type of teacher 中文意思是什麼
type of teacher
解釋
教師類型-
The our country has already melt intoed the big tide of this ages this the inside, strongly push forward the foundation education information developments. educate the information to arouse the foundation education the modernization with the foundation, and realize foundation education the development of the stride over type, is an inevitable choice that push forward education ' s modernize. this text elaborate on multi - media network teaching the means living with high school to study to high school teaching a function for producing of with affect. investigated the teaching present condition of the high school front with the applied condition of the teaching means, understood the high school teacher to education high school physics teaching with study with the student education standpoint, study standpoint and teach and leam the attitude
以基礎教育信息化帶動基礎教育現代化，實現基礎教育跨越式的發展，是推進教育現代化的必然選擇。本文闡述了多媒體網路教學手段對中學教學和中學生學習所產生的作用和影響。調查了中學當前的教學現狀和教學手段的應用狀況，了解了中學教師和學生對中學物理教學和學習的教育觀、學習觀及教與學態度，結合心理學和教育學理論，分析和比較了傳統教學手段與現代化的多媒體網路教學手段對中學「教」與「學」的影響，指出了多媒體網路教學手段的應用當前在人力、資源等方面相應的不足和對中學教與學所帶來的革命性改革。 -
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。 -
The results showed that : urban middle school teachers ' emotional exhaustion is serious ; gender does not affect the score of burnout significantly ; teachers with 1 year job experience recorded significantly lower scores of burnout than others, and teachers who have worked for 6 - 10 years is secondly ; urban middle school ' s type affect the score of emotional exhaustion and depersonalization significantly, and does not affect reduced personal accomplishment ; social support is most important to enhance feelings of teacher ' s personal accomplishment ; among all the sources, supervisor and principal support is the most significant predictor of teacher burnout ; emotional support is more significant predictor of teacher burnout than practical support ; peer support increased teacher ' s emotional exhaustion
結果發現，城市初中教師的情緒衰竭程度較為嚴重；男、女教師的工作倦怠程度沒有顯著差異；教齡為1年的教師工作倦怠程度最輕，其次是教齡為6 - 10年的教師；普通校教師的情緒衰竭和去人性化程度比示範校教師嚴重，但個人效能感水平不存在顯著差異；社會支持對提高教師個人效能感的作用最大；就降低教師工作倦怠程度來說，來源於校領導的支持最為有效，情感支持比實際支持的作用更大；同事支持反而增加了教師的情緒衰竭程度。 -
Group construction of studying type teacher of the party school
黨校學習型教師隊伍建設芻議 -
In one hand, he / she is a student belonging to the same generation in the real world, on the other hand, he / she is also an assistant who help teacher tutor the student team. to students who to be tutored, peer leader may be more advanced or be fairly well matched in skill level. introducing peer leader during instruction can efficiently lead team members learning by imparting oneself ' s learning experiences, which not only help to make up the lack of tutoring teachers but also help to create new type relationship between teachers and students so as to exert students " principal part better
在教學過程中引入導生角色，可以在傳遞個人學習經驗和體驗的基礎上有效引導學生的學習，這樣不僅有助於彌補網路教育尤其是研究性學習、團隊學習開展起來之後教師指導力量嚴重不足的狀況，而且有助於創造新型的師生關系，更好地發揮學生的主體作用，使學生不僅成為教學活動的主動參與者，而且成為教育改革和發展中一支最富創造性與活力的生力軍 -
The author points out that the existing problem of teachers " team of the universities and colleges is mainly as follows, to hold a post at present the knowledge structure lacks proper care, insufficient from the ability of teaching, the professional ethics come down, the ethics of the teaching profession is built to need strengthening, teacher ' s phenomenon understaffed is serious, the whole academic credentials are on the low side, teacher ' s in - service training is difficult, professional development shoulders heavy responsibilities, teacher ' s speciality acts on one ' s own and is limited, the professional right falls short of the reality etc. in the last two chapters of this thesis, author introduce institute thinking and practice from teachers " building of contingent that oneself belong to ; at the same time on the basis of using experience of teachers " building of contingent of other army for reference, the author proceeds from actual conditions of the holding a post type universities and colleges of our troops, hold a post to our troops building of teacher team, teachers of universities and colleges, make the idea, propose some suggestions about teacher team building
接著作者考察了外軍任職教育的實踐與經驗，並對外軍師資隊伍建設的做法、特點等方面進行了探究。為了建設適應任職教育的師資隊伍，作者對當前任職教員隊伍的現狀進行了分析，指出當前任職院校師資隊伍存在的問題有:知識結構失調，從教能力不足、職業道德滑坡，師德建設需要加強、教員缺編現象嚴重，整體學歷偏低、教員在職進修困難，專業發展任重道遠、教員專業自主受到限制，專業權利名不副實等。在論文的后兩章，作者介紹了自己所在的學院在師資隊伍建設方面的思路和實踐;同時在借鑒外軍師資隊伍建設經驗的基礎上，作者從我軍任職型院校的實際情況出發，對我軍任職院校師資隊伍建設做出了展望和構想。 -
From at the request of try the education direction character education turns, bringing the primary and junior high school education many new lessons, new problem, need urgently a large quantity science studies the type the teacher, this is the current teacher changes the idea and educates science studies the cultivated manners and adapt to the demand of this situation actively
由應試教育向素質教育轉軌，給中小學教育帶來許多新情況、新問題，迫切需要一大批科研型教師，這就是要求現有的教師轉變觀念、培養科研素養、主動地適應這一形勢的需要。 -
In carry out the foundation education course reform, take " everything develops completely for the sake of the student " as the aim, take " set up a thought type, scholar ' s type, research type, professional type, a teacher ' s troops and teach a the batch will study, will be the person, will live, would creative qualified talented person " as the target, insist that " make people the center, respect everyone, care and love everyone, demonstration everyone, development everyone, success everyone " does the academic theories to read aloud, adopt the management strategy of " take evaluation as to lead to and take system as to guarantee and take the education research as to lead and take the education reform experiment as to break first, with the school teaches to grind originally for prop up ", turn the course reform deeply completely
在實施基礎教育課程改革中，以「一切為了學生全面發展」為宗旨，以「建一支思想型、學者型、科研型、專業型、創新型教師隊伍及育一批會學習、會做人、會生活、會創新的合格人才」為目標，堅持「以人為本、尊重人人、關愛人人、展示人人、發展人人、成功人人」的辦學理念，採取「以評價為導向、以制度為保障、以教育科研為先導、以教改實驗為突破口、以校本教研為支撐」的管理策略，全面深化課程改革。 -
Building a system of teacher education to meet the need of study - type society
構建適應學習型社會需要的教師教育體系 -
The student rs who was responsible for cooking meal this time planed only one type of food, but teacher lin did so many
這次負責餐廚的學生rs說他本來只打算弄一道菜，但是林老師卻做了很多道。 -
On the basis of theories of teacher - student interaction, the author classified the instructional methods into the following four types from the angle of contradictory relationship among teachers, students and teaching content. the four types are : transmitting type, shaping type, guiding type and developing type
以師生互動理論作為依據，從教師、學生、教學內容三者之間的矛盾關系出發，把教學方法分為傳授型、塑造型、引導型和發展型四種類型。 -
It is worthy to be mentioned that no teacher - supported type of students have been found in the research. support from families and old friends play an important part in the students adaptation to college, support from the peers can help students get good spiritual state, and the support from teachers can influence the students greatly in the their study
（ 3 ）大學新生感受到的社會支持與他們的學校適應呈正相關；不同支持類型的學生學校適應表現不同，大學朋友支持型的學生學校適應性最好，家庭支持型學生的學校適應居中，以往朋友支持型的學生適應較差，沒有教師支持型的學生。 -
Quickenning higher teacher - training education reformation and training new type of teachers for basic education
新型教師的培養要適應基礎教育改革 -
The relative studies abroad on teacher talk are mainly focused on the amount and type of teacher talk, its effects on language comprehension, teacher questions, feedback and error correction
國外在此領域的相關研究主要集中在教師話語的數量和類型、教師話語對語言理解的影響、教師提問、反饋和糾錯等方面。 -
The object of this research is chinese teacher. the development of chinese teacher is a type of teacher " s professional growth. thus, the education of chinese teacher is the epitome of teacher education
本文涉及到的研究對象均為語文教師，語文教師的發展，屬于學科教師專業成長的一類，從這個角度來看，語文教師教育是教師教育的縮影。 -
The developmental teacher assessment is a new type of teacher assessment that meets the need of the future. it puts the developmental functions of the teacher assessment at the core and emphasizes more on the future development of the teachers than on their personal at work
發展性教師評價就是這樣一種新型的面向未來的教師評價，它把教師評價的發展功能置於核心地位，不僅注重教師的個人工作表現，而且更加註重教師未來的發展。 -
To counter the characteristics of teacher culture in our country, developing a positive teacher culture effectively and reshaping a new type of teacher culture suitable for the teacher development of our country are beneficial to both teacher professional development and carrying on education reform smoothly
針對我國教師工作特質，有效開發積極的教師文化發展空間，重塑適合我國教師發展的新型教師文化，有利於教師的專業發展和教育改革的順利進行。 -
This type of teaching involves the students in the learning process and is much more interesting than just sitting and listening to the teacher talk and talk
這樣的教學方式不僅讓學生參與進來，不斷地吸取新的知識，更增添了課堂教學的趣味性。 -
New type of chinese language teacher
論創新型語文教師 -
The reflective teachings since is a kind of teaching theories, and is also teaching corpus to ask for help from the activity to study to continuously investigates with the solution oneself with the teaching purpose and teaching tool etc. aspect problem, " learning how to teach " and " learning how to study " unify, work hard to promote the teaching the fulfillment the rationality, and make become the scholar type the teacher ' s process by oneself
反思性教學既是一種教學理論，也是教學主體藉助於行動研究，不斷探究與解決自身和教學目的及教學工具等方面問題，將「學會教學」與「學會學習」統一起來，努力提升教學實踐合理性，使自己成為學者型教師的過程。
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