男教師 的英文怎麼說

中文拼音 [nánjiāoshī]
男教師 英文
male schoolteacher
  • 男 : 名詞1. （男性） man; male 2. （兒子） son; boy 3. （封建五等爵位的第五等） baron4. （姓氏） a surname
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 教師 : teacher; mentor; schoolteacher
  1. Five consolation prizes went to teams from diocesan boys school, hkta lee heng kwei secondary school, la salle college, nt heung yee kuk yuen long district secondary school and st. paul s secondary school

    五個優異獎分別由拔萃男書院、香港教師會李興貴中學、喇沙書院、新界鄉議局元朗區中學及聖保祿中學獲得。
  2. Results of the survey show that teacher traits such as communication style, attention to male and female students, student traits such as gender and self - concept, and cultural traits such as face saving, concept of silence, power, the examination system and gender role expectations, etc all affect students " participation in classroom interaction

    調查結果發現，教師的授課方式、對男女學生注意力的不同，學生的性別、自我認知，以及怕丟面子、認為沉默是金、認為教師是權威、應試制度、性別角色期望等文化因素都對學生的課堂參與有影響。
  3. The boy's fecundity of imagination amazed his teacher.

    男孩想像力的豐富使教師感到驚異。
  4. There ll be a job tomorrow or the next day, stephen told him, in a boys school at dalkey for a gentleman usher. mr garret deasy

    「明後天你就能找到飯碗啦， 」斯蒂芬告訴他， 「去多基的一家男校當上一名代課教師。
  5. 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。
  6. 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。
  7. Features a love story between a 35 year - old teacher lin min lin yun and a young girl jin - jin li qing who is 17

    娃片講述成熟的男教師林民凌雲和少女珍珍李菁結婚。
  8. Choi siept with aii the maie teachers

    催紅跟所有的男教師上過床
  9. The teaching staff numbers twenty - two, fifteen women and seven men

    教師有22人； 15位女教師， 7位男教師。
  10. Female teachers suggested more positive strategies than male teachers. 6

    與男教師相比，女教師更傾向于建議使用積極的應對策略。
  11. At one time the majority of teachers are men, but now there are more women teachers

    過去大多數中學教師是男性，但現在女教師比男教師多多了
  12. There is a pleasing and refreshing japanese flavor to this inspired musical comedy, shot on location in japan

    典烈的愛情處境喜劇，男教師陳子風準備入一所女校任教，無靖在醫務所拾得棄嬰。
  13. Female teachers felt more confident than male teachers. teachers from junior high schools held more confidence than those from primary schools

    女教師的信心水平高於男教師，中學教師的信心水平高於小學教師。
  14. One of them even falls in love with her. on the other hand, the person ms. kim actually loves is her colleague mr. gong lee beom - soo.

    另一方面，這個女教師原來早已心有所屬，戀上又老又殘的男教師mr . gong lee beom - soo 。
  15. They viewed physical bullying more serious than indirect and verbal bullying. female teachers put more severity on bullying behavior than male teachers

    與男教師相比，女教師認為欺負行為所造成的傷害更嚴重，她們對罵人、散布謠言和威脅三種行為的評定比男教師更嚴重。
  16. 2 teachers job satisfaction difference between men and women only in holistic aspect is distinct ; women teacher ' s job satisfaction is higher than men teacher ' s job satisfaction

    女老師各因素層面滿意度略高於男教師。 3 .不同年齡段的農村小學教師工作滿意各層面差異並不顯著。
  17. The data for the study is taken from the answers to questionnaires dispatched to the teachers and students under study. the statistical method used is simple random sampling. the sample size is 223 junior - secondary students ( 119 males and 104 females ) and 27 teachers ( 11 males and 16 females )

    女生104人） ，及教師共27人（男教師11人，女教師16人） ，以隨機抽樣方式進行問卷調查，並利用spss10 . 0作為分析工具，採用因素分析、 f檢驗、卡方分析、兩兩相關等方法對問卷資料進行了統計分析。
  18. Results indicated that the teacher in vocational school and high school only differed in their perspectives of environment ; no gender and professional title differences were found in educational perspectives of vocational school teachers, but there were remarkable professional title differences in high school teachers " personal teaching efficacy and their perspectives of personality and cognitive ability ; male teachers and teachers with lower professional title were more likely to educate their students in negative way ; both the vocational school and high school teachers " educational perspectives were strongly related to their teaching styles ; to the teacher in high school, their personal teaching efficacy and perspectives of heredity had better predictive function for teaching style. to the teacher in vocational school, their perspectives of personality and sense of teaching efficacy had better predictive function for teaching style. meanwhile gender and professional title were also significant predictors of the two types of teachers " teaching style

    本研究結果表明：兩類教師的總體差異較小，只在環境觀上存在顯著差異；在教育觀念上，職校教師的性別和職稱差異均不顯著，而普中教師的個人效能感和對學生的個性、認知能力的發展期望隨職稱上升明顯增加，在教育方式上，男教師和低職稱教師都有更多地採用消極教育方式的趨向；兩類教師的教育觀念與教育方式之間的關系均很顯著；普中教師的個人效能感、遺傳觀和對學生的認知發展期望是影響其教育方式的主要指標，職校教師的教學效能感和對學生的個性發展期望是影響其教育方式的主要指標，同時，性別和職稱對兩類教師的教育方式也具有影響作用。
  19. " we are introducing classes on happiness, " said anthony seldon, master of wellington college. " we have been focusing too much on academics and missing something far more important.

    惠靈頓中學的男教師安東尼塞爾頓說： 「我們準備推出快樂學課程，之前，學校一直過多注重學術，從而失去了一些更為重要的東西。 」
  20. " we are introducing classes on said anthony seldon, master of wellington " we have been focusing too much on academics and missing something far more important.

    惠靈頓學院的男教師安東尼塞爾頓說： 「我們準備推出快樂學課程，之前，學校對于學術方面關注過多而忽視了一些更為重要的東西。 」
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