語言教師 的英文怎麼說

中文拼音 [yǔyánjiāoshī]
語言教師 英文
language master
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 言 : Ⅰ名詞1. （話） speech; word 2. （漢語的一個字） character; word 3. （姓氏） a surname Ⅱ動詞（說） say; talk; speak
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 語言 : language
  • 教師 : teacher; mentor; schoolteacher
  1. This thesis is based on chinese teaching condition of middle school ( long - period cut off from study circle and cultural circle ), chinese teaching aim in middle school ( develop students " interests and abilities of feeling, understanding, using and creating of national language ), hard conditions of chinese teaching ( dull teaching practice and special requires of chinese teaching ), the actual conditions of middle school students ( longing for the literature influence and guide ), and the special literature characteristics of novels ( vivid characters, typical background, winding plot )

    本課題的提出依據是：中學語文教學現狀（長期與學術界、文化界相隔絕） 、中學語文教學目標（培養學生感受、理解、運用、創造民族語言的樂趣和能力） 、語文教師的困境（枯燥的教學實際與語文教學的特殊要求） 、中學生的實際情況（渴望文學的熏陶與導引） ，以及小說自身獨特的文學特徵（生動的人物形象、典型的環境、曲折的故事情節） 。
  2. Six awards went to those under the reas. teaching excellence awards recipients include dr annie chan hau - ning, department of politics and sociology ; ms irene chang ching - mei, chinese language education and assessment centre ; ms rebecca pang lai - king, english language education and assessment centre ; and dr si tou sau - ieng, department of chinese. four certificates of merit were presented to dr grace chou ai - ling, department of history ; ms lilian law lai - yi, english language education and assessment centre ; prof neven sesardic, department of philosophy ; as well as dr richard simmons, department of accountancy to recognize their outstanding performance in teaching

    本年度優異教學獎勵計劃的得獎教員教包括1政治學及社會學系助理教授陳效能博士2中國語文教學與測試中心副主任張靜梅老師3英語教學與測試中心高級語言導師彭麗老師及4中文系助理教授司徒秀英博士，而優秀教學證書得獎教員包括1歷史系助理教授周愛靈博士2英語教學與測試中心高級語言導師羅麗儀老師3哲學系教授neven sesardic教授及4會計學系助理教授richard simmons博士。
  3. The rationale of the present study comes from constructivism, clt, and reflective teaching. the core belief is that learning is a process that learners actively construct new knowledge upon pre - existing knowledge and experience according to their own needs and interests. in a constructivist approach, a teacher educator should base their teaching on student teachers " practical knowledge and draws on their personal experience to develop their professional teaching ability and communicative ability in a holistic way

    作者對在職教師繼續教育的研究根植于建構主義，交際語言教學論和反思性教育理論，其核心理念是：學習是學習者根據個人興趣與需求在原有知識經驗的基礎上主動建構新知識的過程，教師教育者應充分利用教師的已有經驗和教學實際均衡發展，不斷引導他們進行學習與教學的反思，培養教師自主。
  4. Language teachers often extract examples from grammar books.

    語言教師常從語法書里摘錄例子。
  5. Language teaching mainly in volves teachers, stadents and teaching servicemen, who are mainly in charge of labs, and whose comprehensive quality will affect the use and management of the equipment and will affect the improvement of teaching quality and the lasting fanetion of equipments

    語言教學的面對的是教師、學生和管理人員，他們是實驗室的主體，其綜合素質高低關繫到語言設備使用與管理的優劣、關繫到教學水平的提高和儀器設備的使用壽命。
  6. Discuss on the emotion storage and language trainning of chinese teachers

    談語文教師的情感儲備與語言修養
  7. The thesis tries to shape a training model of k12 english teachers by surrounding the functional essence of " c " as well as the integration of both ict and english learning & teaching after carefully studying the training models of david eastment and those in uk, usa and in china. with knowing the gap, borrowing the successful experience at home and abroad, the paper brings forward a new theory for k12 english teachers " training and forms a new model which is with " c " as the foundation after practice and pondering. this model can give some practical and operative ways to the ict training of english teachers in our country

    本論文研究試圖通過研究英國獨立師資培訓專家davideastment的培訓和英美等國k12語言（英語和外語）教師的培訓，借鑒國際上語言教師培訓的成功案例經驗；同時分析國內中小學英語教師培訓的現狀與趨勢，把握當前國內外前沿的英語教師培訓理論與實踐經驗，了解國內外差距，結合我國中小學英語教學的實際情況，提出etip中小學英語教師培訓思路：即從ict與英語語言教學的共同功能本質「 c 」出發，以「 c 」為核心設計培訓內容和培訓組織方式，提高教師對「 c 」的認識和ict與英語教學結合的能力；通過實踐、反思與總結，形成一種以「 c 」為核心，立足於ict與中小學英語教學內在結合的教師培訓模式，為我國正在開展的英語教師培訓提出一些可操作的方法。
  8. During this collaborative action research, we communicated, inspired and improved each other by the ways of classroom observations, discussions, interviews and writing research diaries. in practice, we gradually had groped for a method of improving the level of the common spoken chinese in ganzanggou by the research of the composition teaching, and inquired a way of composition teaching which was suitable to local areas and local nationality, and tried to change the current conditions of composition teaching and advance the students " development, and improve the level of writing and language expression of students

    本研究是與西北貧困地區農村小學一位語文教師合作展開的作文教學行動研究，通過課堂觀察、討論、寫研究日誌、訪談等方式，與教師相互交流、反思等，在實踐中嘗試探索通過作文教學的改革來提高學生普通話水平的有效途徑，並在此基礎上探索出適合當地的作文教學方式，從而改變現有的作文教學效果不佳的狀況，進一步提高學生的寫作水平和語言表達能力。
  9. He became an expert language teacher

    他成了一個有經驗的語言教師。
  10. Senior language instructor

    高級語言教師
  11. That means that the teacher " s major duty is to make the students receive as much language input as possible

    這就是說，語言教師的最大職責是讓學生接受盡可能多的語言輸入。
  12. He hires the city ' s best language teachers and pays them about $ 500 a month, a good wage by local standards

    他雇傭了上海最好的語言教師，每月付他們500美金，這在當地是一筆很好的收入了。
  13. At present, language teachers have acknowledged that discussion plays a critical role in learning

    因此，如今，越來越多的語言教師已意識到討論式學習方式對促進學生第二語言學習和發展的重要性。
  14. It is used to explain differences, similarities, impasses, technological transformations, political forms, and criminal behaviors

    身為語言教師的我們，被告知僅僅學習語言是不夠的，我們必須同時體驗文化。
  15. Learning time spent with a foreign teacher is the most limited, due to price, and the limited number of qualified foreign teachers in beijing

    鑒于價格方面的考慮，請外教學習的機會是很有限的，更何況北京優秀的外籍語言教師的數量有限。
  16. Error analysis is helpful for teachers to change their attitudes towards the learners " errors and understand the strategies that learners employ in learning

    偏誤分析有助於語言教師了解學生在學習外語中所採用的策略及他們的學習過程。
  17. Teachers have to judge the results of the teaching games correctly. while organizing the teaching games, teachers should develop students " cooperative skills. meanwhile, it is necessary for the language teachers to create new games with appropriate methods

    教師在游戲教學的過程中，教師應準確判定游戲結果，要有意識地培養學生相互合作的精神；同時，作為語言教師也不要拘泥於原有的游戲，要因地制宜地組織教學游戲。
  18. Foreign language learning is a long procedure of language acquisition. only having had a good mastery of its expressing forms and speaking system as well as its culture, social sctions, can learners relly use a foreign language freely. a teacher can broaden his own thought while giving his lessons to the learners and teaching the language in the context, and develop the learners competence

    外語學習是一個很長的語言習得進程只有掌握語言的表達方式，語言的使用使你的及文化背景、社會功能，才能自如的使用語言，教師應在自身的教學過程中，拓展思路，利用語境教學發展學生的能力
  19. The first official version of the alphabet appears in passy 1888. these teachers based the ipa upon the romic alphabet of henry sweet 1880 - 1881, 1971, which was formed from the phonotypic alphabet of isaac pitman and alexander john ellis kelly 1981

    國際音標最早是在1886年，由語言學家保爾巴西所帶領的一群英國和法國語言教師基於教學與研究上的需要，在國際語音學協會的贊助下開發出來的，公佈於1888年。
  20. In english teaching, specially the elementary school english teaching, the teacher not only takes on the language teacher, simultaneouslyalso is a child teacher

    在英語教學中，特別是小學英語教學，教師不僅擔當語言教師，同時也是一名兒童教師。
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