subject teacher 中文意思是什麼
subject teacher
解釋
科任教師-
Teacher - centered and subject - centered, it emphasizes the teacher ' s input of brainwork
它體現的是以教師為中心，以學科知識為中心，看重的是教師課堂教學中的活勞動投入。 -
Rob reiner : robin williams, talking to his students in, uh, dead poets society. it ' s the best wisdom a teacher can impart on a student, regardless of what the subject is
羅賓威廉斯，告訴他的學生，或來學生們組成了已故詩人協會。這是老師能灌輸給學生的最好的智慧，不管事在什麼課程里。 -
The teacher ' s teaching basic qualify standard should include the value quality, the training of teacher ' s morality, the cultural science attainment, the business capability, the body and mind appreciation of the beauty and the all - round innovative diathesis, etc. the teaching skill standard should include the ability standards ( the teaching design ability, the teaching expression ability, the organizing teaching ability, the ability to handle the teaching method, the stimulation learning capacity, the teaching evaluation ability, the teaching academic ability and the subject particularity ability, etc. ) and the technical standards ( the mission standard, the effect standard, the administrative standard, the economic criteria and the technical standard )
教師的教學基本素質標準應包括品德素養、師德修養、文化科學素養、業務素質、身心審美素質和創新素質等方面的標準。教學技能標準應包括能力標準（教學設計能力、教學表達能力、組織教學能力、運用教法能力、激勵學習能力、教學評價能力、教學研究能力、學科特殊能力等）和技術標準（任務標準、效果標準、管理標準、經濟標準、技術標準） 。教學效果標準應包括社會評價和院校評價，院校評價者包含專家、同行、學生和管理者評價。 -
For the formative evaluation, study portfolios were set up for each subject in forms of self - evaluation, collaborative - evaluation, and teacher - directed evaluation. summative evaluation was carried out in the form of oral post - test with peng qigui ' s test as its main instrument. the conversations were recorded by microphone into tapes and the amount of the use of the communicative strategies was counted, by which communication strategy competence was measured
策略訓練的效果以形成性和終結性兩種評價形式進行，形成性評價採用建立學生學習檔案，以自評，互評和師評三種方式定期進行；終結性評價以實驗后測試的形式，採用彭啟貴（ 2000 ）為測試工具，將交際內容錄音，整理，統計並評價交際效率。 -
The fundamental defect of the concept seeing teaching process as a " special process of cognition " is to regard the knowledge impartation as the only objective of teaching and teacher the absolute authority, to ignore the fact that student is the perceiver ( subject ) and has individual character
把教學過程視做「特殊的認識過程」 ，其根本缺陷是以知識的傳授為教學的唯一目標，以教師為絕對的權威，忽視學生作為具有主體性及完整個性的人的特點。 -
This paper is directed against the single of elementary social studies integrated types, that is subject with subject integrated curriculum. considering the systematization of student, teacher, curriculum selection and environment, the author design new curriculum types from the view of superior structure of curriculum essential factors, those curriculum essential factors are student, teacher, curriculum selecting and social environment
本文針對當前小學社會科整合類型的單一化問題? ?即小學社會科現有整合類型集中體現在學科整合上，立足於學生、教師、課程選擇、環境的系統性，從課程要素結構優化的角度出發來設計新的課程整合類型。 -
Chapter iii : comparison of the teacher - cultivating courses on international basis comparing china " s teacher - cultivating courses with those of the developed countries in order to find out the reason why china " s science teachers are not qualified for the new comprehensive science subject
第3章《教師教育課程的國際比較》 ，從教師教育課程設置的角度，將我國的教師教育與發達國家的教師教育進行對比，以探尋我國理科教師不能勝任綜合理科教學的原因。 -
A permitted teacher should normally possess one or more hong kong certificate of education with an aggregate of 5 separate subjects ( including the subject chinese language or english language ( syllabus b ) at grade e or higher grade
而非檢定校員需具備《教育條例》認可的學歷，一般來說須在一次或多次香港中學會考中合計考獲五科Ｅ級或以上，其中須包括中文或英文科（課程乙） 。 -
This procedure differed from that of earlier studies, in which the subject played the role of a “ teacher ” who administered noise or shock to a “ learner ” whenever the learner made a mistake
這個程序與過去的研究人員使用的不同，以前施放噪音或電擊的人扮演老師，只要學生犯錯就會按下電鈕。 -
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。 -
Their common aim is to acquire knowledge, magnify character and form perfect personality. finally, the article investigates the history of practical observation on teacher - student interaction in class, which mainly comes form european, american and chinese scholars " relative practical observation, such as the teacher - students observational detailed item list designed by gallon. w, the small community interaction item system constructed by bales. r. f, the subject constituent of teacher - student intercourse in class constructing and the observational detailed item list to the teachers and students " individual language interaction by wu kang - ning, and the observational detailed item list to the teachers and students " spoken language interactive behavior in class by shen gui - peng. the most influenced one is the interaction category analysis system by flanders. n. a, whose important devotion is the observational category system to teachers and students " language and silence and the relative observational detailed item list
這主要涉及歐美、中國學者的相關實證研究，主要包括高爾頓（ galton ， w . ）等人設計的對教師、學生的觀察項目清單、貝爾斯（ bales ， r . f . ）建構的小群體互動行為類目系統、吳康寧等人的課堂教學師生交往的主體構成、師生個體言語交往行為觀察清單及沈貴鵬等人的「教師課堂口頭言語互動行為」的觀察項目清單等，但最具影響力的是弗蘭德斯（ flanders ， n . a . ）的互動分類分析體系，弗蘭德斯的主要貢獻是設計出了教師的語言、學生的語言及沉默等觀察類目系統及相應的觀察類目清單。 -
The construction of inter - subject teacher - student relationship is also important. at last, we should build up the appraise system and classroom regulations
構建交互主體性師生關系也是重要一環。最後，制度的構建主要涉及評價制度和課堂紀律制度。 -
New conception advocated by the new basic education course reform, brings the severe challenge to the curriculum and teaching of the subject - based pedagogy in teacher colleges
摘要新的基礎教育課程改革所倡導的新的理念，對高等師范學校的學科教學論課程與教學提出了嚴峻的挑戰。 -
Basing his reference system on common scholastic physical education, the author analyzed the characteristics of scholastic physical education in special education in terms of education subject, objective of scholastic physical education, curriculum content, teaching organization, physical education teacher, playground and equipment : the subject of special education is teenagers with physical or mental defects or deformities ， whose body and psychology are different from those of normal teenagers ; the compensation and recovery of physical and mental defects are important contents in the objectives of scholastic physical education in special education ; the selection of physical education teaching contents is more action specific, and the defect compensating and recovering functions of physical curriculum are pursued ; individual guidance is an important principle that should be followed by physical education organizations, the compensation and comprehensive application of intuitive means are the distinctive characteristics of physical education teaching methods ; it is the professional making of physical education teachers to master systematic special education theories and practical skills ; the playground and equipment should be in conformity with the characteristics of handicapped children
摘要為了提高對特殊教育學校體育的認識，進一步發展特殊教育學校體育，以普通學校體育為參照系，分析了特殊教育學校體育特點：特殊教育的對象是身心發展方面有缺陷和殘疾的少年兒童，其身體和心理有別于正常兒童少年；身心缺陷的補償與康復是特殊教育學校體育目標的重要內容；體育教學內容的選擇更具針對性，追求體育課程的缺陷補償和康復功能；個別指導是體育教學組織應遵循的重要原則、直觀手段的補償與綜合運用是體育教學方法的顯著特點；掌握系統的特殊教育理論和實際技能是體育教師的職業素質；場地器材應符合殘疾兒童特點。 -
It regards the master of knowledge as its sole objective and ignores the vitality of teacher and student ; it pursues unified requirements and ignores students " differences and potential development ; it emphasizes linear and static control and ignores dynamics and synthetic aspects of teaching ; it stresses one - way subject - object structure and ignores subjects " multipole interaction, social interaction, two - way structure and dual conformity in subject - object - subject structure in educational communication
它以知識的掌握作為教育的唯一追求，忽視教師、學生的生命性；追求統一要求，忽視學生的差異性、潛在發展性；強調線性的、靜態的控制，忽視動態的非線性的動態生成性和綜合滲透性；強調單向度的主體一客體，忽視教育交往中主體?客體?主體結構中主體的多極性、社會交往性以及雙向建構和雙重整合性。 -
It takes on daily quality, instance quality and action quality, as the backup point of instructional style of teachers ; teacher self specialty development consciousness is representation of teachers " subject quality, expressed teachers " self project of specialty development and reflection of course of specialty development
它產生於教師處理不確定情境的過程中，具有日常性、情境性與行動性的特點。小學語文教師的實踐知識是其教學風格的支撐點；教師自我發展意識是教師主體性的表現，其主要表現為教師對自我專業發展的規劃和對自己專業成長過程的不斷反思。 -
According to the standards such as educational requirement of subject, educational conception of subject, the objective claims of educational principles, the current and possible conditions of development and usage of resources, the suitable degree between resources and the special situation, uniqueness, etc. the current states of countryside curriculum resources in taojia town mainly have natural resources, social resources, cultural resources, informational resources, experience resources, situational resources according to the current states, the following developing model can be selected nimbly : " teacher - based core ", " school - based core ", " promotion by project ", " inter - school cooperation ", " headed by administration ", " headed by experts "
其以有待創生、潛在、現實存在和已開發待利用四種狀態存在，具有待開發性、人為命定性、多樣性、動態性等特點。在不同的地域，鄉村課程資源的鑒別標準及存在形態是動態變化的。依據主體的教育需求、教育觀念，教育規律的客觀要求，資源開發利用的現實可能條件以及資源與具體情境的適切度，獨特性等標準，陶家鎮鄉村課程資源的現實狀態主要表現為自然資源、社會資源、文化資源、信息資源、經歷? ?體驗資源、契機? ?情景資源等幾大類型。 -
From identity to agreement - the misplacement and restoration of the subject status of the university teacher
高校教師主體地位的錯位和復歸 -
At the support of the national natural science fund ( high technique, new concept, new design research ) ( 59685003 ) " study of the integrated performance modeling and optimal design method of the mechanical structure system ", the support plan of the ministry of education for the young excellent teacher ( 1766 ) " study of the mixed soft computation of the mechanical structure based satisficing criterion ", sichuan century excellent young subject leader fund " study of the theory and method of the intelligent optimization of mechanical structure ", and the open project fund of the mechanical transmission state key lab " fuzzy reliability analysis and satisfactory optimization study of mechanical transmission ", the author has the opportunity to touch this new subject and is attracted by it, then make an attempt at it
在國家自然科學基金（高技術新概念新構思探索） （ 59685003 ） 「機械結構系統綜合性能映射建模及優化設計方法研究」 、教育部優秀青年教師資助計劃（ 1766 ） 「基於令人滿意準則的機械結構系統混合軟計算研究」 、四川省跨世紀傑出青年學科帶頭人培養基金「機械結構系統智能優化原理方法研究」和機械傳動國家重點實驗室開放課題基金「機械傳動模糊可靠性分析與滿意優化設計研究」的資助下，作者有幸接觸這個新的研究方向，被它的風采所吸引，也嘗試做了一些微薄的努力。 -
Have analysed and researched the application result of studying design of subject - based learning web station through the investigation method of the questionnaire and interview, the design method of self - regulated learning of subject - based learning web station was raised based on five respects of getting more perfect setting - ups knowledge structure system, designs clear study goal, set up teacher learning guide, design clear navigation tactics, make studies the self - appraisal system, etc. and has pointed out the question that should be paid attention to
通過問卷調查法與訪談對專題學習網站自主學習的設計的應用效果進行了分析研究，從建立完善的知識結構體系、設計明確的學習目標、設立教師導學模塊、設計清晰的導航策略、生成規范的自我評價系統等五個方面提出了基於專題學習網站自主學習的設計方法，並指出了應注意的問題。
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