教師用書 的英文怎麼說
中文拼音 [jiāoshīyòngshū]
教師用書
英文
a teachers' book-
We sent advance copies of the new course book to the teacher and the students who were to use it
我們先送了幾冊新教科書給要用書的老師和學生們。In his disputes with his governess over his book, he kicked that quiet creature's shins so fiercely, that she was entirely overmastered and subdued by him.
家庭女教師要他讀書，他便跟那個文靜的姑娘鬧別扭，用力踢她的小腿，結果她只好完全屈服，一切由他作主。There are pretty fairy muffins, tiny confetti cookies, iced fairy cakes and lots more
這是一本相當有趣而實用的教師資源用書。Developed by experienced teachers from beijing university, new concept chinese ( elementary level ) features practical, humorous dialogues and introduces 129 grammar points from the syllabus of chinese language standards
本書作者是北京大學對外漢語教育學院富有教學和教材編寫經驗的老師，本書初級本以生動、實用、幽默的對話為主要內容，練習配有大量插圖，形式多樣，設計精當而頗有新意。Through designing, the chinese education theories should be combined with the teaching practice and the reference books will turn out to be teachers " books of chinese educational practical technology, which consist in rich educational ideas
通過教學設計，把語文教育理論與語文教育教學實踐結合起來，使教參成為有豐富教育思想的「語文教育應用技術學」教師用書。With the method of investigation, documental data, experiment and mathematical statistics, this article. based on the previous teaching outline of p. e. in primary school and middle school, teaching materials in wushu as well as teaching method, tudies deeply in the reform of teaching materials, methods and general condition in wushu in primary and middle school. it chooses teaohers and in 100 schools at random, to proceed with the investigation and make a practical testing on the significance of our nation ' s new " course standards of physical culture and health " those following are the conclusions about teaching of wushu in primary school and middle school
本文運用調查法、文獻資料法、實驗法、數據統計等方法，以歷年來我國《中、小學體育教學大綱》及教材（教師用書）中的武術教材、教法為研究對象，以隨機抽測的全國100所中、小學師生為調研對象，對我國中小學體育課武術教材、教法的沿革、基本現狀進行了較為系統的研究，並在我國新《體育與健康課程標準》教學理念的指導下，對中小學武術教材、教法的改革進行了探討和實證研究。In addition, i have done some following works : to compile usual chemistry english words ( basic concepts and basic theory ), to translate chemical experiment for students of senior one, to translate exercises for students of senior one, to accumulate and compile about twenty parts of bilingual teaching material, to design about ten classes of teaching material, to issue my article in an important magazine of our contoury, to take part in the chemistry bilingual teaching study group of shanghai, etc. through bilingual teaching, the students have made progress in following aspects : ( 1 ) they have enlarged science vocabulary obviously, and feel easy to accept them ; ( 2 ) they have read some science material more fluently, and their ability has risen in inquiring from internet ; ( 3 ) they can express, in english, some usual chemical terminology, chemical principle, substance phenomenon and experiment procedures ; ( 4 ) in both chemistry and english, they have certain confidence to study well, and have made great progress in both subjects comparing with students of no bilingual teaching
在兩年的論文撰寫過程，本人在自編教材進行化學雙語教學實踐和研究的同時，還編寫了化學雙語常用詞匯（基本概念、基本理論部分） 、翻譯了高一化學學生實驗、翻譯了高一上學期學生練習冊習題、收集和編寫了雙語教學內容和閱讀材料20篇左右、雙語教學設計十篇、在國家核心期刊《中小學英語教學與研究》上發表文章： 《高中化學雙語教學的體會》 、在市化學中心組-雙語課題組中，參與編寫了化學雙語教師用書、等等。學生通過雙語教學，主要獲得了以下收獲: （ 1 ）科技詞匯量明顯的增加，對科技詞匯的接受己不一再感到困難; （ 2 ）能較熟練的閱讀有關科技文章，同時，提高了網_ _上查詢科技資料的能力; （ 3 ）對簡單常用的化學術語、化學原理、物質現象和實驗操作過程等，能用英語表達下來; （ 4 ）對學好英語和化學都有了一定的信心，在英語和化學兩門學科的學習_ l ，比非雙語學生平均有了明顯提高。The principal yao jiangning gave a talk beforehand, in which he reported all the achievement in the past year, and summon that all the teachers and staff devote most of their time to the teaching work. all the teachers and staff are said to deserve right the honor of people teacher, and all the students are encouraged to study hard endeavor their best to make better progress in the following year
會上，校長姚江寧發表了熱情洋溢的講話，他向全校師生匯報了一年來學校取得的成績，並號召全體教師要愛崗敬業為人師表，無愧於人民教師的光榮稱號號召全體學生要勤奮學習，努力進取，用辛勤的汗水書寫自己美好的明天。The edition to be used should be clearly stated on the school textbook list ; encourage teachers to complement textbooks with flexible and selective use of other learning and teaching resources and display different types of learning resources
如在書單列明可採用的課本版次鼓勵教師審慎選擇及靈活運用教材並展覽多元化教學資源。Curricular materials ( textbooks, dvds, cassettes used for class ) may not be removed from the office. only teachers can check out curricular multimedia materials for preparation or teaching purposes
教科書不可外借。上課用的視聽教材可以出借給教師，但教師必須填妥借用單。借期為一星期，可續借一次。所謂上課用教材包含所有的教科書、錄影帶、語音光碟等。Exam results and the proportion of the students entering schools of a higher grade are the only targets and this is used as its assess standard. as for the teaching contents, it pays its attention to the teaching of indirect experiences and as a result, what is learned is divorced from practice. the basic teaching steps put forward by karav are more used, that is, " teaching organization - review - check - transfer to the new lesson - study - consolidation - assignment ", while the students can not play their main and creative role in this way
在教學理念上，傳統教學強調教師的主導作用，忽視學生的個性差異；在評價機制上，以考試分數和升學率為惟一的衡量教學質量的指標，不注重學生的綜合發展；在教學內容上，注重書本上的間接經驗的傳授，所學內容與社會實際嚴重脫節，不能培養真正適合社會需要的人才；在教學方法上，多運用凱洛夫的「組織教學?復習檢查?導入新課?學習新課?鞏固新課?布置作業」的基本教學環節進行教學，學生的主體作用和創造能力難以發揮。Teacher ? book explains in details the compilation intention of the author, the general structure of the textbook, reference materials, transcripts of listening materials, key to the exercises and examination papers
《教師手冊》詳細說明編者的設計意圖、教材的整體構架、使用建議、有關參考資料，以及聽力材料書面文本、練習答案、試卷等等。To make it clear, we use the concept " generation " to identify the steps of the evolution of textbooks. strictly speaking, textbooks of the first generation could n ' t be called " textbook " although they did play a role of " the teaching book in the school ", for it has not been differentiated from general works and papers which seemed to serve general people
根據這個特點，我們若將教科書以「代」 （ generation ）來劃分的話，第一代教科書雖然已成為學校的教學用書，但是它不是現代的嚴格科學意義的教科書，它還沒有從著作或專著中區分出來，為教師和教學服務的目的及其結構尚不明確，更談不到首要為學生服務的問題。That is, the knowledge frame of teacher is made up of eight parts : subject matter knowledge, curriculum knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners, knowledge of self, knowledge of contexts and knowledge of educational ends and values. with regard to the sources of teacher knowledge, teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self. " the training on service " and " organized professional activities " are more important source, but in comparison with above sources " the experiences as a student ", " training beforce service " and " reading professional books and periodicals " are less important sources
研究得到的主要結論是，提出並闡明了教師知識的理論框架結構模型，即教師的知識結構是由八個部分組成：學科內容知識、課程知識、一般性教學知識、學生知識、教師自身知識、教育情景知識、教育目的及價值知識和學科教學知識；在教師知識的來源上，教師「自身的教學經驗和反思」以及「和同事的日常交流」是他們發展自身教學知識的最重要的來源， 「在職培訓」和「有組織的專業活動」也是比較重要的來源，但是相比之下， 「作為學生時的經驗」 、 「職前培訓」和「閱讀專業書刊」則是最不重要的來源；在教師知識應用上，闡述教師知識和教師教學決定的關系；針對新課程的改革，以及教師知識的轉換，闡述課程設計與教師教育的有關問題:最後對教師知識的未來發展進行了展望。Besides developing education software that facilitates teaching and learning activities, self - learning packages and e - books accessible to teachers, students and the public via the hkedcity are also developed
除了製作教育軟體以輔助教與學的活動外，教育署現正編訂網上自學套及電子圖書，並會登載于香港資訊教育城，供教師、學生和公眾人士使用。Though it was never intended as a young - adult novel, it has been embraced by many in that age group and by many teachers who find ways to use the book in their classrooms
雖然它並不是青年文學作品，但是它獲得了很多這個年齡段的讀者和教師的欣賞，那些教師找到了本書在課堂中的用途。Last october, thiessens found a tutor to instruct him for an hour a day, five days a week
去年十月，賽恩斯聘請了一位教師，每周五天，每天用一小時，教他讀書識字。These included pre - service certificate in education programmes ; in - service initial training for kindergarten, primary, secondary, technical, commercial and special education teachers ; refresher training courses for serving teachers in primary and secondary schools ; advanced courses of teacher education for non - graduate secondary school teachers of cultural, practical and technical subjects and course in putonghua
這些課程包括職前教育證書課程；為幼稚園、中小學、工商科和特殊教育教師開辦的在職初步訓練課程；為中小學教師開辦的在職復修課程；為中學的術科、實用科和工科非學位教師開辦的高級師資訓練課程，以及新設的普通話課程。Part two follow - up research on the experiment for both mcc & the mathematics coursebook this part provides a follow - up research on the new coursebook and illustrates the changes that the use of the new coursebook has brought to the maths education in schools. the methods used include questionnaire, group talks, interviews and classroom observation. and the special instruments include questionaires for the teacher, questionaires for the student, questionnaires for the students " parents, the outline of interviewing teachers, the outline of interviewing students, the outline of interviewing schoolmasters, the outline of classroom observation, and the evaluation table of mcc
第二部分《標準》與《數學》教科書實驗跟蹤研究本部分採用問卷法、座談法、訪談法、課堂觀摩等方法，使用專門設計的工具（包括教師問卷、學生問卷、家長問卷、教師訪談提綱、學生訪談提綱、校長訪談提綱、課堂觀摩提綱、 《標準》評價表）對新數學課程實施進行跟蹤研究，並總結出當前新數學課程實施給學校數學教育帶來的變化及新數學課程實驗中存在的問題。This thesis probed into several questions surrounded with course setting of tertiary institutions music education major, certificate system of music teacher qualification, appointment and attending in a advance studies of music teachers in high and primary schools between china and japan, summarized experience and measures helpful to high arid primary schools music teachers training, so as to afford useful lessons to music teachers training task in our country
本文圍繞中日兩國高校音樂教育專業課程設置、音樂教師資格證書制度、中小學音樂教師任用、中小學音樂教師職后進修等問題，總結歸納出有益於中小學音樂教師培養的經驗和措施，以作為我國音樂教師培養工作的參考和借鑒。分享友人