980, according to new research. And the only occupations that have shown consistent wage growth since 2000 require both cognitive and social skills.
然而，合作、同理心和靈活性等能力，在現(xiàn)代工作環(huán)境里已變得越來越重要。新的研究顯示，1980年以來，需要很強(qiáng)社交能力的職位大幅增加，遠(yuǎn)遠(yuǎn)超出了其他職位。而且自2000年來，僅有的一些工資有持續(xù)增長的職業(yè)種類，都要求良好的認(rèn)知和社交能力。
The findings help explain a mystery that has been puzzling economists: the slowdown in the growth even of high-skill jobs. The jobs hit hardest seem to be those that don’t require social skills, throughout the wage spectrum.
這些研究結(jié)果有助于讓經(jīng)濟(jì)學(xué)家揭開一個一直讓他們很困惑的謎題：為什么盡管是高技能職位，也會有工資增長緩慢的情況。從各個工資水平來看，工資最難增長的職業(yè)都是不需要社交能力的。
“As I’m speaking with you, I need to think about what’s going on in your head — ‘Is she bored? Am I giving her too much information?’ — and I have to adjust my behavior all the time,” said David Deming, associate professor of education and economics at Harvard University and author of a new study. “That’s a really hard thing to program, so it’s growing as a share of jobs.”
“我們對話時，我要想著你頭腦里是怎么想的──‘她是覺得無聊嗎?我說的信息太多了嗎?’──所以我還要隨時調(diào)整自己的行為，”哈佛大學(xué)教育和經(jīng)濟(jì)學(xué)副教授、一項新研究的作者戴維·戴明(David Deming)說。“這真的很難通過編程辦到，所以社交技巧在工作中越來越重要了。”
Some economists and technologists see this trend as cause for optimism: Even as technology eliminates some jobs, it generally creates others. Yet to prepare students for the change in the way we work, the skills that schools teach may need to change. Social skills are rarely emphasized in traditional education.
一些經(jīng)濟(jì)學(xué)家和科技專家以樂觀的態(tài)度看待這個趨勢：盡管科技會淘汰某些職位，但一般還會創(chuàng)造其他的。為了讓學(xué)生對現(xiàn)在的工作情況做好準(zhǔn)備，學(xué)校所教的技能也應(yīng)該改變。傳統(tǒng)教育模式很少會注重社交技巧。
“Machines are automating a whole bunch of these things, so having the softer skills, knowing the human touch and how to complement technology, is critical, and our education system is not set up for that,” said Michael Horn, co-founder of the Clayton Christensen Institute, where he studies education.
“機(jī)器正把很多硬技巧自動化，所以具有較軟性的技巧，懂得與人交流，懂得怎樣為科技提供補(bǔ)充是非常重要的，我們的教育系統(tǒng)沒有為這一點(diǎn)做準(zhǔn)備，”克萊頓克里斯滕森研究所(Clayton Christensen Institute)聯(lián)合創(chuàng)始人邁克爾·霍恩(Michael Horn)說。霍恩在該研究所開展教育學(xué)研究。
Preschool classrooms, Mr. Deming said, look a lot like the modern work world. Children move from art projects to science experiments to the playground in small groups, and their most important skills are sharing and negotiating with others. But that soon ends, replaced by lecture-style teaching of hard skills, with less peer interaction.
戴明說，幼兒園的教室跟現(xiàn)代工作環(huán)境很像。孩子們組成小群體，參加藝術(shù)項目、科學(xué)實(shí)驗，再到操場里玩耍，此時最重要的技巧就是與人分享和協(xié)商?？蛇@一切很快就結(jié)束了，取而代之的是講授式的教育：教授硬技巧，但朋輩互動的機(jī)會減少了。
Work, meanwhile, has become more like preschool.
同時，工作變得更像幼兒園了。
Jobs that require both socializing and thinking, especially mathematically, have fared best in employment and pay, Mr. Deming found. They include those held by doctors and engineers. The jobs that require social skills but not math skills have also grown; lawyers and child-care workers are an example. The jobs that have been rapidly disappearing are those that require neither social nor math skills, like manual labor.
戴明發(fā)現(xiàn)，同時需要社交和思考能力(特別是數(shù)學(xué)思考)的職業(yè)，在工作崗位和工資方面的處境是最好的。這些職業(yè)包括醫(yī)生和工程師。需要社交能力而不需要數(shù)學(xué)能力的職業(yè)，數(shù)量也有增加，如律師和兒童護(hù)理工作者。社交和數(shù)學(xué)能力都不需要的職業(yè)則正在迅速消失，如體力勞動者。
Despite the emphasis on teaching computer science, learning math and science is not enough. Jobs that involve those skills but not social skills, like those held by bookkeepers, bank tellers and certain types of engineers, have performed worst in employment growth in recent years for all but the highest-paying jobs. In the tech industry, for instance, it’s the jobs that combine technical and interpersonal skills that are booming, like being a computer scientist working on a group project.
盡管如今強(qiáng)調(diào)計算機(jī)科學(xué)的教育，但只學(xué)數(shù)學(xué)和科學(xué)是不夠的。涉及這些技能但不涉及社交技巧的工作，像會計、銀行柜員和某些類別的工程師，近年來的就業(yè)增長是最低的，這些領(lǐng)域中薪酬最高的崗位除外。舉例來說，在科技產(chǎn)業(yè)里，技術(shù)和社交技能相結(jié)合的工作崗位數(shù)量激增，如在小組項目里工作的計算機(jī)科學(xué)家。
“If it’s just technical skill, there’s a reasonable chance it can be automated, and if it’s just being empathetic or flexible, there’s an infinite supply of people, so a job won’t be well paid,” said David Autor, an economist at the Massachusetts Institute of Technology. “It’s the interaction of both that is virtuous.”
“如果只是技術(shù)性技能，就有理由認(rèn)為它可能會被自動化。而如果只要求有同理心和靈活性，社會也有無限的人力供應(yīng)，所以這種工作的工資也不會高，”麻省理工學(xué)院(Massachusetts Institute of Technology)經(jīng)濟(jì)學(xué)家戴維·奧托爾(David Autor)說。“只有結(jié)合兩者的職業(yè)才最好。”
Mr. Deming’s conclusions are supported by previous research, including that of Mr. Autor. Mr. Autor has written that traditional middle-skill jobs, like clerical or factory work, have been hollowed out by technology. The new middle-skill jobs combine technical and interpersonal expertise, like physical therapy or general contracting.
戴明之前的研究也支持了他的結(jié)論，包括奧托爾撰寫的論文。奧托爾曾寫道，文書和工廠工作等傳統(tǒng)的中等技能崗位，已被科技淘汰。新的中等技能工作結(jié)合了技術(shù)和人際專長，像物理治療和項目承包。
James Heckman, a Nobel Prize-winning economist, did groundbreaking work concluding that noncognitive skills like character, dependability and perseverance are as important as cognitive achievement. They can be taught, he said, yet American schools don’t necessarily do so.
諾貝爾獎得主、經(jīng)濟(jì)學(xué)家詹姆斯·赫克曼(James Heckman)開展了突破性的研究，得出了性格、可靠性和毅力等非認(rèn)知技能，與認(rèn)知技能同樣重要的結(jié)論。他說，非認(rèn)知技能都是可以透過教育習(xí)得的，但美國的學(xué)校卻未必會教授。
These conclusions have been put into practice outside academia. Google researchers, for example, studied the company’s employees to determine what made the best manager. They assumed it would be technical expertise. Instead, it was people who made time for one-on-one meetings, helped employees work through problems and took an interest in their lives.
在學(xué)術(shù)界以外的地方，這些研究成果已經(jīng)付諸實(shí)踐。例如，谷歌的研究人員為了找出造就優(yōu)秀管理者的因素，對該公司的員工進(jìn)行了研究。他們以為該因素是技術(shù)性的專業(yè)知識。然而研究發(fā)現(xiàn)，抽空與人單獨(dú)會面、幫助員工解決問題、對他們的生活感興趣的那些人，才是優(yōu)秀的管理者。
Mr. Deming’s study quantifies these types of skills. Using data about the tasks and abilities that occupations require from a Department of Labor survey called O*NET, he measured the economic return of social skills, after controlling for factors like cognitive skill, years of education and occupation.
戴明的研究量化了這些類型的技能。他從勞工部名為O*NET的一項調(diào)查中，取得了關(guān)于就業(yè)崗位職責(zé)和所需能力的數(shù)據(jù)。在控制認(rèn)知技能、學(xué)歷和職業(yè)等因素后，他計算了社交技巧所帶來的經(jīng)濟(jì)回報。
The extent to which jobs required social skills grew 24 percent between 1980 and 2012, he found, while jobs requiring repetitive tasks, like garbage collecting, and analytical tasks that don’t necessarily involve teamwork, like engineering, declined.
他發(fā)現(xiàn)，在1980年至2012年間，要求社交技巧的工作增多了24%。與此同時，重復(fù)性的工作崗位，如垃圾收集，以及涉及分析但不一定需要團(tuán)隊合作能力的工作，如工程師卻減少了。
Mr. Deming explains it in terms of the economic notion of comparative advantage.
戴明以經(jīng)濟(jì)學(xué)中的比較優(yōu)勢概念，解釋了這種現(xiàn)象。
Say two workers are publishing a research paper. If one excels at data analysis and the other at writing, they would be more productive and create a better product if they collaborated. But if they lack interpersonal skills, the cost of working together might be too high to make the partnership productive.
假設(shè)兩名員工要發(fā)布一份研究報告。如果一個擅長數(shù)據(jù)分析，另一個擅長寫作，他們合作便能更有效率，產(chǎn)生的報告亦會較佳。但是，如果他們?nèi)狈θ穗H交往技巧，便可能要付出很高的成本，才能令兩人的合作具有成效。
Women seem to have taken particular advantage of the demand for social skills. The decline in routine jobs has hit women harder than men. Yet women have more successfully transitioned into collaborative jobs like managers, doctors and professors.
面對社交技巧的需求，女性似乎擁有獨(dú)特的優(yōu)勢。重復(fù)性工作的減少對女性的沖擊比男性更重。但是，過渡到如經(jīng)理、醫(yī)生、教授等合作性工作方面，卻是女性更成功。
That might be because, starting in infancy, females traditionally excel at things like social perceptiveness, emotional intelligence and working with others, Mr. Deming and other researchers say.
戴明和其他研究人員說，這可能是因為從嬰兒期開始，傳統(tǒng)上女性便擁有更強(qiáng)的社交洞察力、更高的情商，也更擅于與他人合作。
These conclusions do not mean traditional education has become unnecessary, researchers say — in fact, traditional school subjects are probably more necessary than ever to compete in the labor market. But some schools are experimenting with how to add social skills to the curriculum.
研究人員說，這些結(jié)論并不代表傳統(tǒng)教育已經(jīng)多余的，相反，因為需要在就業(yè)市場競爭，傳統(tǒng)的學(xué)?？颇靠赡軙兊们八从械乇匾ｋm然如此，有些學(xué)校正試驗把社交技巧加入課程范圍內(nèi)。
At many business and medical schools, students are assigned to small groups to complete their work. So-called flipped classrooms assign video lectures before class and reserve class for discussion or group work. The idea is that traditional lectures involve too little interaction and can be done just as well online.
在許多商學(xué)院和醫(yī)學(xué)院中，學(xué)生會分成小組完成工作。所謂的“顛倒課堂”則會在上課前把講課視頻發(fā)給學(xué)生，留出上課時間開展小組合作或討論。傳統(tǒng)課堂太少互動，透過網(wǎng)絡(luò)也可以辦到，因此便有了這個構(gòu)思。
The Minerva Schools in San Francisco, a start-up college, takes that approach. The idea is to transmit facts outside of class, said its dean, Stephen Kosslyn, and use class to teach effective communication and interaction. “It involves creativity, judgment, all that stuff that is hard for a machine to be programmed to do,” he said.
舊金山一所剛開辦的大學(xué)密涅瓦學(xué)校(Minerva Schools)也采取了這個做法。院長斯蒂芬·科斯林(Stephen Kosslyn)說，其構(gòu)思是希望在課堂以外的地方傳遞事實(shí)性的知識，利用班級教導(dǎo)學(xué)生有效的溝通和人際交往。“它涉及創(chuàng)造力、判斷力和其他東西。這些東西不是給機(jī)器編了程序就能做到的，”他說。
Another way to teach these skills is through group activities like sports, band or drama, said Deborah Slaner Larkin, chief executive of the Women’s Sports Foundation. Students learn important workplace skills, she said: trusting one another, bringing out one another’s strengths and being coachable.
女子體育基金會(Women’s Sports Foundation)首席執(zhí)行官黛博拉·斯蕾娜·拉金(Deborah Slaner Larkin)說，另一個教導(dǎo)學(xué)生這些技能的方法是透過團(tuán)體活動，如運(yùn)動、樂隊或戲劇。她說，學(xué)生能學(xué)到重要的職場技能：彼此信任、激發(fā)彼此的長處，可以接受指導(dǎo)。
Someday, nearly all work could be automated, leaving humans to revel in never-ending leisure time. But in the meantime, this research argues, students should be prepared for the actual world of work. Maybe high schools and colleges should evaluate students the way preschools do — whether they “play well with others.”
總有一天，差不多所有工作都可以自動化完成，人類將享有無窮無盡的閑暇時間。但是目前，這份研究的論點(diǎn)是，學(xué)生應(yīng)該為現(xiàn)實(shí)的職場做好準(zhǔn)備?；蛟S，高中和大學(xué)應(yīng)該用幼兒園的標(biāo)準(zhǔn)來評估學(xué)生——那就是他們能否和別人“玩到一起”。
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