kindergarten teachers

kindergarten teachers的基本解释

-

幼师

与kindergarten teachers相关的网络例句 [注：此内容来源于网络，仅供参考]

To professional identity of kindergarten teacher majors, there exist such differences as: nature of kindergarten, age of the kindergarten teachers, years of serving as a teacher, the educational background, professional post and salary and so on, which can be seen in the following aspects: 1 the degree of professional identity of kindergarten teachers in non-governmental kindergarten is higher than that of teachers in governmental kindergartens; 2 the degree of professional identity of kindergarten teachers aged between 21 to 25 is the highest, while those aged between 31-40 is lowest; 3 the professional identity of kindergarten teachers who have taught for 2 to 14 years in school is of the highest, while those for 15 to 25 is of the lowest; 4 those whose academic background is intermediate rank are considered to be the highest in the professional identity while those graduated from the junior middle school are regarded to be the lowest, 5those whose professional post ranks second in primary school are the highest level in professional identity, while those whose professional post are of first rank are in the lowest; 6those whose income is between 501 and 1000 RMB are regarded to be on the top in their professional identity while those whose income above 1500 RMB are in the lowest level.

主要表现为：1民办幼儿园教师职业认同高于公办幼儿园教师；2年龄在21—25岁之间的教师职业认同最高，31—40岁之间的教师最低；3教龄在2—14年间的教师职业认同最高，15—25年间的教师最低；4学历为中职的教师职业认同最高，初中学历教师职业认同最低；5职称为小教二级的教师职业认同最高，小教高级的教师最低；6工资收入在501—1000元的教师职业认同最高，1500元以上的教师最低。3、在其他因素上，如"是否担任行政职务"、"婚否"、"所带班级"、"班额大小"等方面，幼儿教师的职业认同没有显著差异。

Other suggestions were made as followed:(1) Resource teachers should provide assessment service to regular students, and help handling students without the certificate of disability, but needed special attention;(2) Resource teachers should provide exceptional students more classes and coordinate with regular teachers in arranging class schedule;(3) When designing curriculum, resource teachers should consider students' abilities and the continuity of the curriculum;(4) Resource teachers should provide standard of scoring and students' scores to regular teachers, and also provide exceptional students supportive services during the exam;(5) Resource teachers should provide mainstreaming guideline for regular teachers and students, and also post-mainstreaming services as well;(6) Resource teachers should connect with regular teachers more often and actively to discuss the situation of the students, also provide assistance and counseling strategies to regular teachers when needed, in order to solve the problem of students with disabilities in regular classes;(7) Regular teachers felt positive regarding the services provided by resource teachers.

四、 开放性意见归纳如下：希望资源班教师为普通班学生进行鉴定服务，并服务未持有身心障碍手册的学生；能提供学生较多授课时数，排课时与导师或科任教师协调；依照学生能力设计课程，注意课程衔接问题；提供评分标准、学生成绩及考场支持服务；提供回归标准及回归学生的后续支持服务；主动与导师沟通，讨论学生状况，并能提供普通班教师适时协助及辅导策略，解决身心障碍学生在普通班的问题；普通班教师肯定资源班教师提供的支持服务。研究者根据研究结果提出建议，作为资源班教师、普通班教师、行政单位及未来研究之参考。

By adopting the methods such as questionnaire survey, comparison research and so on, this paper holds that at present the construction of adult education teachers in our countryside has the prominent problems below: the construction of the laws and regulations lags behind, the construction of teachers is ineffective; the selection and appointment of teachers have no legal basis, the manage of teachers is confusable; the professional level of teachers is low, the overall quality of teachers urgently needs to be raised; the pre-post professional training of teachers has not enough been paid attention, the training system of teachers has to be sound; the sources of teachers are poor, the scale and structure scale of teachers needs to be improved; the wages and social treatment of teachers is somewhat low, the status of teachers urgently needs to be enhanced and so forth.

通过问卷调查、比较研究等方法，对目前我国农村成人教育师资保障存在的突出问题进行了研究。本文认为目前我国农村成人教育师资保障存在以下突出问题：法规制度建设滞后，师资保障不力；教师选聘任用无据可依，师资管理混乱；教师专业水平低，师资整体素质亟待提高；教师职前职后专业培训重视不够，师资培育体系有待健全；师资来源渠道不畅，师资规模及结构有待改善；教师工资及社会待遇偏低，师资地位亟待提高等。

与kindergarten teachers相关的网络解释 [注：此内容来源于网络，仅供参考]

Good Shepherd Church Kindergarten：牧愛堂幼稚園

基督堂幼稚园 Christ Church Kindergarten | 牧爱堂幼稚园 Good Shepherd Church Kindergarten | 协恩中学附属幼稚园 Heep Yunn Kindergarten

Teaching Interns' Office：實習老師辦公室

幼稚園老師辦公室 Kindergarten Teachers' Office | 實習老師辦公室 Teaching Interns' Office | 退休老師辦公室 Retired Teachers' Room

commensal relationship between teachers and students：共生性师生关系

师生互动:the interaction between teachers and students | 共生性师生关系:commensal relationship between teachers and students | 合作型师生关系:co-operative relationship between teachers and students