職前師訓 的英文怎麼說
中文拼音 [zhíqiánshīxùn]
職前師訓
英文
initial teacher education-
The job technique training of measurement - evaluation before and after their incumbency for geography teachers in senior high school is almost a blank. so the measurement - evaluation for geography teaching in senior high school is a weak link
由於高中地理教師在職前、職后的測評技術訓練幾乎是個空白，因此高中地理教學中的測評問題是一個薄弱環節。Systematic theory and model we have constructed can provide guidelines and procedures for cultivating preservice teachers and training inservice teachers. and it also can guide new ideas of curriculum reform of foundational education to implement in classroom instruction
浙江師范大學碩士研究生學位論文摘要本研究既可以為職前教師培養和職后教師培訓提供基本的理論體系和操作規范，同時也能為基礎教育課程改革的新理念在課堂教學中的實施提供指導。Madam li zi - mei, a former lecturer at an american vocational training center and currently a therapist - consultant in clinical psychology in the u. s. said that the book had impressed her deeply. upon opening it she found that the whole text, from the foreword to the stories themselves, is perfectly structured for use in childrens psychological education. the first level helps to develop love through imitation of actions
曾任美國職訓中心講師，也是美國臨床心理科學諮詢治療師的李咨玫女士表示：這本書帶給她非常大的震撼，她第一次翻開閱讀，即發現書中從前言到故事內容，具備完整的兒童心理教育層次，第一層次是透過言語文字，在行動上發展愛力，然後到推己及人，進而發展到第三層次，也就是專注在精神層次，達到全人格發展。At present all higher vocational colleges face the problem of practical training equipment simple and crude, not enough and lacking of good teachers
摘要目前，各高職院校都面臨著實訓基地設備簡陋，容量不足，高水平實訓教師短缺的問題。That is, the knowledge frame of teacher is made up of eight parts : subject matter knowledge, curriculum knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners, knowledge of self, knowledge of contexts and knowledge of educational ends and values. with regard to the sources of teacher knowledge, teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self. " the training on service " and " organized professional activities " are more important source, but in comparison with above sources " the experiences as a student ", " training beforce service " and " reading professional books and periodicals " are less important sources
研究得到的主要結論是，提出並闡明了教師知識的理論框架結構模型，即教師的知識結構是由八個部分組成：學科內容知識、課程知識、一般性教學知識、學生知識、教師自身知識、教育情景知識、教育目的及價值知識和學科教學知識；在教師知識的來源上，教師「自身的教學經驗和反思」以及「和同事的日常交流」是他們發展自身教學知識的最重要的來源， 「在職培訓」和「有組織的專業活動」也是比較重要的來源，但是相比之下， 「作為學生時的經驗」 、 「職前培訓」和「閱讀專業書刊」則是最不重要的來源；在教師知識應用上，闡述教師知識和教師教學決定的關系；針對新課程的改革，以及教師知識的轉換，闡述課程設計與教師教育的有關問題:最後對教師知識的未來發展進行了展望。Pds is a form of school, at which pre - service teacher education, in - service teacher education and school renew are developing simultaneously
教師專業發展學校是融教師職前教育、在職培訓和學校改革為一體的學校形式。Teacher educational professionalism is a process in one ' s life that not only includes theory and practice but also includes pre - service education, induction and in - service education
從過程看，教師教育專業化是個包括理論與實踐兩方面和職前教育、上崗培訓、在職訓練、職后進修四個環節以及脫產和不脫產兩種形式的終身一體化過程。In the 21th century, experiential learning can be implemented in vocational training, teacher training and the job training in higher education, and also can be implemented in classroom as a kind of teaching technology
21世紀是知識經濟的世紀，體驗學習可以運用於職業培訓，教師培訓，高等教育的職前培訓中，同時還可以作為一種動情的課堂教學策略。These included pre - service certificate in education programmes ; in - service initial training for kindergarten, primary, secondary, technical, commercial and special education teachers ; refresher training courses for serving teachers in primary and secondary schools ; advanced courses of teacher education for non - graduate secondary school teachers of cultural, practical and technical subjects and course in putonghua
這些課程包括職前教育證書課程；為幼稚園、中小學、工商科和特殊教育教師開辦的在職初步訓練課程；為中小學教師開辦的在職復修課程；為中學的術科、實用科和工科非學位教師開辦的高級師資訓練課程，以及新設的普通話課程。In order to improve the quality of initial teacher training, establish a common framework to promote the high professional standards for those entering into the teaching profession, and set a firm foundation for teachers on which continuous professional developments is built, the training and development agency for schools in britain has newly published revised standards for qts and requirements for itt
摘要為了進一步提升教師教育的質量，建立教師隊伍高標準資格框架，奠定教師持續性專業發展的堅實基礎，不久前，英國學校培訓與發展署頒布了新修訂的《合格教師資格標準與教師職前培訓要求》 ，對職前教師培養提出了新的規定性要求。Article 15 gender equity education shall be included in pre - service training of staff members, orientation training of new staff members, in - service education program and preparation program for educational administrators, the same in professional teacher training programs in colleges and universities
第15條教職員工之職前教育、新進人員培訓、在職進修及教育行政主管人員之儲訓課程，應納入性別平等教育之內容；其中師資培育之大學之教育專業課程，應有性別平等教育相關課程。Some thoughts on role of teacher - training section in school - based teacher training
韓國中小學教師的職前培養和在職培訓It provides pre - employment and skills upgrading training for various trades and industries and different workers, including operators, artisans, technicians and technologists
為各行業及各類工人，包括操作員、技工、技術員和技師，提供職前及技術提升訓練。The vtc also operates 18 training and development centres which provide pre - employment and skills upgrading training from operative to technologist levels, and administers apprenticeship and other training schemes
該局亦設有十八間訓練中心及培訓發展中心，提供操作工至技師級的職前及技能提升訓練，並推行見習計劃及其他訓練計劃。They establish scientific systems in selecting very excellent faculties, pay attention to faculties ' training for facilitating the professional development of faculties, carry out academic holiday system to plan faculties ' career, and build scientific and efficency faculty team in perfect proportion among teaching, research and service
實施嚴格的教師準入制度，選拔優秀的教師；建立職前培養和職后培訓體系，促進高校教師的專業發展；實行學術休假制度，規劃教師的職業生涯；保持教學、科研、服務人員的適當比例，建立結構合理、高效的教師隊伍。A 4 - year full - time programme for students who wish to become teachers of either chinese or english. it provides pre - service degree - level training tailored to the needs of prospective teachers
本課程為四年全日制學士課程，專為準備投身教育工作，並立志成為中學中文科或英文科教師的人士提供適切的職前培訓課程。Pre - service and in - service teacher education programmes, at sub - degree and degree levels, are provided by tertiary institutions funded through the university grants committee ( ugc )
大學教育資助委員會資助的高等教育院校，均有開辦學位及副學位程度的職前和在職師資訓練課程。By 2004, all the pre - service training programmes for primary and secondary school teachers will have been upgraded to degree level
到二零零四年，所有中小學教師職前師資訓練課程會全部升格為學位課程。Using advanced countries " experiences for reference, this paper argues that our higher schoolteachers " training should develop from elementary training and degree recovery into life - time quality education which aims at renewing and fully improving their competences in every respects, instead of depending only on governmental efforts, the union of governments, schools and individuals have their own duties each in the process. pre - job training and on - the - job training are actually two practical ways to improve teachers " qualities. how to take pre - job training
提高教師素質的途徑很多，本文主要從高校教師培養的角度出發，提出了借鑒發達國家高校先進的教師培養方法，以實現我國師資培訓的兩個轉變（即從基礎性培訓和學歷補償教育逐步向著眼于更新知識、全面提高教師素質的終身教育轉變和從主要依靠政府行為逐步向政府行為、學校行為和個人行為相結合轉變）為目標，採取職前培養與在職進修兩位一體的高校教師培養辦法，達到提高教師自身素質的目的。The aim of the research is to explore the theory of the school - based teacher training model. comparing the outline of the school - based teacher education model in china with the usa and the britain. we analyze the surrounding the school - based teacher education confronted and generalize the model about the school - based teacher training, based on the inspecting the present situation
當代世界各國教師教育為克服教師教育理論與實踐之間存在著的嚴重脫離局面，都在進行改革，在改革中，尤其以學校為基地的教師職前培養模式成為發達國家職前教師教育改革的流行趨勢，這一趨勢對教師培訓產生深刻影響並日漸涵蓋教師職前培養和職后培訓兩個領域，教師教育改革表現出走向校本教師教育的主要選擇。分享友人