第二教育部長 的英文怎麼說

中文拼音 [dìèrjiāoyùbùzhǎng]
第二教育部長 英文
second minister of education
  • 第 : Ⅰ助詞（用在整數的數詞前 表示次序） auxiliary word for ordinal numbers Ⅱ名詞1 [書面語] （科第） gr...
  • 二 : Ⅰ數詞（一加一后所得） two Ⅱ形容詞（兩樣） different
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 育 : 育動詞1. （生育） give birth to 2. （養活; 培育） rear; raise; bring up 3. （教育） educate
  • 部 : Ⅰ名詞1 （部分; 部位） part; section; division; region 2 （部門; 機關或組織單位的名稱） unit; mini...
  • 長 : 長Ⅰ形容詞1 （年紀較大） older; elder; senior 2 （排行最大） eldest; oldest Ⅱ名詞（領導人） chief;...
  • 第二 : 1. （序數） second 2. （姓氏） a surname
  • 教育部長 : education and instruction minister
  • 教育 : 1 （按一定的目的要求 對受教育者的德、智、體諸方面施以影響的一種有計劃的活動 一般指學校教育 泛指一...
  • 教育部 : department of education
  1. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  2. In the second part, the thesis expounds the cultural background for emergence and development of ethnic minorities " bilingual education in the educational environmental scopes of unbalanced distributions and diversities of languages and social cultures

    第二部分從民族分佈的不平衡性、民族語言文字及其使用的復雜性和社會文化的多元性等教育生態環境的角度闡述了少數民族雙語教育產生和發展的文化背景，論述了實施少數民族雙語教育的客觀必然性和長期復雜性。
  3. In addition, he was or still is member of the third and fourth discipline assessment groups of the academic degree commission of the state council, member of the academic degree committee of the ministry of health, member of the first and second academic degree committee of the shanghai municipality, standing member and vice president ( 1994 - 1998 ) of the council of the chinese association for academic degree and graduate education, and standing member and president ( 1997 - 2000 ) of the council of shanghai society for graduate studies

    此外，還擔任或曾擔任國務院學位委員會學科評議組（第三屆、第四屆）成員，衛生部學位委員會委員，上海市學位委員會（第一屆、第二屆）委員，中國學位與研究生教育學會理事會常務理事、副會長（ 1994 - 1998年） ，上海市研究生教育學會理事會常務理事、理事長（ 1997 - 2000年） 。
  4. In addition, he was or still is member of the third and fourth discipline assessment groups of the academic degree commission of the state council, member of the academic degree committee of the ministry of health, member of the first and second academic degree committee of the shanghai municipality, standing member and vice president 1994 - 1998 of the council of the chinese association for academic degree and graduate education, and standing member and president 1997 - 2000 of the council of shanghai society for graduate studies

    此外，還擔任或曾擔任國務院學位委員會學科評議組第三屆第四屆成員，衛生部學位委員會委員，上海市學位委員會第一屆第二屆委員，中國學位與研究生教育學會理事會常務理事副會長1994 - 1998年，上海市研究生教育學會理事會常務理事理事長1997 - 2000年。
  5. In the second part, lender the background of many errors of classical teaching, diseases professional development of teachers. at it puts forward that it is changed from the study of " tenical perfector " to the style of modern " self - thinking practice "

    第二部分在分析傳統教學諸多端的基礎，對教師的「育已」 ，即教師的專一業成長進行了論述，提出了教師專業成長由近代的「技術熟練者」範式向現代的「反思性實踐者」範式轉化。
  6. Part two follow - up research on the experiment for both mcc & the mathematics coursebook this part provides a follow - up research on the new coursebook and illustrates the changes that the use of the new coursebook has brought to the maths education in schools. the methods used include questionnaire, group talks, interviews and classroom observation. and the special instruments include questionaires for the teacher, questionaires for the student, questionnaires for the students " parents, the outline of interviewing teachers, the outline of interviewing students, the outline of interviewing schoolmasters, the outline of classroom observation, and the evaluation table of mcc

    第二部分《標準》與《數學》教科書實驗跟蹤研究本部分採用問卷法、座談法、訪談法、課堂觀摩等方法，使用專門設計的工具（包括教師問卷、學生問卷、家長問卷、教師訪談提綱、學生訪談提綱、校長訪談提綱、課堂觀摩提綱、 《標準》評價表）對新數學課程實施進行跟蹤研究，並總結出當前新數學課程實施給學校數學教育帶來的變化及新數學課程實驗中存在的問題。
  7. In part two, the thesis takes a deep analysis on the reasons of degeneration of ethics based on the current situation, ( 1 ) lack macroscopic restrictedly mechanism ; ( 2 ) lack strong supervision mechanism ; ( 3 ) civil service systems are imperfect and have a long distance from our country civil service system modernized goal, so need to set up corresponding mechanism completely ; ( 4 ) lack the strong education mechanism

    第二部分在說明我國公務員道德現狀的基礎上，對公務員道德失范的原因作了較為深入地分析， （ 1 ）缺乏宏觀制約機制; （ 2 ）缺乏強有力監督機制; （ 3 ）公務員制度不完善，離我國公務員制度現代化的目標還有很長的一段距離，因此還需要建立相應機制加以完善; （ 4 ）缺乏有力的教育機制。
  8. Part two : study on professional growth of mathematics teacher in implementation of new mathematics curriculum according to connotative characteristics of mathematics teachers " professional growth, subjective self - professional growth, research on teaching based in school and professional guidance of mathematics educational community are three methods of mathematics teachers " professional growth. the three methods have relative independency. at the same time they are cogate, interrelated, cosostent and interactional

    第二部分：新數學課程實施中數學教師專業化成長的途徑研究基於數學教師專業化成長的內涵特點提出主體性自我專業化成長、校本教學研究和數學教育共同體的引領三種數學教師專業化成長途徑，認為三者具有相對的獨立性，同時又是相輔相成、相互滲透和相互促進的。
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