- 更多网络例句与促进者相关的网络例句 [注：此内容来源于网络，仅供参考]
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Not only should the teacher be a good cooperator, a patient listener, but also a sincere appreciator and a director and a promoter of the students in their study as well.
教师不仅仅应是平等的合作者和谦虚的倾听者，而且应是真诚的赏识者、帮助者和引导者，同时也应该成为学生学习的促进者。
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New course reforms part of requirement teacher change, liberate from inside regarding the person that knowledge imparts as part of this one core only in the past come out, become the promoter of study, the culturist of the culturist of all sorts of the person that become the excitation of student learning namely, person that coach, ability and active individual character.
新课程改革要求教师转变角色，从过去仅作为知识传授者这一核心角色中解放出来，成为学习的促进者，即成为学生学习的激发者、辅导者、各种能力的培养者和积极个性的培养者。
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Aiming at the old ideas and behavior of primary and secondary schools teachers, the new curricula demand them acting some new roles in the curriculum implementation, and changing their roles from knowledge-transferee to learner, from dominator in classes to helper and guider of students" development, from passive curriculum player to positive curriculum constructor, from experientialist to researcher and from single person to others" cooperator.
针对原有课程体系下中小学教师的教育观念与行为方式，新课程蕴涵的新的教育理念期待中小学教师能以新的角色走进新课程，期待他们能由知识的传授者转变为学习的参与者、由教学的控制者转变为学生发展的引导者与促进者、由课程的被动执行者转变为课程的积极建构者、由经验型教师转变为研究型教师、由个体劳动型教师转变为合作型教师。
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From view of promoting the group, this paper analyzed the problem of current network of collaborative learning and proposes an ideal group of skills and effective organizational strategy.
本文主要从小组促进者的角度出发，分析了当前网路协作学习中存在的问题，并提出理想小组促进者运用的技能及有效的组织策略。
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In my opinion, in the new course reform, the roles of the- Chinese teachers are: 1. Imparter for the Chinese knowledge. 2. Promoter for study of students. 3. Developer for study motivation. 4. Constructor for class resources .5. Conductor for class teaching. 6. Organizer for teaching class. 7. Equal communicator with students. 8. Designer and carrier for teaching activity. 9. Valuator with fairness and justice. 10. Guider for psychological health. 11. Researcher for educational and teaching theory as well as practice.
因此，笔者提出自己的观点，认为在新课程改革中，语文教师应该是：一、语文知识的传授者；二、学生学习的促进者；三、学习动机的培养者；四、课堂资源的建构者；五、课堂教学的引导者；六、课堂教学的组织者；七、与学生平等交流的对话者；八、教学活动的设计实施者；九、公正合理的评价者；十、心理健康的指导者；十一、教育教学理论与实践的研究者。
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This research found: the tutor in the first operation cycle should be emplasized the roles of "supporter" and "facilitator ". In the second operation cycle ,the role of "guider" was emplasized . In the third operation cycle , the role of "reflecter" was emplasized .However the " supporter " and the "demonstrator" at the three operation cycles were need to funtion.
研究中发现：促进者在第一行动循环首重「支持者」和「协助者」角色；在第二行动循环中，著重在「引导者」角色；在第三行动循环，著重在「反思者」角色；而「示范者」以及「支持者」角色，在三个行动循环中皆须发挥功能。
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Chapter Four answers the third research question by further examining the role of triadic interpreter as communication facilitator.
基于实证调查的结果，第四章通过引入交际学的概念，论证了三方口译的交际本质以及有效交际在三方口译中的体现，从理论上进一步验证了译员作为交际促进者的角色定位，并且阐述了译员作为交际促进者面临的更多挑战，包括要求承担更多的责任，提高处理角色冲突的能力，以及锻炼更为出色的交际能力。
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This thesis positions counselors as guides in accelerating life conversion of university students, namely, organizers in students'moral education, managers and servants of students'affairs (study directors, directors of students'career planning, psychological consulters, directors of technological culture and association activities), promoters of social conversion of university students.
本文将辅导员定位为&促进大学生人生转变的引路人&，并通过以下角色具体完成：学生思想政治教育的组织者、学生事务的管理者与服务者(学习引导员、职业生涯规划指导者、心理咨询师、科技文化及社团活动的指导者)、大学生进行社会化转变的促进者。
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The new mathematics curriculum yells mathematics teachers change traditional teachers" roles to nowadays teachers" roles. By analyzing the abuse of the traditional teachers roles and the requests about mathematics teachers which the new mathematics curriculum puts forward, we discover that from the lay of curriculum , mathematics teachers should actualize three facets changes as follows:from the single initiators of mathematics knowledge to the promoters of mathematics diathesis;(2)from the loyal executors of mathematics textbook to the devisers of mathematics instruction;(3)from the indoctrinators of mathematics knowledge to the organizers, guiders and participators of mathematics activity .
数学新课程呼唤数学教师由传统的教师角色向现代教师角色转变，通过分析传统数学教师角色的弊端及新课程对数学教师提出的要求，发现从课堂层面讲，数学教师角色主要要实现以下3方面的转变：(1)由单一的数学知识传授者向数学素质的促进者转变；(2)由教科书的忠实执行者向数学教学的设计者转变；(3)由数学知识的灌输者向数学活动的组织者、引导者和合作者转变。
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Therefore, the paper discusses how to resolve it. First, we should change the idea of education and promote the teachers" change from inculcating knowledge to facilitating the development of students. Second, we should improve the teachers" professional development and advance the teachers" change from pure curriculum executants to researcher and constructors. Third, we should emphasize the function of curriculum evaluation to develop education and promote the teachers" change from ultimate and only judge to stimulators of students natural development.
在此基础上，论文最后提出了促进初中语文教师对新课程教师角色适应的建议：转变教育观念，促进教师由知识灌输者向学生发展的促进者转变；提高专业化水平，促进教师由课程单纯的执行者向研究者和建构者转变；重视课程评价的教育发展功能，促进教师由终结性和唯一性裁判者向引导学生自主发展的激励者转变。
- 更多网络解释与促进者相关的网络解释 [注：此内容来源于网络，仅供参考]
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counselor：咨询者
教师的主要作用不再是讲解语法知识,而是扮演学生学习促进者(learning facilitator),同时在不同的场合还扮演不同的角色,如导演(director)、咨询者(counselor)、参与者(participant)等.
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facilitate：促进
但一般而言治疗者与其说是带领,不如说是「促进(facilitate)」,是跟随者(follower)而非带领者,团体的方向是由成员的需要所决定的. 精神动力取向的团体治疗师,其主要的治疗工具是治疗题材的过程. 为了符合带领者/促进者的角色,
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promoter：促进者
萨伊不满意以前使用的"承办者"(undertaker )和"促进者"(promoter)这样的词语,于是创造了一个新的表达方式" 企业家"(entrepreneur). 萨伊在1800 年时曾经这样说过,企业家"将资源从生产力和产出较低的领域转移到生产力和产出较高的领域.
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United Advocates of Statehood：州地位促进者联合会
United Nations Observer Mission in Nicaragua;联合国尼加拉瓜观察团(联尼观察团);;联尼观察... | United Advocates of Statehood;州地位促进者联合会;; | United African National Council;联合非洲人全国委员会;UAN...
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stimulative：刺激/促进因素/刺激的/促进的
stimulation /刺激/激励/鼓舞/ | stimulative /刺激/促进因素/刺激的/促进的/ | stimulator /刺激品/激励者/
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facilitating agencies：促进 通的代 人
Extremely hazardous waste 非常危险的废弃物 | Facilitating agencies 促进 通的代 人 | Facilitators 促进 通者
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Facilitating：促进
为了与传统教育中教师所担负的职责与所起的作用及所用的方法相区别,我们可以将"教师"称为"促进者",他的任务是"促进"(facilitating)学生发展,而不是传统教育中"训练"(eduaining)或"教导"(teaching)学生.
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Facilitating：推进促进
Fabrication 装配 | Facilitating 推进促进 | Facilitator 推进者促进者
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Facilitators：促进者
凯米斯认为三种行动研究的差异主要是由外来研究者作为"促进者"(facilitators)不同程度地介入行动研究的结果. 在他看来,技术的行动研究是外来研究者过度介入而导致的"最坏的情况". 当外来研究者怂恿教师在他们的实践中验证某种"发现"时,
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Facilitators：促进 通者
Facilitating agencies 促进 通的代 人 | Facilitators 促进 通者 | Facility decisions 设施决定