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professional curriculum
专业课程:指为特定职业或行业培养人才而设计的一系列课程。
常用释义
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基本释义
  • 专业课程:指为特定职业或行业培养人才而设计的一系列课程。
例句
  • 1·The main problem which is not suitable for more professional curriculum needs of the community.
    而其中最主要的问题是专业课程设置越来越不适合社会需要。
  • 2·At present, Chinese as a Foreign Language under reasonable professional curriculum, course features sharp enough.
    目前,对外汉语专业课程设置欠合理,课程特色不够鲜明。
  • 3·Water Resources and Hydropower Planning is a compulsory professional curriculum for Hydraulic and Hydropower Engineering.
    水利水能规划课程是水利水电工程专业的一必修课。
  • 4·Similar to the establishment of professional curriculum, the establishment of public basic courses should follow the law of social life process.
    与专业技术课程开发原则相对应,公共基础课程的开发应遵循基于社会生活过程的原则。
  • 5·In order to meet the needs of the enterprises and employers on marketing talents, active exploration on work process-oriented marketing professional curriculum model should be undertaken.
    为了适应企业和用人单位对市场营销人才的需要,积极探索基于工作过程导向的市场营销专业课程模式。
  • 6·The MSc curriculum should prepare students for their professional career by allowing them to focus on acquiring practical skills through projects.
    理科硕士课程应该通过让学生做项目来获取专业技能,为以后的职业生涯做好充足准备。
  • 7·might be useful in defining a professional group, but even that was problematic because so much of what a software developer needs to know is not reducible to a college curriculum.
    大多数人都指出了某些真正专业的认证,它们和博士类似,具有多年经验(例如实习期)可能对于定义专业的组织会很有用,但是即使是这样也是有问题的,因为大学课程远远无法提供作为软件开发者所要知道的知识。
  • 8·However, if you are a very experienced professional writing a curriculum vitae, it can be 2 to 3 pages.
    但是如果你有相当丰富的专业经验,那就要另当别论了,你的简历可以有2至3页;
  • 9·The before position training of primary and high school teachers with regard to professional standard, curriculum structure, training pattern, and teaching method can be taken for our reference.
    美国中小学教师职前培养在专业标准、课程结构、培养模式和教学方法等方面的探索值得我们思考和借鉴。
  • 10·Taiwan scholar Qiu Zuxian believes that teacher's professional development can be divided into three levels: practice teacher, newly appointed teacher, curriculum leader.
    台湾学者邱祖贤认为,教师的专业成长可分为三步曲:实习教师,初任教师,课程引导者。