教師效能 的英文怎麼說
中文拼音 [jiāoshīxiàonéng]
教師效能
英文
teacher effectiveness-
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。The main purpose of this study is to investigate teachers " beliefs, and to examine how the courses - taking stage and internship stage affect in - service teachers " beliefs. so, implications o
職業認同和教師效能感可以直接作用於教師信念，而反思智力和工作業績只能通過職業認同、教師效能感間接作用於教師信念。As the church aims at making some marked degree of likeness to christ ' s character the standard for christian teachers, our missionaries will be able to pass this on to their converts, and say to them : “ be ye followers of us, even as we are of christ
教會的目的就是要樹立基督樣式的標準以為基督徒的楷模，宣教師也能在宣教地區如此的做，並且說： 「效法我，像我效法基督一樣。 」A review of theories and researches on teacher efficacy
教師效能感的理論及研究綜述Review on the research of teacher efficacy
教師效能感研究述評A survey of teacher ' s efficacy sense
教師效能感研究述評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His research interests are curriculum development, school improvement, teacher effectiveness and environmental education. he was the author and co - author of four books and numerous articles in overseas journals
他的研究興趣為課程發展、學校改革、教師效能及環境教育；專著及合著共四本，另外海內外論文數十篇。Findings of the research provide new insights to improve the present understanding of tb and their relationships to degree of teacher job involving, of teacher intrapersonal intelligence, of teacher critical thinking, and of teacher ' s job satisfaction
顯示教師效能感、職業認同、教師反思智力、批判思考傾向、工作滿意度及工作業績等變量對教師信念的影響均顯著，證實了本研究的基本假設。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 % 。The investigation shows the cause of difference comes from students " individual intellectual factors, no - intellectual factors and social psychological factors related to study ( such as teacher ' s efficiency, classroom setting, family atmosphere, studying technological situation and cultural atmosphere in society )
實際調查表明，差異的主要成因是學生個體的智力因素和非智力因素及與學習相關的社會心理因素（如教師效能、課堂學習環境、家庭環境、學習技術條件及社會文化氛圍等） 。From the data obtained in this research, four dimensions were identified for delimiting and defining tb of teaching : the teachers " conceptions of students " learning, the content of teaching, evaluation and teachers " conceptions of treating students. if the score is less than 3, he / she is regarded as disagreeing with the related beliefs
本研究以489名中小學在職教師為對象，採用利克特式六點量表，本研究假設，教師信念與教師的工作投入、反思智力、批判思考傾向、工作滿意度及教師的教學效能感有關。By reaching the " advanced " level, a teacher is able to understand the functions of computer managed instruction systems, evaluate the effectiveness of instructional computer programmes, design instructional materials with use of it, and choose appropriate it equipment to meet a school s needs
達到高級程度的教師，應能了解電腦管理教學系統的功能，評估教學電腦計劃的效果，利用資訊科技設計教材，並選用適當的資訊科技設備應付學校的需求。The study paid attention to the change of teacher ' s sense of teaching efficacy teaching motivation and occupational stress under such realistic background. by analysis and explanation of investigation data, the study concludes the results as follows : 1 after implement of curricular reform, general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while personal teaching efficacy ( significantly ) declines ; 2 after implement of curricular reform, intrinsic motivation of teachers who have joined curricular reform compared to their past ( significantly ) presents descending trend, while their outer motivation ( significantly ) rises apparently. so that their intrinsic motivation and outer motivation are significantly much higher than of what teachers who have n ' t joined curricular reform ; 3 after implement of curricular reform, occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while their relaxation of personal resource significantly declines, but have no remarkable difference at other aspects ; 4 the sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform ; 5 teachers " sense of teaching efficacy teaching motivation and occupational stress tie together tightly, while the interaction of teaching motivation and occupational stress is prominence, occupational stress directly influences teaching motivation, and indirectly influences the sense of teaching efficacy
通過對調查數據予以分析和說明，本研究得到如下結論： （ 1 ）課程改革以後，參與課改的教師無論與自身縱向相比，還是與未參加課改的教師橫向相比，其一般教育效能感顯著上升，而教師的個人教學效能感則（顯著）下降； （ 2 ）課程改革以後，參與課改的教師與自身縱向相比其內部動機有較為顯著的下降趨勢，外部動機則有顯著地上升趨勢；其內部動機和外部動機都（顯著）高於未參加課改的教師； （ 3 ）課程改革以後，參與課改的教師無論是與自身縱向相比，還是與未參與課改的教師橫向相比，其「職業任務」和「個體緊張反應」方面均呈現（非常）顯著地上升趨勢，而在「個體應對資源」方面除休閑是顯著降低外，其餘無顯著的差異； （ 4 ）不同特徵和類別教師的「教學效能感」 、 「教學動機」和「職業緊張應對」在課改前後的變化狀況上存在（顯著）差異； （ 5 ）教師教學效能感、教學動機和職業緊張應對密切聯系，教學動機與教學效能感相互作用顯著；而職業緊張應對直接顯著影響教學動機，間接影響教學效能感。A research on the relationship between teachers ' school organizational citizenship behavior and teaching efficacy
教師組織公民行為與教學效能感的關系研究Methods to strengthen p. e. teachers ' efficiency sense
論提高體育教師教學效能感的途徑Influence of emotion on reasoning to different intelligence students
教學效能感與中小學教師職業倦怠的關系The theory of teachers sense of efficiency in p. e. teaching and research status
體育教師教學效能感的理論與研究現狀A study of teaching efficacy amp; teaching - regulated ability of expert - novice teacger
專家一新手型教師教學效能感和教學監控能力研究Relationship between teaching efficacy and professional burnout among teachers of middle school
中學教師教學效能感職業倦怠狀況及其關系研究分享友人