園教 的英文怎麼說

中文拼音 [yuánjiāo]
園教 英文
sononori
  • : 名詞1 (種蔬菜、花果、樹木的地方) an area of land for growing plants 2 (供人游覽娛樂的地方) a ...
  • : 教動詞(把知識或技能傳給人) teach; instruct
  1. She may be seen walking to covent garden church, with a starved foot-boy behind carrying her prayer book.

    我們看到她正朝修道院花園教堂走去,一個面黃肌瘦的小廝捧著祈禱書,跟在她后邊。
  2. Thought on training of kindergarten teachers

    關于小學幼兒園教師繼續育的思考
  3. On the reform of education in nursery schools

    試論幼兒園教育改革
  4. Sem meets with kindergarten organisations

    育統籌局局長與幼稚園教育團體會面
  5. The daughter of a computer specialist and a kindergarten teacher, lopez always knew she wanted to be a performer

    作為電腦專家和幼兒園教師的女兒,洛佩茲一直希望能成為一名演員。
  6. Eco - kids go wild - kindergarten teachers training day camp

    綠野童蹤幼兒園教師培訓日營
  7. Professor li yihyuan was one of the pioneers in opening up this new field and for more than fifty years he has trained a great many outstanding scholars

    李亦園教授參與這片新地的開墾耕耘,五十年來,桃李盈溪,育才無數。
  8. At the basis of present condition, this paper discusses contemporary problems of campus environment in northwest region of our country, and table corresponding proposals

    本論文基於使用現狀,探討這一背景下我國西北地區高等院校校園教學區室外環境中存在的問題,並提出相應的建議。
  9. After many years development, my school had the independent campus, the teaching facility consummates year by year

    經過多年的發展,我校已具有獨立的校學設施逐年完善。
  10. The nursery teacher often leads her children to watch aircraft take off or land

    幼兒園教師經常帶領孩子們去看飛機起飛或降落。
  11. As a professional agent of children ' s socialization, the teacher should intervene in children ' s socialization process with specific purposes

    摘要幼兒園教師作為社會委託的專業人員,應更有目的、有意識地干預和影響幼兒的社會化過程。
  12. New period requires new organization of teaching building in new campuses. new teaching building groups were mostly in " complex style ", which is quite different from the " disperse style " of ones

    新校園教學樓組群的設計,融合了時代的諸多需求,多採用「集合式」的組織方式,與傳統老校中「分散式」有著明顯的差別。
  13. Part three : through the teaching cases in the kindergarten, the author clarified the teachers ’ role in simply teaching mode and collective teaching mode. in collective teaching mode, the teacher is the designer of multi - medium teaching material 、 the creator of teaching situation 、 the promoter of meaning construction and the developer of course

    第三部分:結合幼兒園教學案例,具體闡述了集體授課模式和單機學習模式下的師角色。在集體授課模式中,師是多媒體材的設計者、學情境的創設者、意義建構的促進者、整合課程的開發者。
  14. The garden is actually made up of 23 different gardens that visitors may walk through, including the english walled garden, the midwestern prairie, the circle garden, an educational greenhouse, a fruit and vegetable garden, a rose garden and a japanese garden

    實際上,這座公是由23座不同的公組成,遊客們可步行穿越各個公,包括英國圍欄花、中西部牧草、圓形花育用溫室、果菜、玫瑰及日式庭
  15. Teaching and non - teaching positions e. g. teacher tutor, kindergarten teacher, it assistant, librarian, laboratory attendant, clerk, administrative assistant, child attendant, artisan, school worker

    學和非學職位,如師、導師、幼稚園教師、資訊科技助理、圖書館管理員、實驗室助理、文員、行政助理、孩童照顧員、技工、校工
  16. The exploitation and utilization of kbc resources is to find resources that can be kbc used in curriculum and can be linked with educational and instructive activities in kindergarten. they are endowed with educational values, and utilized into all kinds of educational activities

    開發利用本課程資源是指尋找一切有可能進入幼兒課程、能夠與幼兒園教學活動聯系起來的資源、賦予或挖掘資源的育價值並應用於學過程的各種活動。
  17. Research and practice of curriculum reform in xiamen ' s kindergartens

    廈門市新一輪幼兒園教育課程改革的探索與實踐
  18. Situated several km s - w of paris, versailles, at the time of louis xiii was no more than a modest hunting lodge

    位於巴黎西南郊約20公里處的凡爾賽宮,由路易十四建造,以其特有的建築群聞名於世,包括城堡、花堂及鏡殿等等。
  19. Second, kindergarten education and family education unite and the latter gives priority to the former, reflecting government control and intervene in education. third, equality of education

    二是家庭育與幼兒園教育相結合而以幼兒園教育為主,它反映了國家對幼兒育的干預和控制,其本質是育權力的分配。
  20. 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。
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