致教師和學生 的英文怎麼說

中文拼音 [zhìjiāoshīhéxuéshēng]
致教師和學生 英文
to the teacher and student about this course how to use this course
  • 致 : Ⅰ動詞1 （給與;向對方表示禮節、情意等） deliver; send; extend 2 （集中於某個方面） devote （one s ...
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 和 : 和動詞（在粉狀物中加液體攪拌或揉弄使有黏性） mix （powder） with water, etc. : 和點兒灰泥 prepare some plaster
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 生 : Ⅰ動詞1 （生育; 生殖） give birth to; bear 2 （出生） be born 3 （生長） grow 4 （生存; 活） live;...
  • 教師 : teacher; mentor; schoolteacher
  1. In recent years, research on learning activities has prevailed the world and found its way in some front subjects, however much of its production has not been introduced to the pedagogic study and practice. problems stand out in that there is low learning efficiency in study of students at large and the pattern of the course design, teaching approach, and education evaluation method are comparatively demoded with the coming of the information age, historic changes in both life style and learning style are highlighted

    近幾年來，對人類學習活動的研究雖然已經發展成為當今世界多學科交叉的前沿課題，但多數研究成果尚未引入教育理論與實踐中來，教育行政部門、學校和教師幾乎沒有考慮如何通過培養來提高學生的學習能力，致使目前學習方式與課程、教學、教育評價模式都比較落後，學生學習效率普遍比較低，無法適應時代的要求，這種狀況在我國表現得很突出。
  2. The instructors of this course extend a general acknowledgment to the many students and instructors who have made major contributions to the 6. 013 course materials over the years, and apologize for any residual errors that may remain in these written materials

    這門課的老師向多年來對6 . 013教材有重要貢獻的老師和學生們致謝；並為可能殘留在書面教材中的錯誤致歉。
  3. I find that the difference between male and female teacher is significant on their conception of sustainable development, and the male teachers holds prior opinions. because of different sense on student development and student cognition, primary school teachers are differentiated from other group of teachers ; teachers with secondary school education background are differentiated from teachers with higher education background ; although there is no obvious difference on sustainable development resulted from age difference, there are teaching motives and emotional and physical quality differences in various age groups ; the aspect influenced mostly by age factor is the conception of teaching effectiveness ; school type is not related with the sustainable development of teacher. based on my research, i make the following suggestions to the practical scheme ( the life - long continuous education ) aimed at improving of sustainable development of teacher ' s quality

    第三，通過對來自14所學校的272位教師問卷調查，統計分析發現：因學生發展觀和身心素質不同導致男女教師可持續發展系統水平產生差異，男教師優于女教師；因學生發展觀和學生觀不同導致小學教師與其他學段教師可持續發展系統水平產生差異，小學教師低於其他學段的教師；因學生發展觀和學生觀不同導致中專畢業的教師與其他學歷的教師可持續發展系統水平產生差異，中專畢業的教師與他學歷的教師有差距；雖然不同教齡段的教師可持續發展系統水平差異不顯著，但進一步比較發現，在教學動機和身心素質方面還是有差異的，並且與教齡變化最緊密的是教師的教學效能感；教師可持續發展系統水平與學校類別無關。
  4. This text is on the basis of defining the education justice concept thinks that education justice including the questions not only caused by system factors, such as educational stratification system, system of enrollment in a nearby school, the tuition system and the doctrine orientation that the city in the education system has priority, but also includes the inequitable phenomenon of education that the human factors caused, such as the teachers and students lead to. the author carried on the analysis one by one to these factors at the same time points out no matter which factor leads to inequity in education is only damage the average children ' s normal right of educating, hinder the improvement of the integral level of chinese education and influence the society ' s justice realization finally

    本文在界定教育公正概念的基礎上，認為教育公正既包括了因制度因素引起的問題，比如教育分流制度，就進入學制度，教育收費制度以及教育制度中的「城市優先主義」傾向，也包括人為因素導致的教育不公現象，比如教師和學生雙方因素。同時對這些因素進行了逐個分析，指出無論哪一種因素導致的教育不公正，只會損害就學兒童正常的學習權利，阻礙中國教育水平的整體提高，最終影響社會公正的實現。
  5. In early 1998, a group of students, teachers, and engineers hosted by delft university of technology started the open design circuits group over the internet with the goal of developing open circuits and publishing them on the web

    在1998年初， delft大學接待了一群學生、教師和工程師，創建了因特網上的開放設計電路組，致力於開發開放電路並在web上發布開發成果。
  6. The middle school phase chemical industry information education problem is always the education difficulty, by means of adjust present the chemical industry information education means in middle school, situation that chemical industry pattern layout state and tutor the use investigation makes known : the chemical industry information education universally is " be an armchair strategist " appearance, the interest that student studyed chemical industry information affect, causing come into being the chasm between education together with the manufacture practice ; how the religion well allows student emulate good this chunks of knowledge, it also is the problem that chemistry tutor in middle school probed into ; yet it is causeing one of hard significant reason of present chemical industry information education that the education of teacher is served to be conscious of light, be living on this base, the writer propose the application multi - medium education chemical industry information means at probing and the test after some

    中學階段化工知識的教學問題一直是教學的一個難點，通過對當前中學化工知識教學方法、化工模型的配置狀況及教師應用的情況的調查表明：化工知識的教學普遍存在「紙上談兵」現象，影響了學生學習化工知識的興趣，使教學與生產實際之間產生了鴻溝；如何教好並讓學生學好這一知識塊，也是中學化學教師探討的問題；但老師的教學服務意識淡薄是導致當前化工知識教學難的重要原因之一。在此基礎上，筆者經過幾年的探索和實驗提出了應用多媒體教學化工知識的方法。
  7. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  8. And the survey also indicates some other existing disadvantages, which has caused the failure to accomplish the efficacy proposed above and has brought about analysis on the main reasons underlying as follows : subjectively, the school leaders and teachers are not fully aware of the importance of teachers " participation in educational research, teachers lack of professional knowledge about doing research, and they do not have enough time or energy ; objectively, the unreasonable evaluation system, imperfect investment system and administration system, and inefficient information acquisition and exchange are all obstacles to a successful educational research

    對資陽市雁江區的調查顯示：中學教師教育科研成果水平普遍很低；科研成果推廣應用難；科研對提高教師素質作用不明顯；對學生發展和學校教育管理水平的提高作用甚微。其主觀原因是教師和管理者對于科研地位的重要性認識不足；教師科研素質低；教師時間和精力投入不足。客觀原因是不合理的評價制度導致的不合理的科研價值取向；投入體制、管理體制不健全和信息渠道不暢通導致教師科研外部環境差。
  9. Higher education press seeks to provide teachers and students complete resources solution comprises of paper textbooks, electronic, audio - visual and on - line products, which will realize an overall transformation from traditional paper publisher to advanced teaching materials provider

    多年來高等教育出版社致力於集優組合其各種形式的出版物為學生和教師提供完整的教學解決方案，成功地從出版單一紙質出版物的傳統出版社過渡成為為廣大讀者提供包括完整的立體化教學包等資源的現代出版機構。
  10. As is known, the separation between teacher and student as well as independent learning is the main features of distance education

    公眾和教育家都一致認為，教師與學生的分離以及獨立學習，是遠距離教育形式的主要特徵。
  11. University research centres in relation to the faculty include the centre of optical science under the institute of optical science and technology, the institute of chinese medicine, the institute of mathematical sciences, the institute of theoretical physics, the hong kong institute of biotechnology limited, the hksar university grants committee area of excellence plant and fungal biotechnology centre, and the institute of science and technology, under which there are also the hong kong bioinformatics centre, and the materials science and technology research centre

    除教學外，各學系教師亦致力研究工作，每個學系均設有研究院學部。與理學院有關的研究中心包括中醫中藥研究所、數學科學研究所、理論物理研究所和理工研究所及其屬下之香港生物信息中心和物料科技研究中心，皆為促進科際研究之機構。
  12. Many research results have identified that the teachers are an occupational group that function under conditions of a high stress. the long lasted stress on occupation would affect the teacher " s mental health seriously, so that it would not only lead to the education and teaching with the lowering of quantity and efficiency, but also would produce the disadvantageous influence to the student " s healthy personality

    自20世紀70年代以來，國外學術界在這方面的研究逐漸增多，取得了大量成果。許多研究表明：教師職業是一個高壓力職業，職業上的持久壓力會嚴重影響教師的心理健康，由此不僅會導致教育教學質量和效率的降低，還會對學生健康人格的形成產生不利影響。
  13. The " edward k y chen distinguished lecture series " was initiated by a group of former hku students of professor chen from early 1970s as an accolade to a fine scholar and loving teacher. its executive committee includes mr jack lee convenor, mr ambrose cheung, mr vincent kwan, mr kant kwong, mr frederick ma and mr edward yau. a fund was set up to establish the lecture series at hku in professor chen s honour

    適逢陳教授將於今年榮休，他的六位學生包括李國正先生召集人張永森先生關品方先生鄺德富先生馬時亨先生和游德強先生，為表揚陳教授的學術成就及向恩師致敬，特成立基金，每年定期在港大舉行陳坤耀傑出學人講座。
  14. Because of various reasons, weak links have appeared in moral education. moral education is a kind of work molding people ' s spirit, thoughts and ideas. however, teachers of moral education try to reach the goal through directly passing on moral knowledge, neglecting the original " moral frame " and formed rules of thoughts and morality

    德育是塑造人的心靈和思想的工作，而德育教師試圖以「獨白」式的授課方式，即直接的知識傳授來實現此目的，並不關注學生原有的「道德框架」及思想品德形成的規律，從而導致德育實踐中「人」的迷失。
  15. I took literature sum - up 、 literature sum - up 、 case analysis to studied further in minor crime. i carried out my research and studied by analyze many cases, talking to minor criminals teachers and students. i analyzed the main reason which lead to the minor crime from family, school and the society these three aspects. i paid much attention to the main part of the duty of law. reconsidering the family, school and the society which cause the minor crime. and i studied hard on the measures which could strengthen the consciousness of the main part of the duty of law

    本研究採取了文獻綜述法、調查研究法、個案分析法對當前未成年人犯罪問題進行了深入研究，通過對大量案件分析、與未成年人犯罪者談話、深入學校進行與教師、學生座談，進行社會調查研究，從家庭、學校、社會等三個方面深入分析了導致未成年人犯罪的主要原因，重點是從導致未成年人的法律責任主體入手，對造成未成年人犯罪的社會、家庭、學校法律責任主體進行重新歸位，並重點研究了加強社會、家庭、學校法律責任主體意識的方法和措施。
  16. In another school, a teacher who provided palmtop computers found children enthusiastically redrafting their work with the use of the spellchecker and thesaurus

    在另一所學校，一位教師讓學生使用掌上電腦，結果發現孩子們在興致勃勃地用「拼寫檢查」和「同類詞匯編」修改自己的作業。
  17. In line with the actual english teaching states the research mainly employs the questionnaire method and the auxiliary random interview with the teachers and students to discuss the followings. 1. the division of the groups ; 2. the division of the students " individual tasks in the co - learning and how to control the process ; 3. the detail contents in the classroom teaching ; 4. the order of the teaching process ; s. the appraisal of the co - teaching ; 6. the effect on the polarization " s changing ; 7. the level of learning strategies in english employed by the students ; s. the management of the classroom teaching ; 9. how to enhance the teachers " enthusiasm by improving the level of the administration

    為了這也有本研究本著從實際出發的原則，結合高中教育教學現狀，以問卷調查為主，輔之以隨機訪談，就「合作教學」中的如下問題: 1 、關于/ j 、組戊叮分問題; 2 、組員間的分工與小組控制問題; 3 、師生「合作」的具體內容; 4 、關于課堂教學各組成部分的順序問題; 5 、 「合作教學」的評價問題; 6 、 「合作教學」對改變兩極分化的效果問題; 7 、關于學生在「合作學習」中對學習策略的使用問題; 8 、課堂教學管理問題，又長致師和學生分別進行了調查、訪談。
  18. 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。
  19. In practice aspect, the concrete countermeasures are put forward after investigations and analyses of characteristic of happiness ideas of the students in the middle school affiliated to hunan normal university. these measures include to establish new outlook on education and students, pay attention to students " happiness ; to coordinate influence to students " happiness from different fields ; to strengthen middle school students " education with marxist happiness ideas ; to guide contemporary middle school students to understand misfortune correctly, improve their willpower of pursuing happiness ; to srengthen the moulding of middle school student ' s moral personality ; to regard keeping forging ahead actively as middle school students " main content of education of outlook on life. the purpose of this thesis is to lead practice, to improve initiative and pertinence and effectiveness of middle school students " happiness ideas education so that middle school students form scientific happiness ideas

    在實踐操作層面，通過調查研究，分析了湖南師大附中學生幸福觀的特點，針對該校學生幸福觀存在的問題，提出了具體的對策，包括樹立新的教育觀和學生觀，關注學生的幸福；協調學生各方面幸福影響的一致性；加強中學生馬克思主義的幸福觀教育；正確引導當代中學生對不幸的認識，提高他們追求幸福的意志力；加強中學生道德人格的塑造；把積極進取作為中學生人生觀教育的主要內容六個方面，以期能指導實踐，增強中學生幸福觀教育的主動性、針對性、實效性，從而使中學生形成科學的幸福觀。
  20. The affective intercourse between teacher and student in the classroom chemistry teaching means that teacher and student should cherish affection for each other. that is, the teacher should intentionally encourage and affect the students in s positive affectionate manner, to invoke sympathetic responses from the students, so that the students may feel that they are having a positive, stable and deep inner experience of affection for chemical science, that they are having a thrilling experience in the " " most independent, most happy and even perfect state ", that they are investing a deep affection in the chemistry learning, and that they are at their best and more clever, more sensible, more wise, more potent and more fine than ever. only in this way can a teacher achieve the best result of education - to make affection on ability of the students

    化學課堂教學中師生情感交流是指教師和學生彼此把自己的感情供給對方，即教師在教學過程中有意識地以積極的情感去教育、激勵和感染學生，讓學生從中得到肯定的反映，從而達到以培養學生建立一種指向化學科學，穩定的、深刻的、積極的內心體驗；使學生對化學的學習由體驗產生震撼心靈的感應，讓學生處于「最自主、最喜歡、最幸福、最完善」的時刻；使學生以極度關懷的情感傾注于化學學習之中；使學生能處在自己能力發揮的頂峰，使其覺得此時此刻比其它時刻更聰明、更敏感、更有才智、更強有力、甚至於更優美；使情感成為學生的力量、成為學生的一種能力，從而使教學達到極致。
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