professional curriculum 中文意思是什麼

professional curriculum 解釋
專業課程
  • professional : adj 1 職業的，專業的，專職的 （opp amateurish）; 本職的，專門的。2 從事（需要知識修養的）專門職業...
  • curriculum : n. （pl. curriculums, -la ）1. （一個學校，專業，或學科的）全部課程。2. （取得畢業資格等的）必修課程。
  1. First, we should change the idea of education and promote the teachers " change from inculcating knowledge to facilitating the development of students. second, we should improve the teachers " professional development and advance the teachers " change from pure curriculum executants to researcher and constructors. third, we should emphasize the function of curriculum evaluation to develop education and promote the teachers " change from ultimate and only judge to stimulators of students natural development

    在此基礎上，論文最後提出了促進初中語文教師對新課程教師角色適應的建議：轉變教育觀念，促進教師由知識灌輸者向學生發展的促進者轉變；提高專業化水平，促進教師由課程單純的執行者向研究者和建構者轉變；重視課程評價的教育發展功能，促進教師由終結性和唯一性裁判者向引導學生自主發展的激勵者轉變。
  2. Teachers ' professional competence preparation and effective teaching method for teacher education curriculum

    論教師專業能力的養成及高師教育課程的有效教學途徑
  3. School culture has an effect on the professional development of teachers group and the attitude of individual teacher on curriculum and instruction

    學校文化影響著教師群體的專業發展以及教師個體對課程與教學的態度等。
  4. How can the thinking curriculum be infused into the curriculum at the preservice level and into the professional development programs of inservice teachers

    如何將思考課程運用至職前教師和在職教師專業發展課程
  5. Part i states the curriculum reform and the comprehensive liberal arts courses offered in middle school. part, upon the new requirements of comprehensive liberal arts, the article advances the professional characters that the teachers should have, which includes favorable humanistic quality, rich professional knowledge and open knowledge construction, fairly good teaching skills, firm educational belief, good physical and psychological quality. part analyzes the liberal arts teachers " present situation in middle school and points out the reason why the liberal arts teachers have the lack of professional characters in detail

    此部分簡單介紹了國內外專家對有關綜合課程的含義及由來的一些基本觀點，進而詳細闡述了綜合文科課程的概念和其現實意義，並對我國現階段綜合文科課程設置的模式進行了歸納綜合； （二）根據當前綜合課程對教師素質的新要求，分析綜合課程教師的專業素質構成，並在此基礎上，結合綜合文科的特點，進一步探討綜合文科課程教師應具備的專業素質； （三）中學文科教師專業素質現狀。
  6. This article angle has analyzed the higher professional technical education from cbe / dacum " the electrical control technology " the curriculum ability localization, according to the higher professional technical education " the electrical control technology " the curriculum ability localization, point out the insufficiency and flaw existed in commonly used control electric appliance choice, electrical pilot wire road map, electricity control system installment, wiring craft, electrical control line fault diagnosis system approach, new starting velocity modulation equipment and control circuit, control circuit and main circuit aspect and so on

    摘要本文從cbe / dacum角度分析了高職「電氣控制技術」課程的能力定位，根據高職「電氣控制技術」課程的能力定位，指出了現行高職「電氣控制技術」教材在常用控制電器選擇、電氣控制線路圖、電氣控制系統安裝、接線工藝、電氣控制線路故障診斷的系統方法、新型起動調速設備及控制電路、控制電路與主電路的連接等方面存在的不足和缺陷。
  7. The conclusions mentioned above is also confirmed by a case study of an english teacher, whose professional development by actively exploiting curriculum resources gives us a good example

    可以開發的課程資源的無限性決定了教師的專業成長和發展也是無止境的。對一個英語教師的個案研究表明，課程資源的開發的確有助於教師的專業成長。
  8. As reflected in the question " mr li and mr du, which one do you appreciate ", and the corresponding answers, " praising du fu, criticising li bai " phenomenon shows : contemporary college students have a strong sense of love and approve the confucian tradition, with a rational and realistic vision and love of classical poetry and artistic accomplishment ; but some respondents also just listed their notebook, accompanied with incomplete professional knowledge, single thinking and the serious emotional criticism, which we must implement the teaching curriculum and syllabus, and impart comprehensive, systematic and solid professional knowledge and quality, so as to improve the style of study and promote academic accumulation and innovation, and improve their character

    摘要從「李杜二人，你更欣賞哪一位」試題和答卷所反映的「揚杜抑李」現象表明：當代大學生具有強烈的愛民意識、認同儒家傳統、對現實有理性化憧憬、對古典詩歌熱愛並有藝術素養需求；但答卷中也出現了羅列筆記、專業內容殘缺、思維單一和批評意氣的現象，這要求我們的教學必須落實課程目標和教學大綱，全面、系統、扎實地傳授與學習專業知識和素養，加強教風和學風建設，促進學術積累和創新，同時努力完善高尚人格。
  9. Curriculum vitae together with proofs of academic qualifications ( including university graduation certificate, certificate of professional qualifications, etc. ) and experience relevant to the post or evidence of special achievementsabilities

    履歷連同學歷證明（包括大學畢業證書、專業資格證書等）及與所擔任職位相關的工作經驗證明，或具備特別成就專業能力的證明；
  10. These educational resources and services include textbook - based instructional programs, curriculum web sites, digital media, assessment materials, and ongoing professional development for teachers

    這些教學資源及服務包括以教材為主的教學項目設置，網路教程，多媒體，評估測試以及對在職教師的專業培訓。
  11. The chinese teacher ' s professional growth has great significance to the performance of the new curriculum reform and to the teacher himself or herself

    小學語文教師的專業成長對于新課程的順利實施以及教師個人有著極為重大的意義。
  12. 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。
  13. The construction of professional curriculum system for undergraduate who major in primary school education in higher pedagogical education

    高師小學教育本科專業課程體系的構建
  14. The characteristics analysis of the reformation to the higher professional curriculum and the choice of the routes

    高職課程改革的特性分析及其路徑選擇
  15. The construction and characteristic research of the professional curriculum system of geography in high normal school

    高師地理科學專業課程體系構建及特色研究
  16. The department ' s carefully designed professional curriculum provides both a solid theoretical framework and a grounding in real - world issues

    本系所精心規劃的修業課程，兼達財金理論之鞏固與實務的探討。
  17. Professional curriculum consists of two groups : " inkwash drawing " and " western drawing " with the emphasis of integrated courses and multiple learning channels

    二，專業課程目前分為水墨畫與西畫兩組，同時強調科際整合，提供充分之進修機會
  18. An analysis is carried out on the talent - training objective, graduates ' technical competence and professional curriculum of chinese ancient architecture speciality

    對中國建築專業的人才培養目標、畢業生應具備的能力構成及專業課程設置進行了分析。
  19. This article explains the reform of architectural technology from several aspects such as professional curriculum installing, preparation and carrier of the teaching materials, teaching methods, practical teaching

    本文從專業課程設置、教材的編寫與載體、教學方法、實踐性教學環節幾個方面詳細闡述了建築院校的高職教育改革。
  20. In supervising students " professional curriculum knowledge learning, tutors should focus on improving the distance students " learning strategy, metacognition level and the cooperation ability, so that realizing their self - development and forming the self - organizational atmosphere in learning community. and the tutors reach the role requirements of curriculum organization, emotional support, information consultant, study monitoring and maintaining community harmony. this research may provide reference to e - tutors " activities in network education institute of south china normal university as well as other network education institutes, facilitating the concretion of e - tutors " role and responsibility transformation, promoting the development of professional training of e - tutors

    在對遠程學生的初始指導活動中，網路教師應將重點放在虛擬學習社區的建設方面，營造友好的學習、交互情境；對學生專業課程知識指導的同時，注意提高遠程學生的學習策略、元認知水平和協作能力，最後達到學生的自我發展和學習社區良好的自組織氛圍，網路教師實現「課程組織、情感支持、信息咨詢、學習監控和社區協調」的角色要求，本研究可以為華南師范大學網路教育學院和其他網院的網路教師指導活動提供參考，促進網路教師角色、職責轉變的具體實現和網路教師的培訓及專業化發展。
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