教師特性 的英文怎麼說

中文拼音 [jiāoshītèxìng]
教師特性 英文
teacher characteristics
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 特 : Ⅰ形容詞（特殊; 超出一般） particular; special; exceptional; unusual Ⅱ副詞1 （特別） especially; v...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 教師 : teacher; mentor; schoolteacher
  • 特性 : characteristic（s）; character; performance; features; properties; behaviour; response; character...
  1. In order to probe into the psychological contributing to the excellence of these core teachers, the thesis also applied the cattell 16pf measuring table to the sample tests, and analyzed the individual characteristics of these sample teachers

    為進一步探究這批骨幹體育教師成才的內在心理因素，運用卡特爾16pf量表進行抽樣測試，對他們的個性特徵進行了分析。
  2. By using questionnaire and explorative factor analysis and confirmative factor analysis, the researcher finds that chinese preschool children ' s personality structure includes four dimensions and eleven traits, which in some sort is different from that of children in west countries

    摘要本研究在編制幼兒個性發展教師評定問卷的基礎上，通過探索性因素分析和驗證性因素分析得出，我國幼兒的個性結構可以由智能特徵、認真自控、情緒性、親社會性4個維度11個特質構成，與西方幼兒相比表現出一定的文化差異。
  3. Teacher ' s creativity goes through crudity to maturity. the development of teacher ' s creativity could be divided into 2 stages : one is the stage dominated by imitation, the other is the stage taking on more creative look

    教師創造性發展的階段性是指教師從開始教學到逐漸成熟，形成獨特的富於創造性的教學風格，是個模仿性因素逐漸減少，而獨創性因素日益增加的過程。
  4. In this paper, the author begins with the obeservative research, attempting to get a clear picture of what happens in preschoolers " exploratory behavior in the science education that includes teachers " behavior, and analyses the factors of influencing the preschools " exploratory behavior from the children " s individual cognition, the environmental factors and disciplinal characteristic

    關于幼兒在科學教育中的探索性行為，以往的有關研究內容比較薄弱。筆者通過對幼兒在科學教育中探索性行為以及教師指導情況的觀察研究，從幼兒個體認知因素、環境因素以及學科特徵三個方面挖掘了影響科學教育中幼兒的探索性行為的因素，並詳細地介紹了幾種指導策略。
  5. There are two reasons : first, comparing to high school teachers " continuous education, the primary school teachers " continuous education has its own particularities ; second, researchers are forgettable to primary school teacher

    本研究將主題確定為「邊遠貧困山區小學教師繼續教育」 ，並以青海省民和縣官亭鎮山區為個案，主要基於以下考慮：首先，小學教師與中學教師相比，具有特殊性。
  6. Teaching life is various life activities by teachers to accelerate life growth and improve life quality so as to realize life worthiness of themselves in specifical situation of space and tin teaching life has the unification characteristics such as aims and means, logos and geist, routine and unconventionality, homogeneity and heterogeneity

    摘要教學生活是教師在特定的時空環境中，為了生命發展和完善，以及提升生命質量、實現生命價值與意義所進行的各種生命活動，具有為我性與我為性、理性與非理性、日常性與非日常性等特點。
  7. The burgeoning and forming of elementary school teachers " moral belief are influenced by many factors except the teachers " personal characteristics, one of the important factors is the impellent teacher models

    小學教師道德信念的形成與發展受到多種因素的影響，除了教師的個性特點外，具有感召力的教師榜樣是重要的因素。
  8. On this basis, the dissertation analyzes three major factors - learners, teachers, and teaching environment. in constructivism teaching process learners are characterized as independent and active, while teachers " functions are assistance and promotion, and teaching environment is the interactive environment of communication and interlocution

    在此基礎上分析了學生、教師和教學環境三要素：在建構主義教學過程中，學習者具有自主性、積極性的特點，教師的作用是協助和促進；教學環境是交流、對話的互動環境。
  9. Study motivation for primary teachers in post - employment concludes four marked features such as internality, practicability, diversity and profundity

    小學教師職后學習動機具有內在性、實用性、多樣性和深刻性四個顯著特徵。
  10. Special teaching ideas, " teaching methods and teaching skills give every master different teaching personality, while different " teaching personality " makes every language master unique

    與眾不同的「教學個性」使每一位語文名師都是獨特的「這一個」 ，都具有不可替代性。科研能力與名師的教育教改相輔相成，相得益彰。
  11. The formation of teaching art of modern university teachers, has some essential factors and insurmountable development stages of its own, with the exception of certain mechanism and motivity, these factors include moral cultivation, knowledge structure, personal characteristic ; the process can be divided into mimetism teaching stage, independence teaching stage, creative teaching stage

    摘要現代大學教師教學藝術的形成，除了具有一定的機制與動力外，還有其自身一些必不可少的因素和不可逾越的幾個發展階段，這些因素包括品德修養，知識結構，思維特點，個性特徵；過程分為模仿性教學階段、獨立性教學階段、創造性教學階段和有風格教學階段。
  12. I had my own reasons for being dismayed at this apparition ; too well i remembered the perfidious hints given by mrs. reed about my disposition, etc. ; the promise pledged by mr. brocklehurst to apprise miss temple and the teachers of my vicious nature

    見到這個幽靈，我有理由感到喪氣。我記得清清楚楚，里德太太曾惡意地暗示過我的品行等等，布羅克赫斯特先生曾答應把我的惡劣本性告訴坦普爾小姐和教師們。
  13. The teaching strengthens teacher ' s research - pattern " teaching " and trainees ' research - pattern " learning ", which has characteristics of research, subjectiveness, opening and interaction, etc

    「研究」是它的內核， 「提高能力」是它的目標，它強調教師研究式地「教」 ，學員研究式地「學」 ，具有研究性、主體性、開放性、互動性等特點。
  14. Our staff conduct innovative research published in internationally recognised journals and are acknowledged leaders in their fields

    我們的教師在國際著名期刊上發表創新性的研究論文，他們在各自特定的研究領域是公認的先行者。
  15. This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study, the characteristic and specific situation formation ( the background, precondition ), to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training, facing all students and choose the typical individual to track at the same tune, and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file, etc to strengthen one " s own consciousness, learn to regulate oneself ; to evaluate the effect of attribution training, that is, chemistry - learning efficiency, the author actively try combining subjective evaluation with objective evaluation, teachers " evaluation with students " own

    本研究較深入地了解到高一學生對化學學習的自我效能感現狀，高一學生在化學學習中的歸因傾向、特點及其形成的特定情境（背景、前提條件） ，並據此在化學學科教學中對學生進行心理歸因訓練;採用團體輔導與個別訓練相結合，面向全體學生同時選擇典型個體進行追蹤，積累案例材料;充分發揮學生主體的主觀能動性，通過寫反思日記或學習小結、建立化學學習檔案等方法，強化自我反思意識，學會自我調節:積極嘗試主觀評價與客觀評價、教師評價與學生自我評價相結合的方式，對歸因訓練效果即化學學習效能進行了評價。
  16. Through the approach of investigative questionnaire and ability examination, considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem, taking the method of fixing the quality and quantity, we make a demonstration research. at last, we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level, called repeating thinking, includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction, comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking. illogical thinking mainly contains intuition, association and space imagination of micro - particle

    通過調查問卷、能力測試等途徑，結合教師在中學化學的教學實踐和學生在分析、解決問題的實際需要，採用定性與定量結合的方法，進行實證研究，得出結論：化學學科能力的19種表現形式歸納為3個層次：最基礎的再造性思維能力層次包括對化學事實和化學反應中量的關系的識別和判斷、對化學基礎知識的比較概括；以培養創新能力為核心的創造性思維層次包括化學直覺思維、聯想、對微觀粒子的空間想象為主的非邏輯思維和靈活運用已學的化學知識通過分析、綜合地解決問題為主的邏輯思維；化學實驗能力層次是化學學科能力的最高層次，它以思維能力為基礎，集中體現了化學教學的基本特徵，實驗能力層次包括：選用實驗方法和設計實驗方案，對實驗的評價，研究和處理實驗事實、資料、數據，發現規律，表達實驗及其結果，最終解決問題的能力和發散思維。
  17. The content can be either a further catechesis in a brief and condensed manner, or an explanation of the different elements of the liturgy, or the meaning of the day s readings. on the other hand, in some special sundays, we can let the faithful share their testimony of the word in a formal manner, e. g. families could do so on the feast of the holy family, teachers on the education sunday, workers on the labor sunday etc. it may be better if those giving testimonies are parishioners, and they should have been well prepared

    適當地善用最多人參與的禮儀主日感恩祭來推行培育，在不影響禮儀整體性的原則下，加添信仰培育的因素，例如在領聖體后或在感恩祭開始前，向教友提供簡短的培育，內容可以是濃縮的教理重溫感恩祭中各部分的意義當日聖經章節的意義等另一方面，在一些特別主日安排教友證道，如安排家庭在聖家節，教師在教育日，工友在勞動節等作證道，證道的教友最好是本堂區的教友，要預備充足，將當日的聖經選讀消化，並用自己的生活印證，神父適宜在證道后，作簡單總結。
  18. On the basis of staff ' s general standards, this article expounds specific characters that college ( institute ) staff should possess

    在教師共性素質的基礎上，詳盡論述了綜合性高等藝術院校教師還應具備的一些特殊的素質要求。
  19. Normal education in universities and normal colleges ate the two major forma of normal education in china of which the former stresses normal education while the later puts more emphasis on diversifying specialities, majors and personnel cultivation patterns on the basis of traditional normal education

    陜西省應從封閉型走向開放非定向型的師范教育體系，形成綜合院校辦師范教育和師范院校主辦師范教育相結合的師范教育大格局，前者須注重師范教育特性，後者須在保持師范教育優勢傳統的基礎上實現學科、專業的多科性和人才培養模式的寬口徑轉變，從而發揮各自優勢，以培養適應21世紀基礎教育的高素質師資。
  20. Most of the subjects who were cultivated by the chinese culture and who received teacher education revealed attitudes of humanism and role taking toward exceptionalities. 2

    其中已經修習特教課程教師、取得教師資格教師、女性教師、和具有接觸殘障經驗教師、對于特殊教育和特殊學生所表現的態度更為積極。
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