teacher of the handicapped 中文意思是什麼

teacher of the handicapped 解釋
殘疾生教師
  • teacher : n. 1. 教師，教員，老師，先生。2. 【航空】教練機。
  • of : OF ＝Old French 古法語。
  • the : 〈代表用法〉…那樣的東西，…那種東西。1 〈用單數普通名詞代表它的一類時（所謂代表的單數）〉 （a） 〈...
  • handicapped : 殘疾人
  1. Basing his reference system on common scholastic physical education, the author analyzed the characteristics of scholastic physical education in special education in terms of education subject, objective of scholastic physical education, curriculum content, teaching organization, physical education teacher, playground and equipment : the subject of special education is teenagers with physical or mental defects or deformities ， whose body and psychology are different from those of normal teenagers ; the compensation and recovery of physical and mental defects are important contents in the objectives of scholastic physical education in special education ; the selection of physical education teaching contents is more action specific, and the defect compensating and recovering functions of physical curriculum are pursued ; individual guidance is an important principle that should be followed by physical education organizations, the compensation and comprehensive application of intuitive means are the distinctive characteristics of physical education teaching methods ; it is the professional making of physical education teachers to master systematic special education theories and practical skills ; the playground and equipment should be in conformity with the characteristics of handicapped children

    摘要為了提高對特殊教育學校體育的認識，進一步發展特殊教育學校體育，以普通學校體育為參照系，分析了特殊教育學校體育特點：特殊教育的對象是身心發展方面有缺陷和殘疾的少年兒童，其身體和心理有別于正常兒童少年；身心缺陷的補償與康復是特殊教育學校體育目標的重要內容；體育教學內容的選擇更具針對性，追求體育課程的缺陷補償和康復功能；個別指導是體育教學組織應遵循的重要原則、直觀手段的補償與綜合運用是體育教學方法的顯著特點；掌握系統的特殊教育理論和實際技能是體育教師的職業素質；場地器材應符合殘疾兒童特點。
  2. Sister li is a teacher of a resource class for the physically and mentally handicapped in a primary school. she has many years of experience in special education, teaching mentally and physically disabled students

    李師姊是國小資源班的老師，從事特殊教育工作已有多年的經驗，她的學生都是身心障礙生。
  3. Part two analyses the two factors of influencing the self - efficacy of the learning handicapped students from the school education, which are the competitive reward structure and the non - equal teacher - student interaction mechanism

    第二部分，從學校教育角度分析了影響學習困難學生自我效能感發展的兩大因素，即競爭獎賞結構和不平等的師生互動機制。
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