teachers organization 中文意思是什麼

teachers organization 解釋
教師組織
  • teachers : 16集
  • organization : n. 1. 組織，構成；編制。2. 體制，機構；【生物學】生物體。3. 團體，公會，協會。4. 〈美國〉（政黨的）委員會。adj. -al
  1. Section iv is " developmental intendancy of american teachers " continuing education ". through understanding teachers " continuing education in u. s. a and that in the world, the author predicts that american teachers " continuing education will be more complex, that training courses will be more various and systematical, that training form will be in closer combination with teaching practice, and that training organization will turn out to be universalized and multiplied

    在第四部分「美國教師繼續教育的發展趨勢」中，通過對美國及世界教師繼續教育現狀的把握，筆者預測了未來美國教師繼續教育的培訓目標將更趨全面復雜、培訓課程將更加多樣系統、培訓模式將更趨于與教學實踐的結合，以及培訓機構將傾向于大學化、多元化等方面的發展趨向。
  2. Tesol is an international organization for teachers of english to speakers of other languages. this site contains information for english teachers

    Tesol是一英語教師及其他語言學習者的國際組織。此網頁主要為英語教師提供各資訊。
  3. In april 2000, the world ' s largest professional organization for teachers of english as a second or foreign language, tesol, held its annual meeting in vancouver, bc, canada

    摘要二000年四月，全球最大的英語為第二或外國語文教學之教師組織，在加拿大溫哥華舉行年會。
  4. Because cooperative learning which is carried out in groups has its specific feature different from traditional teaching, some aspects such as class " management and organization, coordinating group activities, dealing with relationships among class, group and students, play important part in cooperative learning. this paper also goes further into the problem of teachers " role. based on this, it puts forwards its own views and propositions about the relationship between cooperative learning and other kinds of learning styles, just as a reference for future teaching practice

    由於合作學習課堂具有以小組學習的順利進行來達成教學目標這一有別于傳統教學的特點，因此對課堂的組織與管理，協調各個小組的學習活動，處理好全班? ?小組? ?學生個體之間的關系就顯得尤為重要，為此本文還對教師的角色問題作進一步的探討，在此基礎上本文對課堂合作學習與其它學習方式的關系等問題也提出了自己的見解和主張。
  5. After a deep study on the regulations concerning the teachers construction in the university, the author interviewed the related persons, gathered the views and suggestion from a mass of teachers. borrowing the experience form a number of prestigious universities in the country and guided by the theory of human resources management, the theory of organization behavior, the theory of management covered so far, the author analysizes the current situations in the teachers construction of the university, points out the existing shortcomings and puts forth the methods for further improvement the paper consists of 5 parts : preface ; introduction to the current situation of the university ; the existing situation of the teachers construction ; its current construction patterns ; the construction framework proposed ( conclusion and suggestions )

    作者在深入研究了山東理工大學師資隊伍建設有關規章的基礎上，對師資隊伍建設相關部門負責人及工作人員進行了走訪，認真搜集了廣大教師對師資隊伍建設的意見和建議，並借鑒了部分知名高校在這方面的成功經驗，以所學的人力資源管理、組織行為學、管理學等理論為指導，分析了山東理工大學師資隊伍建設現狀，陳述了存在的不足並闡述了改進方法，提出了今後一段時間該校師資隊伍建設的具體措施。
  6. David clegg, vice - president of the teachers ' federation, said the organization decided to offer the course because of the increasing pressure that standardized testing is placing on teachers

    教師聯盟的副執行長大衛.可藍格表示，組織決定提供這樣的課程，是因為標準化考試給老師們帶來與日俱增的壓力。
  7. On the one hand partially has the good foundation condition the base equipment, the facility as well as the teachers leaves unused, cannot obtain fully uses, the construction cannot obtain strengthens ; on the other hand the training base building redundant project, causes originally the limited investment disperser use ; at the same time does not have the good training condition organization also to be possible to do training, like this is unable to safeguard the training quality

    一方面部分有良好基礎條件的基地設備、設施以及師資閑置，不能得到充分地利用，建設也不能得到加強；另一方面培訓基地重復建設，使本來有限的投入分散使用；同時不具備良好培訓條件的機構也可以搞培訓，這樣無法保障培訓質量。
  8. The conclusions drawn by this research are as follows : first, university teachers " s job stress is composed of 5 factors : the function of organization, social support, human relationship, occupation development and job load

    本研究的初步結論是：第一，大學教師工作壓力結構模型的維度主要包括：組織功能、社會支持、人際關系、職業發展和工作負荷。
  9. The whole job stress of university teachers in our country is medium, but it is higher in the function of organization and occupation development, lower in social support, human relationship and job load

    我國大學教師在組織功能和職業發展上的壓力相對較高，在人際關系、社會支持、工作負荷三方面的壓力相對稍低，總體上我國大學教師處于中度的工作壓力狀態。
  10. External factors are also shown, such as society, the school and the family - the three environments they live in, the trust of the organization ( including leaders " attention and support ), social praise and good interpersonal relationships. it is also reveled that these core teachers show certain priority in psychology. the male teachers " raw scores are obviously higher than the standard scores hi gregariousness, excitement, persistence, daringness, strength and much lower in anxiety and nervousness

    同時他們具有一定的心理優勢，表現為：男教師的樂群性、興奮性、有恆性、敢為性、恃強性及自律性的原始分明顯高於常模；憂慮性、緊張性的原始分明顯低於常模，他們為焦慮性低的適應型和性格外向型，他們的心理是健康的。
  11. The first part of this thesis talks about the history of the development of policy of vocational and technical education in macao and the situation of vocational and technical education before and after the introduction of the related regulations. the second part is a research on the implementation of policy development of the vocational and technical education. this part is an analysis and a study on the following areas : 1 ) organization : it states the specifically appointed management bodies and persons in charge of the vocational and technical education ; organizational hierarchy of the vocational and technical educational institutes ; and also introduces the general situation of the public and private vocational and technical educational institutes ; 2 ) management : this part talks about the policy of administrative management, regulations, compliments and penalties ; 3 ) and 4 ) students and teachers : these two parts constitute a comparison of the vocational and technical education and the current regular education by means of comparing the data of the teachers, students and the learning situations of the students ; 5 ) curriculum : this part is a research of the situation of the vocational and technical education curriculum after the introduction of having vocational and technical subjects in regular education

    第二部分是探討澳門職業技術教育發展政策的實施，並按以下各范疇作出分析與研究（一）組織方面，展述職業技術教育由哪些專門管理機構與專人負責；職業技術教育機構的組織架構，也分別介紹公立及私立職業技術教育機構的具體情況； （二）管理方面，涉及各職業技術教育機構的具體行政管理措施、規章、婆勵、撒穎等； （三）輿（四）肇生輿教鉚方面，就瞞案技衍教育在教頗、警生及其肇曾的情況，通遇敷嫁反映其現今瞰巢技衍教育輿正規教育的比較； （五）裸程方面，探豺自暇巢技附教育法令遁布俊，澳的膝棠技頒教育毅橫髓毅駿等裸程的情況，輿及在一般普通教育殿橫髓殷一些瞞案技衍教育科目的情沉。
  12. With the development of society ' s information technology, the tradtional teaching in education ca n ' t satiefy students " requirement to diversificational knowledge for student. a variety of computer aided instrucation software have been applied for the teaching pratice from primary school to campus. the segment of teaching - - - - - - - compterization in examination have caught everbody ' s eyes more and more. the computer aided test can relief teachers " work in examination. for example, papers organization test, marks determinant. result analysis. it will deduce the factor that people bring in mind subjiectively. anf orginaze the test safelier, more quickly and more impersonal it can promote the teching quality and efficiency

    計算機考試能夠減輕教師在測驗這一教學環節的許多勞動（如編制測驗、評閱分析等） ，可以相對減少考試各環節的人為主觀因素，更快速、更客觀、更安全地組織考試工作，把教師從繁重的組卷、評卷、成績分析等工作中解放出來，對提高教學質量和效率能起到良好的促進作用，基於計算機的考試系統已經被廣泛地應用於各種考試中。
  13. A study on the relation between school learning organization and primary school teachers ' sense of efficiency

    學校學習型組織與小學教師效能感的關系研究
  14. But on the whole, chinese present laws and regulations on primary and middle school teachers does n ' t form overall content and procedure by far, in addition, the force of controlling execute organization and protecting individual ' s subjective right are not yet enough by far

    但從整體上看，我國現行有效的中小學教師法規還遠沒有形成內容全面、上下有序的嚴密體系，控制執法機構權力、反映和保護作為個人的教育法律關系主體權利的力度還很不夠。
  15. During classroom activities in chinese language teaching, chinese teachers and american students have different attitudes towards the organization of classroom teaching, the arrangement of course content and the realization of teaching goals due to great cultural differences in their respective educational backgrounds

    摘要在課堂教學活動中，中國教師和美國學生因各自的教育文化背景不同而對課堂教學的組織形式、教學內容的安排和教學目標的實現等各方面的理解都有很大的差異。
  16. Third, pointing out that it is necessary and possible that a school as a teachers " organization become a learning organization, then providing tactics to improve the quality of continuing education for teachers according to the theory of learning organization. these tactics are : a ) school organization : to construct a mode of school learning organization for teachers " continuing education ; b ) training organization : to play new roles in the course of teachers " continuing education ; c ) planning institution : to resort to effective measures to ensure continuing education for teachers

    第三部分，從學習型組織理論的視角對繁昌縣中學教師繼續教育問題進行對策性思考，指出：從學校組織內部而言，構建中學教師繼續教育的學習型組織模式；從學校組織外部而言，培訓機構在教師繼續教育中實現自身角色的轉變，教育決策部門為教師繼續教育提供有力保障。
  17. Second, introducing the investigation of continuing education for teachers of middle school in fanchang county, anhui province by questionnaire and relevant interviews according to the theory of learning organization, then pointing out present problems in the course of the continuing education for teachers : a ) the variation in the purpose of continuing education for teachers ; b ) the loss of the subjectivity of continuing education for teachers ; c ) the actual effects of continuing education for teachers being sceptical ; d ) training organization not adapting to continuing education for teachers ; e ) educational planning institution lacking of systematic thinking on continuing education for teachers

    此為本研究的理論基礎。第二部分，根據學習型組織理論對教師繼續教育的要求，採用問卷調查和訪談的形式對安徽省繁昌縣中學教師繼續教育情況進行調查，並歸納出了存在的問題：教師繼續教育的目的異化；教師繼續教育的主體性缺失；教師繼續教育的實效性令人懷疑；教師繼續教育培訓機構存在種種不適應因素；教育決策部門對教師繼續教育缺乏系統思考。
  18. The indispensable roles of teachers on the changes of teachers ' roles based on the organization of a research - based class

    從一節研究課的組織論教師角色的轉變
  19. This article focuses on how to make km in the teachers " organization

    本文著重論述了對教師組織進行知識管理的方法。
  20. Part in points out the way for which is helpful for the teachers " organization to take up km

    第三部分：提出了對教師組織進行知識管理的方法策略。
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