教師評定量表 的英文怎麼說

中文拼音 [jiāoshīpíngdìngliángbiǎo]
教師評定量表 英文
teacher rating scale
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 評 : Ⅰ動詞1. （評論; 批評） comment; criticize; review 2. （評判） judge; appraise Ⅱ名詞（姓氏） a surname
  • 定 : Ⅰ形容詞1 （平靜; 穩定） calm; stable 2 （已經確定的; 不改變的） fixed; settled; established Ⅱ動詞...
  • 量 : 量動1. （度量） measure 2. （估量） estimate; size up
  • 表 : Ⅰ名詞1 （外面;外表） outside; surface; external 2 （中表親戚） the relationship between the child...
  • 教師 : teacher; mentor; schoolteacher
  • 評定 : judge; pass judgment on; evaluate; appraise; assess; rate
  • 量表 : scale量表程序 scalogram
  1. Through the approach of investigative questionnaire and ability examination, considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem, taking the method of fixing the quality and quantity, we make a demonstration research. at last, we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level, called repeating thinking, includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction, comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking. illogical thinking mainly contains intuition, association and space imagination of micro - particle

    通過調查問卷、能力測試等途徑，結合教師在中學化學的教學實踐和學生在分析、解決問題的實際需要，採用定性與定量結合的方法，進行實證研究，得出結論：化學學科能力的19種表現形式歸納為3個層次：最基礎的再造性思維能力層次包括對化學事實和化學反應中量的關系的識別和判斷、對化學基礎知識的比較概括；以培養創新能力為核心的創造性思維層次包括化學直覺思維、聯想、對微觀粒子的空間想象為主的非邏輯思維和靈活運用已學的化學知識通過分析、綜合地解決問題為主的邏輯思維；化學實驗能力層次是化學學科能力的最高層次，它以思維能力為基礎，集中體現了化學教學的基本特徵，實驗能力層次包括：選用實驗方法和設計實驗方案，對實驗的評價，研究和處理實驗事實、資料、數據，發現規律，表達實驗及其結果，最終解決問題的能力和發散思維。
  2. Fourthly, we systematically try to present the process and methods of promoting teacher to be reflective practitioner in view of teacher appraisal, and provides some evaluation sheets and instruments in order to improve teacher to make effective reflection

    第四部分，則從教師評價的角度，系統分析了促進教師成為反思者的過程和方法，並摘編和擬定了促進教師反思能力提高的評價工具和量表。
  3. A group of 4082 high school students from 63 high schools were selected as the subjects for the testing of scale reliability and validity

    （ 2 ）中學生自我調整學習量表對三個效標測驗的同時效度相當理想，對受試者學業成績與教師評定的學習適應分數也有不錯的預測效度。
  4. Through the study we find : the processive learning assessment is especially useful in leading and facilitating students to grasp learning method ; it is reliable to use rubric, which should be design according to specific learning content, to carry through the processive learning assessment on the whole ; the processive learning assessment including the assessing content such as knowledge and skill, process and method, sensibility, attitude and view of value, adapts to use self - assessment relatively ; in order to assure the reliability of assessing each other, we should keep the learning teams consistent with the assessing teams ; teachers are not proper to assess their students " sensibility, attitude and view of value which is internal ; research on the design of learning journal should be reinforced, and we should decide whether to adopt it according to the degree of mature of the students and the characteristic of assessing content ; it is capable for teachers to make qualitative assessment on student ' s learning process ; parents assessment does n ' t adapt to use qualitative method completely ; the improper work - dividing of assessors and the occasion of assessment will influence the operation of assessment ; when deciding to explain and utilize the assessing result, we should differentiate two kinds of the processive learning assessment strictly

    研究發現：過程性學習評價對于導向與促進學生掌握學習方法特別有用；使用評價量表進行過程性學習評價基本可靠，其設計要以每個具體的學習內容為依據；包括知識技能、過程方法、情感態度價值觀等評價內容的過程性學習評價比較適合採取自評；為了保證互評的可靠性，要保持學習小組與評價小組的一致；教師不適宜評價學生的情感態度價值觀這一類內在的內容；學習日誌的研究設計有待加強，並且要根據學生的成熟程度和評價內容的特點決定是否採用；教師對學生的學習過程給予質性評語基本可行；家長評價不適宜採取完全質性的評語方式；評價主體的分工以及評價的時機都會對評價的可操作性產生影響；在決定評價結果的解釋與利用時要嚴格區分兩種類型的過程性學習評價。
  5. Based on literature summary and interview with teachers and students, a life events questionnaire ( leq ) was constructed and a series of ptsd scales with high reliability and validity has been used to explore the characteristics of post traumatic stress disorder ( ptsd ) students of middle schools, and we studied the relationships of ptsd with individual, family and society

    在文獻綜述和教師、學生訪談的基礎上，本研究編制了生活事件創傷維度篩選問卷並運用評定ptsd的經典量表對上海市283名來自不同中學的學生進行問卷調查，對中學生ptsd的一般特點及其與個人、家庭及社會之間的關系進行了探討。
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