school organization 中文意思是什麼

school organization 解釋
學校組織
  • school : n 1 學校；〈美國〉（大學的）學部，學院；學系；校舍；講堂，教室。2 研究所，訓練所，養成所。3 〈不...
  • organization : n. 1. 組織，構成；編制。2. 體制，機構；【生物學】生物體。3. 團體，公會，協會。4. 〈美國〉（政黨的）委員會。adj. -al
  1. The machine can heat with dual - side. automatic temperature control, consistent temperature, it is widely used in organization, mine army, school, private enterprise etc. food sectors

    該產品能上下鐺雙面加溫，自動控溫、恆溫、廣泛用於機關、廠礦、部隊、學校、飯店、個體戶等食品加工部門烙制各種麵食品。
  2. Have a plenty of school promulgate, some is a government sector, still have a plenty of organization of a few societies, industrial and commercial enterprise to wait ( for example school of division of business of a few expedience ) issue

    有的是校頒的，有的則是政府部門，還有的是一些社會團體、工商企業等（例如一些私利商科院校）頒發的。
  3. Chinese customer rep. for the gallup organization, 2002. 10 - 2004 ecnu school of law politics su event planner, 2002. 12

    07年畢業于華東師范大學，在校期間有一定的對外漢語教學經驗。
  4. National educational inspector ought to accord with following postulate : ( one ) the main line that holds to a party, have deep love for socialism to teach a career ; ( 2 ) law of familiar concerned education, code, guiding principle, policy, have stronger professional ability, working gain is outstanding ; ( 3 ) have stronger organization harmonious ability and stronger oral with written expression ability ; ( 4 ) have record of formal schooling of above of university undergraduate course or coequal knowledge, be engaged in education manages or education, research works 10 years above ; ( 5 ) level of executive authority deputy hall and above, or have middle and primary school fancy teacher name, colleges and universities and scientific research orgnaization advanced and professional technical position ; ( 6 ) hold to a principle, handle affairs justice, behave well, clean - fingered self - discipline ; ( 7 ) healthy, can assure to perform duty of national educational inspector and the time that the task that finish needs

    國家督學應當符合下列基本條件： （一）堅持黨的基本路線，熱愛社會主義教育事業； （二）熟悉有關教育法律、法規、方針、政策，具有較強的業務能力，工作實績突出； （三）具有較強的組織協調能力和較強的口頭與書面表達能力； （四）具有大學本科以上學歷或同等學力，從事教育治理或者教學、研究工作10年以上； （五）行政機關副廳級及以上，或具有中小學特級教師稱號，高等學校和科研機構等正高級專業技術職務； （六）堅持原則，辦事公道，品行端正，廉潔自律； （七）身體健康，能夠保證履行國家督學職責和完成任務所必需的時間。
  5. In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning, cooperative learning, accepted learning and inquiry learning ; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom, video and audio laboratory, computer classroom. the fourth part takes the no. 2 primary school of lanzhou refinery company as practicing object, exploring its teaching practice

    最後設計形成了以建構主義、人本主義為理論基礎、以任務驅動法和課程整合法為主要教學方法、以自主學習與合作學習，接受學習與發現學習相結合為主要學習方法、以集體授課，個別化學習和小組相互作用相結合為主要教學組織形式、以表現性評價為主，調查測驗為輔的教學評價方法，以及以多媒體教室、電教實驗室、計算機室為主要教學環境的信息技術課課堂教學格局。
  6. This part convincingly demonstrated the great importance of the development of the school image in the new era, with the respects of the school image and management, the school image and school special features and brand, the school image and school culture, the school image and team spirits. it elaborated that the development of the school image is beneficial to manage the school scientifically, reasonably and systematically and run a school with the managerial way, is conducive to create and set up the school brand and run a school with own specialty and fame, is conducive to create the cultural atmosphere, refine cultural connotation and run a school culturally, is conducive to melt the team, upgrade the spirit, construct the organization in the character of learning and run a school in a way of sustained development

    理論部分在了解了學校形象概念的基礎上，側重談了建設學校形象的意義，分別從學校形象與學校管理、學校形象與學校特色和品牌、學校形象與學校文化以及學校形象與團隊精神四個視角加以分析研究，有力地闡明了新時期學校形象建設的重要性，認為建設學校形象有助於科學、系統、合理地管理學校，走管理辦學的道路；有助於創建學校特色和打造學校品牌，走個性化和品牌辦學的道路；有助於營建文化氛圍、錘煉文化內涵，走文化辦學的道路；有助於熔煉團隊、提升精神、建設學習型組織，走可持續發展的道路。
  7. One copy of the applicant ' s diploma and transcripts from a secondary or college / university verified by the taiwan overseas missions, representative office, or other authorized organization by the ministry of foreign affair in the country of their original school ( one copy of notarized translation in chinese or english is necessary if the original diploma and transcript are not in chinese or english )

    四）經我國駐外使領館、代表處、辦事處或其他經外交部授權機構（以下簡稱駐外館處）驗證之外國學校最高學歷證明文件及成績單影本各一份（中、英文以外之語文，應附中文或英文譯本） 。
  8. The particular show in the prosperity is composed of enrolling new students in large quantity, the graduate school ' s building - up, the academic research ' s making prosperous, subsidiary education organization ' s perfecting and " japan private college alliance ", which make up private colleges ' prosperity

    50 - 70年代日本私立大學的繁榮主要表現在學校數量和招生人數的膨脹、研究生院的建立、學術研究的繁榮、附屬教育機構的健全以及「日本私立大學聯盟」為首的私學團體的建立，這些構成了私立大學在日本經濟繁榮時期不可抑制的生命力。
  9. This paper conducts trial exploration to strengthening the management power of secretary ranks of colleges and universities and pertinently propose that the nuclear contents of strengthening the management power of secretary ranks is to gradually establish the effective encouraging mechanism that is consistent with the real conditions of this school. however, the key of establishing the encouraging mechanism is to take advantage of three functions : leading function of the leaders of colleges and universities, communication function of the directors of the headoffice and conformity function of the organization and human resource department

    本文對加大高校秘書隊伍組織管理力度進行了嘗試性的探索，並針對性地提出：加大秘書隊伍組織管理力度的核心內容是要逐漸建立起一套符合本校實際的有效的激勵機制，而激勵機制的建立關鍵是要發揮三大作用：高校領導的主導作用、辦公室主任的溝通作用、高校組織人事部門的整合作用。
  10. The school - based teacher development organization consists of the headteacher, central teacher, general teacher, expert on training - teacher and educational official circles

    膜式的實施運行以及校本教師培勺iii4a的實施保障三部分組成。校扯勿幣培力。
  11. The essencial factors are made up of the school - based idea, headteacher, central teacher, general teacher, training manners and school - based teacher development organization

    Vi ffe幣培白? i的視踐從校外移回校內，從教育專家移到教師本校本啟糾幣培力。
  12. Third, pointing out that it is necessary and possible that a school as a teachers " organization become a learning organization, then providing tactics to improve the quality of continuing education for teachers according to the theory of learning organization. these tactics are : a ) school organization : to construct a mode of school learning organization for teachers " continuing education ; b ) training organization : to play new roles in the course of teachers " continuing education ; c ) planning institution : to resort to effective measures to ensure continuing education for teachers

    第三部分，從學習型組織理論的視角對繁昌縣中學教師繼續教育問題進行對策性思考，指出：從學校組織內部而言，構建中學教師繼續教育的學習型組織模式；從學校組織外部而言，培訓機構在教師繼續教育中實現自身角色的轉變，教育決策部門為教師繼續教育提供有力保障。
  13. This method can apply in school organization

    創建知識管理系統的方法同樣可以運用到學校等組織。
  14. In the end, scientific management theory not only lends rationale to the management system, but challenges the system with different difficulties. in the fourth section, in light of the theory of organization structure and organization culture, the dissertation first analyzes that the management system is shaped by school organization structure from two aspects : the labor division and sectionalization of school organization as well as the division of power in school organization. on one hand, although the school system based upon the discipline division is effective and clear in responsibility sharing, it cannot adapt itself to the demand of curriculum integration and overall development of learners

    第四部分借鑒組織結構和組織文化的一般理論，首先從學校組織的勞動分工及部門化、學校組織的權責分配兩方面分析了學校組織結構對學校課程管理的影響，認為學校以學科劃分為基礎的勞動分工雖然具有提高效率和明確責任的意義，但不能適應學校課程綜合化和學生全面發展的要求；集權傾向的學校權責分配雖然有利於統一領導和協調，但妨礙了教師參與學校課程管理和發展的積極性和創造性的發揮。
  15. These factors affect the more progress of teacher " s continuing education in turn. focus on this conditions, i think it is important to establish a new idea of teacher " continuing education - lifelong education ; at one time, the education administrations, must change it " single training function into more governing functions. the school ought to construct learning school organization culture to unify the development of school and teacher ; the teachers change their development form passiveness to initiative

    針對當前蘇州市小學教師繼續教育的現狀，筆者認為，要提高教師繼續教育的實效性必須要確立新的教師繼續教育理念? ?終身教育觀；同時，教育主管部門：要從宏觀層面給教師繼續教育提供重要支持因素；教師教育機構：要從比較單一的培訓職能，向更多的組織管理職能轉變；學校：構建學習型學校組織文化，實現學校發展與教師發展一體化；教師：變被動發展為主動發展。
  16. Part two, the investigation of objective reality of school management, are grounds of argument of the research, which is the research of the cases, in order to clarify the phenomenon of school management and the feature of school organization

    第二部分是「學校管理現實考察」 ，主要通過「案例」分析，闡明學校管理現象和學校組織特徵，以此作為研究的論據。
  17. According to the characteristic of organizational culture of x junior school and the reasons of forming, the organizational culture of this school should be improved from the leader ' s concept on organizational culture to the activities of the common members. it is obvious that organizational culture of school is developed in the development of school, and that we manage school with the mode of organizational culture is helpful to improve the sufficiency of school and develop the school organization. the thesis suggests that if we carry the research of organizational culture of schools on exploiting the reciprocal relationship of qualitative approach and quantitative approach, it will promote the integrality and rationality of the conclusions

    本研究研究給予我們的啟示是：學校組織文化在學校發展過程中逐漸沉澱、積累形成，而在其孕育過程中又對學校的人、事、物等要素形成巨大的影響；在學校管理中強調組織成員的信仰、價值觀和理念等非正式領域的表現及其影響結果，運用文化模式將有助於提高組織效能，獲得組織發展；就學校組織文化研究領域而言，利用「量」的研究和「質」的研究之間的互補關系，根據研究對象與研究目的靈活採用兩種研究方法會促進研究結論的完整性和科學性。
  18. On restrictions and its transcendence of school organization in teacher professional development

    試論學校組織對教師專業發展的制約及其超越
  19. On the other hand, power - centralized management system facilitates the administration and harmonization on one hand but frustrate instructors " enthusiasm in school curriculum management and development on the other hand. secondly, based upon the analyses of three hypothesis of school organization : the hypothesis of the humanity organization, the hypothesis of the inter - personal relationship and the hypothesis of the nature of education, the dissertation deals with the affect of school organization culture on the management

    其次，從學校組織的人性假設、學校組織人與人關系的假設、學校組織對教育本質的假設三方面分析了學校組織文化對學校課程管理的影響，認為不楊中樞學校課程管理研究同的假設不但會導致學校課程管理的不同行為，而且會影響教師之間合作水平以及學校課程管理的目標。
  20. Most of the guests are students from zhabei who are led by school organization

    星火電影院的客人大多是閘北的學生經過學校組織去看電影的。
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