teacher education research 中文意思是什麼

teacher education research 解釋
教師教育研究
  • teacher : n. 1. 教師，教員，老師，先生。2. 【航空】教練機。
  • education : n. 1. 教育；訓導；培養。2. 教育學，教授法。3. （蜜蜂、蠶等的）飼養；（動物等的）訓練。
  • research : n. 1. 仔細搜索 （for, after）。2. 〈常 pl. 〉研究，調查，探測；追究。vt. ,vi. 追究；調查，研究 （sth. , into sth. ）。
  1. Research on information technology and teacher education

    信息技術與教師教育培訓
  2. The research project was funded by a grant from the in - service teacher education programme instep, the university of hong kong

    上述研究的經費是由香港大學教育學院在職教師進修課程資助
  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. National educational inspector ought to accord with following postulate : ( one ) the main line that holds to a party, have deep love for socialism to teach a career ; ( 2 ) law of familiar concerned education, code, guiding principle, policy, have stronger professional ability, working gain is outstanding ; ( 3 ) have stronger organization harmonious ability and stronger oral with written expression ability ; ( 4 ) have record of formal schooling of above of university undergraduate course or coequal knowledge, be engaged in education manages or education, research works 10 years above ; ( 5 ) level of executive authority deputy hall and above, or have middle and primary school fancy teacher name, colleges and universities and scientific research orgnaization advanced and professional technical position ; ( 6 ) hold to a principle, handle affairs justice, behave well, clean - fingered self - discipline ; ( 7 ) healthy, can assure to perform duty of national educational inspector and the time that the task that finish needs

    國家督學應當符合下列基本條件： （一）堅持黨的基本路線，熱愛社會主義教育事業； （二）熟悉有關教育法律、法規、方針、政策，具有較強的業務能力，工作實績突出； （三）具有較強的組織協調能力和較強的口頭與書面表達能力； （四）具有大學本科以上學歷或同等學力，從事教育治理或者教學、研究工作10年以上； （五）行政機關副廳級及以上，或具有中小學特級教師稱號，高等學校和科研機構等正高級專業技術職務； （六）堅持原則，辦事公道，品行端正，廉潔自律； （七）身體健康，能夠保證履行國家督學職責和完成任務所必需的時間。
  5. Findings of this research and the questionnaire developed in this research provide a start point for further investigations, especially within the chinese context. finally, teacher education program plays an important role to build and to restructure teachers " teaching beliefs

    研究還發現，教師反思智力和教師效能感對子教師信念改變具有重要作用，由這兩個變量建立的回歸方程可解釋教師信念總方差的65 % 。
  6. Teacher education research

    教師教育研究
  7. Her research interests include : pre - service and in - service teacher education and development, action research, english for young learners, and elt methodology

    主要從事的研究領域包括英語教學理論與實踐、英語教師教育與發展、英語教師行動研究，以及中小學英語課堂教學研究。
  8. Finding the result unsatisfactory, the paper maintains that as one of the most effective ways to teacher education as well as a research tool, diary study should be practiced in teaching

    通過問卷調查， ?解大學英語教師掌握有關教學理論及教師專業發展理論、開展日記研究以及將來是否會進行日記研究等情況，發現結果與預期還有一定的差距。
  9. A discussion about the research study in primary school pre - service teacher education

    小學教師職前教育中的研究性學習淺議
  10. To keep the result of this research more objective and feasible, various methods such as comparative study, investigative research and case study are applied, so as to combine the significant strengths of both the quality research and the quantity research. this research tries not only, from the theoretical aspect, to investigate the patterns, inter - relations, changes and reconstruction of the teacher education paradigm, but also, from the practical aspect, to explore the realities and ideals of teacher education reform at both sides of the taiwan strait

    為使研究結果更具客觀性與實用性，本研究使用比較研究、調查研究、個案研究等研究方法，以綜合質性研究與量化研究的特點；不僅從理論面探討教師教育範式的類型、教師教育範式之間的連系、變革與再建構，更從實際面分析兩岸教師教育變革的實施與理想。
  11. In carry out the foundation education course reform, take " everything develops completely for the sake of the student " as the aim, take " set up a thought type, scholar ' s type, research type, professional type, a teacher ' s troops and teach a the batch will study, will be the person, will live, would creative qualified talented person " as the target, insist that " make people the center, respect everyone, care and love everyone, demonstration everyone, development everyone, success everyone " does the academic theories to read aloud, adopt the management strategy of " take evaluation as to lead to and take system as to guarantee and take the education research as to lead and take the education reform experiment as to break first, with the school teaches to grind originally for prop up ", turn the course reform deeply completely

    在實施基礎教育課程改革中，以「一切為了學生全面發展」為宗旨，以「建一支思想型、學者型、科研型、專業型、創新型教師隊伍及育一批會學習、會做人、會生活、會創新的合格人才」為目標，堅持「以人為本、尊重人人、關愛人人、展示人人、發展人人、成功人人」的辦學理念，採取「以評價為導向、以制度為保障、以教育科研為先導、以教改實驗為突破口、以校本教研為支撐」的管理策略，全面深化課程改革。
  12. The 14 - member tlqpr panel comprising local and overseas academics, headed by prof. rosie young, visited the university last september to review its taught undergraduate and postgraduate programmes and research postgraduate education as well as the programmes offered by the teacher education division and college of international education of the school of continuing education

    去年九月，以楊紫芝教授為首，由十四位本地及海外學者組成的檢討小組到訪浸大，檢討該校的本科生及研究生修課課程、研究院研究生教育，以及由持續教育學院轄下的教師教育部及國際學院提供的課程。
  13. The third part, namely chapter four, on the basis of distinguishing the difference between the research of the teachers in middle and primary schools and education research of the pure theory, it especially studied basic way, general procedure and specific method on the study of a teacher

    第三部分，即第四章，在甄別了中小學教師的研究與純理論的教育科研的不同的基礎上，重點研討了教師研究的基本方式、一般程序和具體方法。
  14. The main problems of teacher education curriculum resources face in china include weak resource awareness and monotonous forms, being isolated from the real professional development of secondary and primary as well as kindergarten teachers, low level repeated construction, and lack of support from high level research achievements

    當前我國教師教育課程資源面臨的主要問題包括資源意識淡薄和表達形式單一，脫離中小學及幼兒園教師專業發展的實際，低水平重復現象嚴重，普遍缺乏高水平研究成果的支持，等等。
  15. Finally, drawing from the result of this research, i would like to make some suggestions regarding the improvement of the teacher education paradigm at both sides of the taiwan strait. first, in the aspect of theoretical development : 1 ) adopt a multiple teacher education paradigm approach to extend the horizon of research. 2 ) focus on " research / inquiry paradigm ", and keep on creating and developing

    最後，綜合研究結果，從教師教育範式理論的發展方面、政府政策的制訂方面，以及教師教育機構的執行方面，分別提出精進兩岸教師教育發展的建議：第一，在理論的發展方面： （ 1 ）採取多元的教師教育範式觀點，擴大研究視野； （ 2 ）以研究探究範式為核心，持續創新發展； （ 3 ）依據教師專業發展階段之不同，側重不同範式； （ 4 ）視學校需求與教師職務之不同，選擇不同範式。
  16. After drawing from the local as well as international experiences, there are five patterns of teacher education paradigms to be discussed in this research : " competence - based paradigm ", " practical / pragmatical paradigm ", " investigative / inquiring paradigm ", " reflective / critical paradigm ", and " social reconstructionist paradigm

    在借鑒國內外經驗之後，本研究將教師教育範式歸納為能力本位、實務實際、研究探究、反省批判與社會重建等五種類型，並且秉持多元的、綜合的教師教育範式觀進行研究。
  17. After four years of research, the conclusion points out that openness and excellence are the common goals of teacher education reform for both sides of the taiwan strait, but they are being practiced by different strategies. mainland china and taiwan are quite different in ordinances, curriculums, teachings, teacher internship and in - service education

    經過長達四年的研究之後，發現開放與卓越是當前兩岸教師教育改革的共同方向，但兩岸有不同的策略，包括法令、課程與教學、實習與在職進修方面，都有相當不同的規定。
  18. For meet the needs of adapt to basic education reform, all the country of university and college develop thinking of teacher education and form varied method of teacher education, teacher education are formed varied method, qinghai normal university has tried progress thinking, at present our country teacher preparation method meet varied problem and challenges, teacher education method theory of research meet the needs of adapt to basic education progress

    摘要為適應基礎教育改革發展的需要，全國各高等院校開展了教師教育的探索，形成了多樣化的教師培養模式，青海師范大學在這一方面也進行了有效的嘗試，目前我國在教師教育培養模式方面還面臨許多問題和挑戰，加強教師培養模式的理論研究，促進教師培養模式的健康發展，將教師培養模式與教師教育改革有機結合，適應基礎教育改革發展的需要。
  19. 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。
  20. The object of this research is chinese teacher. the development of chinese teacher is a type of teacher " s professional growth. thus, the education of chinese teacher is the epitome of teacher education

    本文涉及到的研究對象均為語文教師，語文教師的發展，屬于學科教師專業成長的一類，從這個角度來看，語文教師教育是教師教育的縮影。
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