教師的情感 的英文怎麼說
中文拼音 [jiāoshīdeqínggǎn]
教師的情感
英文
teachers feelingg-
This thesis is based on chinese teaching condition of middle school ( long - period cut off from study circle and cultural circle ), chinese teaching aim in middle school ( develop students " interests and abilities of feeling, understanding, using and creating of national language ), hard conditions of chinese teaching ( dull teaching practice and special requires of chinese teaching ), the actual conditions of middle school students ( longing for the literature influence and guide ), and the special literature characteristics of novels ( vivid characters, typical background, winding plot )
本課題的提出依據是：中學語文教學現狀（長期與學術界、文化界相隔絕） 、中學語文教學目標（培養學生感受、理解、運用、創造民族語言的樂趣和能力） 、語文教師的困境（枯燥的教學實際與語文教學的特殊要求） 、中學生的實際情況（渴望文學的熏陶與導引） ，以及小說自身獨特的文學特徵（生動的人物形象、典型的環境、曲折的故事情節） 。Finally, there are 2 conclusions : guided by the thought of classified instruction, the e - tutors " instruction mainly represents in developing online learning situation, promoting students " cognition level, training study strategy, enhancing cooperative ability and so on. though intension in e - tutors " instructions is different in different step, support to student ' s emotion is emphasized all along
研究表明：在分類指導的設計總思想下，網路教師的指導主要貫穿在「網路學習情境創設、促進學生認知水平的提高、學習策略的訓練、提高協作能力」等活動中，每個階段網路教師指導的強弱程度不一，但對學生的情感支持始終融合其中。The results showed that : urban middle school teachers ' emotional exhaustion is serious ; gender does not affect the score of burnout significantly ; teachers with 1 year job experience recorded significantly lower scores of burnout than others, and teachers who have worked for 6 - 10 years is secondly ; urban middle school ' s type affect the score of emotional exhaustion and depersonalization significantly, and does not affect reduced personal accomplishment ; social support is most important to enhance feelings of teacher ' s personal accomplishment ; among all the sources, supervisor and principal support is the most significant predictor of teacher burnout ; emotional support is more significant predictor of teacher burnout than practical support ; peer support increased teacher ' s emotional exhaustion
結果發現，城市初中教師的情緒衰竭程度較為嚴重；男、女教師的工作倦怠程度沒有顯著差異；教齡為1年的教師工作倦怠程度最輕，其次是教齡為6 - 10年的教師；普通校教師的情緒衰竭和去人性化程度比示範校教師嚴重，但個人效能感水平不存在顯著差異；社會支持對提高教師個人效能感的作用最大；就降低教師工作倦怠程度來說，來源於校領導的支持最為有效，情感支持比實際支持的作用更大；同事支持反而增加了教師的情緒衰竭程度。To use involuntary attention to improve students " study interest, shorten the emotion distance between teachers and students, develop humane advantage of spirit, make students take delight in what they are doing, applying involuntary attention to each link of teaching activities, and with intention to combine the voluntary attention effectively, make voluntary attention leading to the road to a sustainable development
通過運用無意注意心理去提高學生的語文學習興趣，縮短師生之間的情感距離，發揚語文學科的人文優勢，歸還給學生人本的樂趣，把無意注意運用於教學活動的各個環節中，並有意識地與有意注意相結合，使語文課堂教學效率走上一條可持續發展的良性軌道。Through material study and investigation, we find that the affective qualities of students and the affective education abilities of teachers do have problems
通過文獻資料和凋查訪談發現：學生的情感素質，教師的情感教育能力，都存在著問題。The teaching skill, as its priority, has scientific feature, as its spirit, has artistic, and can be thought to the level reached by the teacher who has taken the theory on the education and the speciality as well as the relative as the guide to put a love, based on the exploration and creative work, into the course and students, to form a highly level of the teaching
可以認為教學藝術是教師的教學所達到的一種境界，是教師本人以教育教學理論、學科專業理論及其他相關理論為基礎，結合自身教學實踐經驗和積累，並傾注了對教育事業、對學生深深熱愛的情感，經過不斷探索、潛心鉆研和創造性勞動而形成的，是高層次的教學行為方式。Part three has expounded further the explorations investigated rs activities in it environment in several middle schools in lan zhou and the relevant analysis based on those. such aspects as it environment, schools, teachers, students and practice of pbl activities are investigated. it was found that those schools who have no any pbl activity are lack of finance, it facility, rs knowledge, consciousness for rs from leaders in schools, effective organizing activities for pbl, and teachers " research capabilities for pbl ; on the contrast, those schools who have pbl activities achieved many benefits such as students " improved capabilities of acquiring, analyzing, evaluating, and processing information, changes of students " traditional studying manners, students " advanced capacities of synthetically applying knowledge, communication and cooperation, students " developed creative intelligence and practice abilities on research, students " high social responsibility and courage facing to frustration, extended modern education concept and increased performance of teachers, update of schools " facilities, innovation of schools " management system
在本部分，論文通過初步走訪調研、問卷調查，研究從信息技術環境、學校、教師、學生以及研究性學習活動開展的具體實施情況幾個層面進行了詳盡的調查，發現了在未開展活動的學校主要存在以下原因：資金短缺、信息技術環境落後；師生有關研究性學習活動的理論素養貧乏；學校領導思想意識不到位，對研究性學習活動的領導組織不得力；教師的業務能力、科研水平低下等原因；同時也分析了開展活動的學校在活動中取得的收益和存在的不足，其中收獲有：學生方面培養了學生獲取、評價、處理和分析信息等多方面的能力、轉變了學生的學習方式、培養了學生綜合運用知識的能力、培養了學生的創新精神和研究的實踐能力、增強了學生與他人交往、協同工作的能力、增強了學生的社會責任感以及面對困難、戰勝挫折的心理素質；更新了教師的現代教育教學觀念和意識，提高了教師的業務能力和素質；加快了學校教學設施的完善和更新，推動了學校各種管理體制、激勵機制的改革。To make humanities knowle4ge internalized, it is necessary to clarify the humanities teachers ' duty, improve humanities teachers ' quality, value the use of emotional teaching mode, give full play to emotional teaching in the internalization of humanities knowledge, enhansce students ' understanding of the significance in learning and strengthen their initiative in studying humanities knowledge
創造滿足人文知識內化課堂教學的條件，在實踐中必須做到：明確人文教師的職責，提高人文教師的素質；重視情感教學模式的運用，充分發揮情感教學在人文知識內化中的重要功能；強化學生主體對學習意義的認識，增強學生學習人文知識的主動性。Discuss on the emotion storage and language trainning of chinese teachers
談語文教師的情感儲備與語言修養Moreover, the much more teacher treat low achiever positively, the more positive students " reaction
並且教師對低成績者表現出越多的積極行為指向，學生對教師的情感反應越積極。Low - grade students " reaction is more positive than high - grade students. the relation between students " perception of teacher differential behavior score and their reaction is negative
初中生對教師的情感反應上存在年級差異，低年級學生比高年級學生對教師的反應更加的積極。This essay is to study college students ' mental blocks to the english course and their teachers so as to find out effective strategies to raise efficiency in the progress of college english acquisition
研究大學英語認知發展過程中學生對課業和教師的情感屏障並探索突破這一屏障的有效策略，有利於促使相關各方積極主動的心理態勢的形成，達到大學英語教育素質化的目的。To employ the flexible evaluation methods iv. to establish the teachers " quality and develop teachers own personality : 1. affectionate personality of the teacher 2. perseverance conscious personality of the teacher 3. creative personality of the teacher
三、構建個性教學的評價系統： 1 、樹立發展的評價觀； 2 、建立科學的評價原則； 3 、確立靈活的評價方式；四、提高教師素養，倡導教師個性化： 1 、教師的情感個性； 2 、教師的意志個性； 3 、教師的創造個性。The purpose of this study was to investigate how junior high school students perceive their teacher " differential behaviors to hypothetical high and low achievers, and the relation between perception and reaction to their teacher. this study adopted questionnaire and interview, there are 925 junior high school students participating the inventory. 579 subjects of all sample participate the formal inventory
從以往的調查數據我們已經發現，當前我國師生關系的狀況的確存在著問題，本研究擬就影響師生關系的因素之一的、教師差別行為為出發點進行研究，考察教師期望理論基礎上的教師差別行為是如何影響學生對教師的情感反應、進而影響師生關系的。Teachers ' affective domains in english teaching and learning
教師的心理情感因素與英語教學Teachers in middle schools should find and refine the beauty from the teaching materials. they should fully seek the beauty of society, of science, of nature and of art ; they should also constantly search for different methods of subject - teaching, cause the interaction between teachers and students. therefore the students can both gain the nutrition from knowledge and enjoy the beauty of knowledge
中學學科教師要善於從學科教材中感受美、提煉美；將教材中蘊含的社會美、科學美、自然美、藝術美等充分挖掘出來；不斷探究學科教學方法，促進師生情感互動，使學生同時獲得知識的營養和美的享受。Against the way so called " top to down " by which most of the educational study deduct the certain theory, this paper prefers to use the collaboration of the way of " top to down " and the way of " bottom to up ", but the preferable way is " bottom to up " : i go near the world of the teacher ' s life, listen to the voice of the teacher, i make an attempt to keep the teacher ' s real situation, motion, chance and feeling, i welcome to invite readers to give an ear to their stories and understand the teacher ' s personal practical theory, also, expect me to do tiny but deep - ground task for verbalism in the educational study by standing the position on the chinese reality
與當前教育研究中大量的從既有理論框架中推演出某種論點並加以論證的所謂「自上而下」的方式不同，本研究更傾向于採取「自下而上」與「自上而下」相結合併以前者為主的策略：走近教師的生活世界，傾聽教師的聲音，用敘事的方式盡可能保留實踐中的情境、流動、機緣、感受，邀請讀者一同傾聽故事，並以此為基礎展開對教師個人實踐理論的理解，也期望通過立足中國現實土壤的研究為教育研究本土化做一點哪怕微不足道卻是扎實的工作。There fundamental must be followed : teaching with happy, emotion and harmonious relation between teachers and students in class. outside classroom, two fundamental must be followed : higher level than student on emotion and as good friends on behavior
高中實施情感教育，要求在教學過程中應該遵循寓教於樂、以情施教、師生情感交融等三條原則；在課外教學外要注意把握情為人師、行為人友的原則。Several methods for the affective intercourse between teacher and student in and outside classroom in accordance with the student ' s cognitive level, the guiding principles for classroom teaching reform, the characteristics of the affective development of the youth and the characteristics of chemistry textbooks
根據學生的認知水平、新課改的指導思想和青少年情感發展的特點，以及化學教材的特點，確定了化學課堂教學中進行情感交流的一些具體方法：改變教師的教學風格、改進課堂教學方法、挖掘教材的情感因素。On language and literature teachers ' capability for emotional education
論語文教師的情感教育能力分享友人