teacher effectiveness 中文意思是什麼
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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。 -
( 3 ) to summarize the knowledge and examine the effectiveness of learning by a test the teacher and the students summarize and set up the constructive network of the mathematical knowledge together to reach the teaching aims
教師在討論中進行點撥調控，激勵創新，對學生進行情意培養。 （ 3 ）總結檢測。師生共同總結、構建數學知識結構網路，並檢測教學目標的達成情況。 -
The study conducted two scales : teaching effectiveness teacher scale ( tets ) and teaching effectiveness student scales ( tess )
分別以99名教師和165位國中生為預試對象，進行項目分析。 -
His research interests are curriculum development, school improvement, teacher effectiveness and environmental education. he was the author and co - author of four books and numerous articles in overseas journals
他的研究興趣為課程發展、學校改革、教師效能及環境教育；專著及合著共四本，另外海內外論文數十篇。 -
The present research aims at exploring the problem of teacher ' s classroom emotion regulation and its relationship with teaching effectiveness
關于教學中教師情緒調節的研究，目前主要是在對其重要性或局部問題探討的描述水平上，缺乏系統的實證研究。 -
By reaching the " advanced " level, a teacher is able to understand the functions of computer managed instruction systems, evaluate the effectiveness of instructional computer programmes, design instructional materials with use of it, and choose appropriate it equipment to meet a school s needs
達到高級程度的教師，應能了解電腦管理教學系統的功能，評估教學電腦計劃的效果，利用資訊科技設計教材，並選用適當的資訊科技設備應付學校的需求。 -
On this base, i think that effective teaching theory need to expand the vision fields further more, mainly including the views of effectiveness, learning and teacher, in this way effective teaching is really complete and perfect
在此基礎上，筆者認為有效性教學理論需進一步拓展視野，主要包括效能觀、學習觀和教師觀三個方面，這樣的有效性教學才是完整的。 -
Therefore, the efficiency and high effectiveness is the main objective of teacher training in the future
在終身教育思潮的引領下，未來的教師培訓將由粗放型向精緻化轉變。 -
1999 bilingual study notes for productive human relationships in schools : teacher effectiveness training, reality therapy, social discipline model, behavior modification. eng, betty christine. ; hong kong institute of education
1999學校常用實用文/湯浩堅，馮樹勛，任美霞.湯浩堅. ;馮樹勛. ;任美霞. ;香港教育學院 -
The effectiveness of the administrative control sbm is far higher, but the teacher and the community have little change to take part in school management ; the professional control sbm brings the initiative and creativeness of the teacher into full play, but the work of the school will be in utter disorder without the administration. the community control sbm only takes the needs of the community into account. the balanced control sbm is a reasonable model, but it ignores the action of the principle
多元控制型「校本管理」模式的基本假設是： （ 1 ）調整政府與學校的關系，擴大學校的管理自主權，是「校本管理」的根本前提； （ 2 ）改革學校領導制度，倡導共同決策，是「校本管理」的制度保證； （ 3 ）構建學校質量管理體系，提高學校效能，是「校本管理」的核心目標； （ 4 ）改革學校自主管理體系，合理配置學校資源，是「校本管理」的內部運行機制； （ 5 ）健全教育中介機構，加強社會力量對學校管理的監控，是「校本管理」的外部條件。 -
On the base of these systems. the author thinks that the evaluation standard system for the teacher ' s quality of teaching can be consisted of 3 parts, namely the teacher ' s teaching basic qualifying standard, the teaching skill standard and the teaching effectiveness standard
綜合諸多學者的觀點，教師教學質量評價標準體系大體可以分為三個部分，即教師教學基本素質標準，教學技能標準和教學效果標準。 -
The design and application of multi - media in classroom instruction has a solid theoretical basis in terms of academic psychology, media - transmission, audio - visual theories, etc. the choice of educational media and teaching resources should be suitable to the teaching objectives and specific groups of students so that it can be reasonable, timely, appropriate, adaptable, systematic and effective. in this way, a new way of teaching chemistry in the secondary school, with its characteristics of being interactive between the teacher and students, of big content capacity, quick classroom tempo and effectiveness, is likely to improve the present teaching situation in china ' s secondary schools
其設計與實施有著特定的學習心理學、傳播理論、視聽理論、系統科學理論等理論基礎，應根據教學目標和教學對象的特點，合理、適時、適量、靈活、有序、有效地使用各種教學媒體及教學資源，形成優化的媒體組合體系，各展所長，相輔相成，充分發揮多種媒體組合的最佳功能，與教師、學生形成多層次互動，以積極的態勢參與教學，努力形成大容量、快節奏、速反饋、高效率的課堂教學基本模式，從而實現課堂教學的最優化。 -
Though the factor of school level is involved, its emphasis is still on classroom. moreover they all regard " effective teaching " as " teacher effectiveness " in the english educational dictionary in that i can find the item of " effective teaching ". so the analysis of practice of effective teaching are all focused on the effective teacher behavior, instead of pupil
雖然有效性教學中涉及學校層面的因素，但其研究重點仍放在課堂上，在本人可查到的有「 effectiveteaching 」詞條的英文教育詞典中，無一例外的都將其等同於「 teachereffectiveness 」 ，因此筆者對有效性教學的實踐環節的分析皆以效能型教師的教學行為為中心，不涉及學生。 -
As the fundamental factor of influencing teachers ' professional development, the contents and the types of teachers ' needs during the process of the implementation of the new curriculum will influence the effectiveness of teacher education and the curriculum implementation the formation of teachers ' self - awareness ability and self - development designing ability
摘要教師專業發展需要作為影響教師專業發展的內在根本因素，特別是在新課程實施不同階段下，教師在專業成長中需要發展哪些內容，需要何種類型、何種程度的幫助，如果對此沒有給予充分的關注將直接影響教師教育、課程實施的實效性，影響教師自我認識能力、自我發展規劃能力的形成。
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