教學效能 的英文怎麼說

中文拼音 [jiāoxuéxiàonéng]
教學效能 英文
teaching efficiency
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 效 : Ⅰ名詞（效果; 功用） effect; efficiency; result Ⅱ動詞1 （仿效） imitate; follow the example of 2 ...
  • 能 : 能名詞（姓氏） a surname
  • 教學 : 教學teach school; teach
  • 效能 : potency; efficacy; usefulness; effect; efficiency
  1. But, as a method of training ambidextrous technicians, this curriculum is of strong practice, so it ' s difficult for teachers to impress students lively and profoundly only by lectures on the working principle and concrete structures of the machines for pulping & paper - making industry. meanwhile, contents in the traditional teaching materials, which are being used, are behind the advanced technology of the machines in other countries

    然而，制漿造紙機械與設備專業是一門實踐性很強的學科，歷年來存在著講課難、實踐難等老大難問題，課堂上的講解、尤其是對造紙設備的工作原理和具體結構的描述，並不能給學生留下鮮明而深刻的印象；同時，統編教材的內容嚴重落後于當今世界的制漿造紙機械與設備的發展水平，教學效果很不理想。
  2. To cultivate students ' ability, author initiates tentative teaching reform in the aspects of teaching content adjustment, teaching method improvement and diversification of test mode exemplified by " food enzymology "

    摘要圍繞強化學生能力的培養， 《食品酶學》課程應當從教學內容的調整、教學方法的改進及考試方法的多樣化等方面對該課程的教學進行改革，以期達到更好的教學效果。
  3. I find that the difference between male and female teacher is significant on their conception of sustainable development, and the male teachers holds prior opinions. because of different sense on student development and student cognition, primary school teachers are differentiated from other group of teachers ; teachers with secondary school education background are differentiated from teachers with higher education background ; although there is no obvious difference on sustainable development resulted from age difference, there are teaching motives and emotional and physical quality differences in various age groups ; the aspect influenced mostly by age factor is the conception of teaching effectiveness ; school type is not related with the sustainable development of teacher. based on my research, i make the following suggestions to the practical scheme ( the life - long continuous education ) aimed at improving of sustainable development of teacher ' s quality

    第三，通過對來自14所學校的272位教師問卷調查，統計分析發現：因學生發展觀和身心素質不同導致男女教師可持續發展系統水平產生差異，男教師優于女教師；因學生發展觀和學生觀不同導致小學教師與其他學段教師可持續發展系統水平產生差異，小學教師低於其他學段的教師；因學生發展觀和學生觀不同導致中專畢業的教師與其他學歷的教師可持續發展系統水平產生差異，中專畢業的教師與他學歷的教師有差距；雖然不同教齡段的教師可持續發展系統水平差異不顯著，但進一步比較發現，在教學動機和身心素質方面還是有差異的，並且與教齡變化最緊密的是教師的教學效能感；教師可持續發展系統水平與學校類別無關。
  4. From the data obtained in this research, four dimensions were identified for delimiting and defining tb of teaching : the teachers " conceptions of students " learning, the content of teaching, evaluation and teachers " conceptions of treating students. if the score is less than 3, he / she is regarded as disagreeing with the related beliefs

    本研究以489名中小學在職教師為對象，採用利克特式六點量表，本研究假設，教師信念與教師的工作投入、反思智力、批判思考傾向、工作滿意度及教師的教學效能感有關。
  5. The study paid attention to the change of teacher ' s sense of teaching efficacy teaching motivation and occupational stress under such realistic background. by analysis and explanation of investigation data, the study concludes the results as follows : 1 after implement of curricular reform, general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while personal teaching efficacy ( significantly ) declines ; 2 after implement of curricular reform, intrinsic motivation of teachers who have joined curricular reform compared to their past ( significantly ) presents descending trend, while their outer motivation ( significantly ) rises apparently. so that their intrinsic motivation and outer motivation are significantly much higher than of what teachers who have n ' t joined curricular reform ; 3 after implement of curricular reform, occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while their relaxation of personal resource significantly declines, but have no remarkable difference at other aspects ; 4 the sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform ; 5 teachers " sense of teaching efficacy teaching motivation and occupational stress tie together tightly, while the interaction of teaching motivation and occupational stress is prominence, occupational stress directly influences teaching motivation, and indirectly influences the sense of teaching efficacy

    通過對調查數據予以分析和說明，本研究得到如下結論： （ 1 ）課程改革以後，參與課改的教師無論與自身縱向相比，還是與未參加課改的教師橫向相比，其一般教育效能感顯著上升，而教師的個人教學效能感則（顯著）下降； （ 2 ）課程改革以後，參與課改的教師與自身縱向相比其內部動機有較為顯著的下降趨勢，外部動機則有顯著地上升趨勢；其內部動機和外部動機都（顯著）高於未參加課改的教師； （ 3 ）課程改革以後，參與課改的教師無論是與自身縱向相比，還是與未參與課改的教師橫向相比，其「職業任務」和「個體緊張反應」方面均呈現（非常）顯著地上升趨勢，而在「個體應對資源」方面除休閑是顯著降低外，其餘無顯著的差異； （ 4 ）不同特徵和類別教師的「教學效能感」 、 「教學動機」和「職業緊張應對」在課改前後的變化狀況上存在（顯著）差異； （ 5 ）教師教學效能感、教學動機和職業緊張應對密切聯系，教學動機與教學效能感相互作用顯著；而職業緊張應對直接顯著影響教學動機，間接影響教學效能感。
  6. Summary on self - efficacy and teaching efficacy

    自我效能感與教學效能感綜述
  7. A research on the relationship between teachers ' school organizational citizenship behavior and teaching efficacy

    教師組織公民行為與教學效能感的關系研究
  8. Methods to strengthen p. e. teachers ' efficiency sense

    論提高體育教師教學效能感的途徑
  9. Influence of emotion on reasoning to different intelligence students

    教學效能感與中小學教師職業倦怠的關系
  10. To foster teaching effectiveness and improve students academic performance

    促進教學效能，提升學生學習表現。
  11. The theory of teachers sense of efficiency in p. e. teaching and research status

    體育教師教學效能感的理論與研究現狀
  12. A study of teaching efficacy amp; teaching - regulated ability of expert - novice teacger

    專家一新手型教師教學效能感和教學監控能力研究
  13. Relationship between teaching efficacy and professional burnout among teachers of middle school

    中學教師教學效能感職業倦怠狀況及其關系研究
  14. On the sense of teacher efficacy and foster of normal school student ' s prepare sense of self - efficacy

    論教師教學效能感對師范生自我效能感的影響
  15. A study on the correlation between the teaching efficacy and mental health of middle school teachers

    中學教師教學效能感與心理健康水平的相關研究
  16. The characteristic of middle school teachers ' teaching efficacy and the correlation with self - concept

    中學教師教學效能感的特點及其與自我概念的相關研究
  17. Therefore, this paper put forwards a new teachers " emotion structure which includes the dimensions of teachers " sense of teaching efficacy, commitment to teaching, job burnout, subjective well - being in their ordinary life and their sense of social support ; and by the aid of this structure and combining previous studies in this field, it analyzes teachers " emotional characteristics in various phases from the above dimensions

    為此，本論文在研究中，提出了教師情感新的結構。它包括教學工作中的教學效能感、職業承諾和職業倦怠感；一般生活中的主觀幸福感、社會支持感，並在此結構上，結合前人的研究，對教師情感各維度及其在教師成長各階段中的特徵進行分析、探討。
  18. Results indicated that the teacher in vocational school and high school only differed in their perspectives of environment ; no gender and professional title differences were found in educational perspectives of vocational school teachers, but there were remarkable professional title differences in high school teachers " personal teaching efficacy and their perspectives of personality and cognitive ability ; male teachers and teachers with lower professional title were more likely to educate their students in negative way ; both the vocational school and high school teachers " educational perspectives were strongly related to their teaching styles ; to the teacher in high school, their personal teaching efficacy and perspectives of heredity had better predictive function for teaching style. to the teacher in vocational school, their perspectives of personality and sense of teaching efficacy had better predictive function for teaching style. meanwhile gender and professional title were also significant predictors of the two types of teachers " teaching style

    本研究結果表明：兩類教師的總體差異較小，只在環境觀上存在顯著差異；在教育觀念上，職校教師的性別和職稱差異均不顯著，而普中教師的個人效能感和對學生的個性、認知能力的發展期望隨職稱上升明顯增加，在教育方式上，男教師和低職稱教師都有更多地採用消極教育方式的趨向；兩類教師的教育觀念與教育方式之間的關系均很顯著；普中教師的個人效能感、遺傳觀和對學生的認知發展期望是影響其教育方式的主要指標，職校教師的教學效能感和對學生的個性發展期望是影響其教育方式的主要指標，同時，性別和職稱對兩類教師的教育方式也具有影響作用。
  19. Therefore, we should make an improvement in the category of teaching material, classroom teaching model, teachers ' quality and so on, so as to promote the teaching efficiency by making the teaching of the course more purposeful, practical, and getting the writing practice easy to be handled

    為此，應該從教材體例、課堂教學模式以及教師素質等方面進行相應改革和提高，旨在加強教學的針對性、實用性和寫作訓練的可操作性，提高教學效能。
  20. Influenced by the uncommon philosophical thoughts, there were two models in teacher professionaliazation. one was the passive professionalization of individual teachers. that was the model of " proficient technique ", in which teachers were regarded as " technicians " and educational theories and skills of excess syndrome and definitude were the main content of training

    受不同哲學思想的影響，關注「專業素質」提高的教師專業化出現了兩種發展模式：一種是「技能熟練」的教師個體被動專業化模式：教師被看作「技術人員」 ，實證性的、確定性的教育理論和技能成為訓練的主要內容， 「以能力為基礎的師范教育」計劃、微格教學法、教師教學效能核定評價制度是這種模式的主要表現。
分享友人
分享到 Line

分享到臉書