教師研習所 的英文怎麼說

中文拼音 [jiāoshīyánxísuǒ]
教師研習所 英文
teachers' institute
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 研 : 研同 「硯」
  • 教師 : teacher; mentor; schoolteacher
  • 研習 : namoflashcreator
  1. Catechists should encourage catechumens to reflect on the problems of daily living based on the principles of the church s social teaching, it can be conducted in the form of a seminar on specific topics, in order to enable catechumens to investigate deeper into and reflect on the challenges faced by faith and daily living

    慕道團導師要鼓勵慕道者從教會社會訓導的原則反省日常生活中所遇到的問題，例如透過專題研習的方式，使慕道者可以較深入地探討和反省信仰及生活。
  2. The conclusions indicate that trl outperformed the control group in attitude, ability, and knowledge, these two instructional forms have prominent differentiations, the research has the conclusions that : a ) trl can nurture students " attitude towards learning, enrich students " knowledge, increase their ability and making them integrating learning strategies, b ) trl can promote students " co - operative learning, make them explore actively, and it is effective to foster mutual understanding and friendship between the han nationality and the minor nationality, c ) trl can set up an learning environment to achieve students " learning aims, such as nurturing attitude, stimulating motivation, increase students " knowledge level, d ) trl is an effective way to enhance students " learning abilities, such as information - collecting, question - probing, problem - solving, e ) trl is an important way to integrate school education with social environment, to

    因此在中等職業學校實施研究性學習，不但十分必要，而且完全可能，其目的在於改變學生以單純地接受教師傳授知識為主的學習方式，為學生構建了一個開放的學習環境，提供了多渠道獲取知識、並將學到的知識加以綜合應用於實踐的機會，促進他們形成積極的學習態度和良好的學習策略，培養了他們的多種社會實踐能力，以便於他們能更好地適應21世紀發展的需要。本研究以哈密地區衛生學校2001級（ 1 ）班社區醫士專業學生為實踐對象；以小組合作研究為組織形式；以課內與課外相結合為實踐途徑；以強調對所學知識、技能的實際運用，注重學習的過程和學生的實踐與體驗為實踐的總目標；以進入問題情境階段、實踐體驗階段、表達和交流階段為一般程序。
  3. In the third part, the chapter puts forward three dimensions of causality and discusses the relationships between the attribution and expectancy, and the emotions, and achievement motivation. and two kinds of theory of achievement and motivation - self efficiency theory and learned helplessness theory concerning the attribution are given. in the fourth part, the definite conclusion has been come from the data stat and the resolution analysis in the base of the status investigation of students ' s math learning attribution by the students and the teachers in high schools

    全文共分為六個部分：第一部分簡述歸因研究的理論背景，提出所要討論的問題第二部分對歸因、數學學習歸因及其含義進行闡述；第三部分首先指出了原因的三個分類維度，從原因的分類維度出發討論歸因與期望、情緒、情感及成就動機之間的關系，同時指出兩種與歸因有關的成就動機理論?自我效能理論和習得無助理論；第四部分是有關中學生及中學數學教師對學生數學學習歸因的狀況調查，通過數據統計及結果分析得出了一定的結論。
  4. The data for my thesis was collected during a collaborative action research project in which i worked with one teacher in a rural primary school of a minority poverty area in northwest china. we used methods of participant observation, in - depth interviews and object collection to trace the process of the implementation of research - based learning on the part of both the teachers and the students

    本研究選擇西北少數民族貧困地區的一所農村小學，與當地的一位教師組成協同行動研究小組，運用參與式觀察、訪談、實物收集等多種方法，對教師與學生開展研究性學習活動的過程進行追蹤。
  5. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  6. It is also considered to be a ne w study mode by which the students, under the guidance of teachers or adults, i ndependently discover and explore questions in order to gain some conclusion s and now this mode of study can be seen in all courses in high schools

    研究性學習也是一種新的學習方式，作為一種學習方式「研究性學習」是指教師或成人不把現成結論告訴學生，而是學生自己在教師指導下自主地發現問題，探究問題，獲得結論的過程，這種學習方式可以貫穿在現行的高中所有課程之中。
  7. Since 1956, the institute of mathematics has increased the exchanges with domestic institutions of higher learning through holding training sessions and receiving teachers for training

    從1956年起，數學研究所就通過舉辦培訓班、講習班、接待進修教師等方式，密切了與國內高等院校的交流合作。
  8. However, in rural primary schools of minority poverty areas, teacher quality is lower and material resources are restricted. implementation of research - based learning in such rural primary schools may be more difficult. my thesis investigates the feasibility of implementing research - based learning in rural primary schools and if so how research - based learning could best be implemented

    然而，對于少數民族貧困地區的鄉村小學，教師素質有限，學校教育缺乏教育教學資源，研究性學習能否在上述地區學校開展，如何開展，是本論文所深入探討的重點。
  9. According to the findings, this article suggested that in the high school english teaching, the teacher should fully using this rule of acquiring incidental vocabulary in english reading, and combine the intentional and incidental learning at the same time ; through the suitable way to strengthen, it will not only make the student grasp deeply of vocabulary requested in the new curriculum standard, but will also enlarge the vocabulary

    根據研究結果，本文建議在高中英語教學中，教師應充分利用閱讀附帶習得詞匯這一規律，有機將附帶習得詞匯和有意學習結合起來，通過適當增強方式加以強化，是學生不僅加強對新課程標準中所要求詞匯的深層掌握，而且進一步擴大詞匯量。
  10. The research means are mainly the following : literature research, content analysis, ism ( interpretive structure model, questionnaire, visit and talk, and also the action research which combined all the above research methods the three circular action researches are the following : firstly, the main clue of this research is to put the experience and theory summarized from the course book of learning theories and practices with the advent of the information age by professor sang xinmin and his teaching reforms into my own course practice, and also to observe and think over all the elements and steps of the learning mode in practice

    本研究所運用的研究方法主要有文獻研究法、內容分析法、 ism 、問卷、訪談，並將以上研究方法融合於行動研究當中。所進行的三個循環的行動研究表述如下：第一輪，研究的主線是將導師桑新民教授在《步入信息時代的學習理論與實踐》課程與教學改革中所得的經驗與理論遷移應用到作者的課程實踐中來，在實踐中對學習模式各要素和環節進行觀察和反思。
  11. Therefore the elementary and middle schools teachers must enhance their knowledge accomplishment, in order to diligently, research teacher, like this, they can follow the time development steps

    所以中小學教師必須提高自己的知識素養，努力成為學習型、研究型教師，這樣才能跟上時代發展的步伐。
  12. For an intern ' s academic year review, the teacher training institution shall invite the education internship institution to jointly examine the intern ' s internship plan and the intern ' s record of personal observations or research report by means of an oral interview and teaching demonstrations

    學年評量由師資培育機構邀集教育實習機構，共同就實習教師所撰寫之實習計畫、實習心得報告或專題研究報告，以口試及試教方式予以評量。
  13. Findings from the three different sources of data enable me to draw the final conclusion that the course has helped all trainees to achieve the course aims to some extent and has helped the majority of the trainees to achieve the course aims to a large extent, which means that the trainees evidenced reflective traits and development of reflectivity not only cognitively ( verbally ) in their answers to the questionnaires and in their learning journals, but also behaviorally in their trying out of the techniques at the end of the course

    本次研究的結果顯示，在該次培訓中，所有的受訓教師都在一定程度上達到了該次培訓的目標，大部分的受訓教師在很大程度上達到了該次培訓的目標。具體表現在受訓教師不僅在認知上（在語言上）還是在試教過程中從行為上均表現出反思的特點以及反思能力的加強。不管是他們對問卷調查的回答，他們的學習日記還是在最後的試教中，大部分人都表現出明顯的反思特點。
  14. The article all so try to look out the problems in the fables system of the chinese teaching material, and try to investigate and research the problem, all this based on thinking of the characteristic of chinese teaching, the characteristic of the times, the logic array of the knowledge and the developing regulation of the students, and so on

    本文通過對語文教材選用寓言的必要性、可行性進行分析，認識寓言對教材建設、教師教學、學生學習的重要意義，並綜合考慮時代的特點、知識邏輯序列、語文學科的特性、學生身心發展規律等諸多因素，嘗試對現行語文教材中寓言體系所存問題進行調適研究。
  15. This paper is an attempt to study the important function of chinese teachers " role in the process of teaching and learning. the purpose is that while spreading the national cultural, the teaching of chinese can conform to the law of development of the students " body and mind. on the one hand, students can learn and grow up happily ; on the other hand, teachers are fascinated by the profession and willing to devote then : lives to teaching because of the students " happiness

    本文所研究的對象是中學語文教師的角色功能，研究的目的是探索正確的語文教師角色在學生主動學習語文和教師順利實施教學過程中所起到的重要作用，從而使語文教學在傳承民族文化的同時更符合學生身心發展規律，使學生在愉悅心理驅動下求知、成長，教師也因學生學習快樂而歡樂，由此感到職業的魅力，並為此執著追求。
  16. The paper point out that the conceptions of the faculty in changjiang university tend to be superficial. with the difference of the teachers " age, teaching experience, profession and the title, the conceptions differ from each other. the most important factors affect the teaching method include teaching objective, teaching material, the quality of students, teachers and leaders, the teaching management system, teaching environment, customs and culture and the educational funds

    研究結果表明：長江大學相關人員對高校教學方法之內涵的理解不一致且傾向表淺化；教學管理領導與教師之年齡、學歷、教齡、教學經歷、專業以及職稱等的不同，對高校教學方法之內涵的理解與現狀的認識亦有所不同；影響教學方法的因素主要有教學目標、教學內容、教學管理領導的素質、教師的素質、學生的素質、教學管理體制、教學環境、習慣與文化傳統以及教育經費等。
  17. This paper reports on an instructor - led design experiments to move a second - year university efl class ( n = 19 ) in a university of technology in taiwan, over a two - semester period, from a traditional pedagogy model, via a community of learner ' s model, to a knowledge - building community model

    此論文記錄一位教師所引導的設計實驗，研究者經過了兩個學期的經營，將一個大學二年級以英語為外語的班級（共19人） ，從一個常規的教學模式，經由學習者的社區模式，轉變成為知識創建的社區模式。
  18. For universities in the west regions of china such as northwest normal university which is in a geographically disadvantaged position and has limited external resources, for the purpose of further deepening the reform of inner management system, it is their urgent task to find ways to strengthen the inner management system, and to build up a scientific motivation mechanism which is advantageous for bringing up and using talents, so as to let the teachers take full initiatives and to use their creative power to the fullest extent, and to raise the teaching quality and efficiency of the university and to ensure the vigorous and sustainable development of the university

    對于地處區域劣勢、外部資源有限的西部高校如西北師范大學，如何加強內部管理，建立一套科學的、有利於人才培養和使用的激勵機制，充分調動廣大教師的積極性，發揮他們的創造力，提高學校的辦學質量和效益，使學校的發展充滿活力和后勁，已成為高校進一步深化內部管理改革所面臨的迫切問題。本人長期從事高校人事管理工作，通過對高等教育管理理論的學習，認為將激勵理論與高校管理實踐相結合，進行高校教師激勵機制的研究有非常重要的現實意義。
  19. Serving lingnan for 21 years, mr lau was awarded the universitys teaching excellence award. he had served as the director of student services centre, and the lee shiu summer institute as well. mr lau had been involved in the planning of project yi jin as a lingnan representative in 2000 - 01, leading to the opening of the lingnan institute of further education in 2001, and his contributions also extended to organisations like christian action and tuen mun district fight crime committee

    服務嶺大至今廿一年，劉老師曾獲大學頒發優異教學獎，更先後出任學生服務中心及李韶暑期研習所的總監，並於二零零零至零一年出任教育統籌局毅進計劃籌委會的嶺大代表，為二零零一年嶺大開辦持續進修學院奠下基石。
  20. 1 have compiled the questionnaire of attitude towards physics learning with the guidance of my teachers and the help of my classmates, on basis of the theory of attitude and the physics education and the realities of the physics instruction

    在總結別人研究成果的基礎上，在廣西師范大學科學教育研究所師生的指導和協助下，本人利用態度的理論，並緊密結合物理教育的特點和物理教學的實際情況，編制了物理學習態度調查問卷。
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