英语翻译On the instructor side of the coin,deciding upon the appropriate homework level and exactly what to assign requires a lot of time.To process the homework also takes a finite amount of time.The labor intensive extreme of this process is to

英语翻译On the instructor side of the coin,deciding upon the appropriate homework level and exactly what to assign requires a lot of time.To process the homework also takes a finite amount of time.The labor intensive extreme of this process is to
英语翻译
On the instructor side of the coin,deciding upon the appropriate homework level and exactly what to assign requires a lot of time.To process the homework also takes a finite amount of time.The labor intensive extreme of this process is to collect each assignment,the instructor to fully grade each portion of the work,assign values,annotate the errors,and suggest alternative solution methods.The highest student utility occurs with the return of the assignments to the students,with a copy of the instructor’s solution method and answer,the next class period.The opposite end of the scale is to not collect the homework but ask the students if they have any questions.Those questions are then discussed in class.Most instructors use a method somewhere between these two extremes.Several of the methods used are 1) just check for completeness of the problem development,2) check for the correct answer,3) sample one or two problems for full evaluation and assign that grade for the homework,4) let a grader evaluate the work based on the instructor solution and 5) have each student pass his work to another student to grade as the instructor reviews the material in class.Obviously there is a significant variation in the amount of processing time required by the instructor for each of these methods.

英语翻译On the instructor side of the coin,deciding upon the appropriate homework level and exactly what to assign requires a lot of time.To process the homework also takes a finite amount of time.The labor intensive extreme of this process is to
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翻译
积极地来看,选择合适的课后作业等级和明确分配需要很多时间.批改作业也相当耗时.最密集的课后工作,是去掌握每一份作业的具体情况：批改的人看过每一个认的作业,给他们每一份都评价等级、纠正错误,并写出修改建议；这在学生身上所达到的最佳效果,是在下一阶段,他们照着批注修改或誊写、回答什么的.与此相对的,有相当一部分人不批改作业,而是问学生们有没有疑问,再将这些问题拿到课堂上讨论.绝大部分老师布置课后作业的方法,介于这两个极端之间.方法如下：
只是查看学生作业是否完成
只是看作业的答案是否正确
大致找出典型的一两个问题,全班讲解,再以此布置下一项作业
让一个成绩好的学生按照参考答案批改正误
在课堂上,让同学之间相互交换作业,像老师一样批改.
显然,老师们这些缩短课后反馈的时间的办法,也是具有一定意义的.

写的太差了 翻不下去 中国人写的吧

在硬币的教练身边，决定适当的作业水平，正是将需要很多时间。处理作业也需要一个有限的时间量。这一过程的劳动密集型的极端是收集每一项任务，教师充分的工作成绩，每个部分分配值，注释的错误，并提出替代解决方案的方法。最高的学生实用的发生与作业的返回的学生，一份教师的解决方法和答案，下一节课。天平的另一端是收不回的作业，但学生如果他们有任何问题。这些问题，然后讨论班。大多数教师使用介于这两个极端之间的一种方...

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在硬币的教练身边，决定适当的作业水平，正是将需要很多时间。处理作业也需要一个有限的时间量。这一过程的劳动密集型的极端是收集每一项任务，教师充分的工作成绩，每个部分分配值，注释的错误，并提出替代解决方案的方法。最高的学生实用的发生与作业的返回的学生，一份教师的解决方法和答案，下一节课。天平的另一端是收不回的作业，但学生如果他们有任何问题。这些问题，然后讨论班。大多数教师使用介于这两个极端之间的一种方法。几种方法1）只检查的问题，发展的完整性，2）检查正确答案，3）样品的一个或两个问题充分评估和分配，等级4）作业，让一年级的学生评价的基础上，教师的解决方案和5每个学生通过自己的工作）工作的另一个学生成绩为教练评论类材料。显然是在处理时间由教师所需的每一种方法的量的显著变化。

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