查询词典 kindergarten teachers

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。

According to performance degree of the positive symptom as the below: compulsion, physical symptom, human sensibility, antagonism, depression, bigot, anxiety, terror, and psychoneurosis; the mental health state of the primary school teachers is better than the middle school teachers; the senior middle school teachers have the worst mental health state; the mental health level of male teachers are equal to the female teachers; the mental health level of the teachers in charge of classes are equal to the teachers not in charge of classes, there is not notable difference; the teachers mental health level in each age-phase almost the same; the factors of the primary and middle school teachers divorced are higher than the single teachers and the teachers married, there is not notable difference.

本研究采用SCL-90临床症状自评量表，对258名中小学教师进行测试，探讨中小学教师心理健康的状况，结果表明：中小学教师的心理健康水平低于全国普通人群，心理健康问题的检出率为15.9%，按其阳性症状的表现程度依次为：强迫、躯体化、人际敏感、敌对、抑郁、偏执、焦虑、恐怖、精神病性；小学教师的心理健康状况比中学教师好，高中教师的心理健康状况最差；男女教师心理健康水平在总体上基本相当；班主任和非班主任的心理健康水平基本相当，没有显著差异；各年龄阶段的教师心理健康水平基本相当；离婚的中小学教师各因子分略高于未婚和结过婚的教师，但差异不显著。

Schools adhere to the "Education is the fundamental quality of life, school is the soul, teaching-centered, teaching and research as the guide, teachers are the key" school of thought, the implementation of "great works","Dracocephalum project" Forging-class team, 283 full-time teachers, 86 senior teachers, teachers of 115 level, including national excellent teachers, the backbone of the national teachers 5 class teachers in 4 people in Hebei Province, Hebei Province, outstanding teachers, teachers in 14 provincial-level key, Handan City, top-notch talent, exemplary teachers, and 19 outstanding teachers.

学校坚持&育人是根本、质量是生命、校风是灵魂、教学为中心、教研为先导、教师是关键&的办学思想，实施&名师工程&、&青兰工程&锻造一流队伍， 283名专任教师中，高级教师86人，一级教师115人，其中全国优秀教师、国家级骨干教师5人，河北省特级教师4人，河北省优秀教师、省级骨干教师14人，邯郸市拔尖人才、模范教师、优秀教师19人。

The result shows that: with the expansion of teacher education space, the reform and development of Chinese teacher education is much closer or equal to that of the international teacher education. The transitional stage and education reform in China puts forward a new demand for P. E. talents. The innovation as to education object, specification and curriculum arrangement raised in P. E. Curriculum Arrangement for Chinese Universities with four-year Program published in 2003 meets such a demand, and narrows the gap of education development in high P. E. academy between China and foreign countries. P. E. teachers abroad are usually cultivated by comprehensive universities, the cultivating objectives are verified, and generalists adapted to social development are emphasized. Cultivating mode abroad are various, with "open-type" or "non-directional type" as the main mode, and 4-year program, 5-year program, and 3-year program serve as the main form of education system. Curriculum arrangement abroad stresses general education, with foundationalization, normalization, objectification, optionalization, miniaturization, internationalization and syntheticalization as its characteristics and it employs credit system. The close-typed cultivating mode of P. E. academies in China should be gradually transformed into open-type or multi-type, cultivating generalists instead of specialists, and further constructing a new one with several cultivating types co-existing. Orientation of P.E. teachers in China should follow standard principle, coordination principle, experience principle and resource principle. To improve P.E teacher education in China, the following measures can be taken: relevant laws and regulations should be made for orientation; P.E teachers" training organization should be encouraged to participate in orientation; extension and connotation of P.E. teacher education should be expanded; resources should be optimize; systematic P.E. teachers" orientations should be organized;"Life P.E. Teacher Qualification "should be changed; useful-life should be set for P. E. teacher qualification; P.E. teacher qualification should be regularly authenticated; On-job training of P. E. teachers abroad tends to be systematic, but in China P.E. teachers" on-job training and prevocational training are separated; therefore measures must be taken to change this circumstance and thus speed up the systematic process. Factors concerning constructing a new system of P. E teachers are the following: reconstructing resources, making P.E. teachers" cultivation, orientation and training systematic, establishing a mechanism for encouragement and punishment, making school-based training and college training systematic, and setting up a mechanism combining directional training with non-directional training.

研究结果表明：随着教师教育革新空间的拓展，我国体育教师教育的改革与发展水平逐步与国际体育教师教育发展趋于接轨化。2003年颁布的《全国普通高校体育教育本科专业课程方案》在培养目标和规格、课程设置上的创新性，适应了我国社会转型和教育改革对体育教育专业人才的需求，进一步缩小了与国外高等体育院系教育发展的差距；国外体育教师一般由综合性大学或文理多科性大学培养，培养目标多向化，以培养适应社会发展的通才型人才为主；培养模式灵活多样，多数以"开放型"或"非定向型"培养模式为主，学制多以4年制、5年制、3年为主；课程设置上注重通识教育，突出基础化、师范化、针对化、选修化、小型化、国际化和综合化特点，实行完全学分制的教育管理制度；我国普通高校体育教育本科专业人才培养模式应该由封闭性转向开放式混合型的人才培养模式转变，由专才型转向复合型人才培养模式转变，构建多种类型并存的人才培养模式；我国体育教师入职教育革新应遵循的原则是本位原则、协同原则、经验原则和时间与资源原则，改进措施有：做好入职教育的法规化、制度化建设，激励体育师资培育机构参与体育教师的入职教育，拓展体育教师教育的外延和内涵，优化整合资源，系统组织体育教师的入职教育，改变体育教师资格"终身制"，设定体育教师资格有效期限，推行教师资格定期认证制度等；国际上体育教师在职培训体系显现了体育教师教育一体化的发展取向，但我国体育教师的在职培训与职前培养存在分离性，必须采取改革措施，加速我国体育教师教育的一体化进程；构建体育教师教育新体系的实施要素是：重组资源配置，实现体育教师培养、入职和培训一体化，建立奖惩机制，实现校本与院校培训一体化，建立体育教师定向与非定向培养培训有机结合机制。

So my mother gave him more good to talk about kindergarten, kindergarten and told him that every child must grow up to go over the side, he can also point to the material rewards, loaded into a small bag, he let him go to kindergarten, home can also go to the same class of children to play at home, so he naturally has a good partner willing to go.标签: cry , home , kindergarten

所以妈妈要多给他讲讲小宝宝园的好，并告诉他小宝宝园是每个小朋友成长过程中必须要去的过方，也可以给他点物质奖励，装到他的小书包里让他带到小宝宝园里去，回家后也可以把同班的小朋友请到家里来玩，这样他有了好的伙伴自然就愿意去了。

As an "acceptor", the teachers" professional development will be influenced by many exterior factors, namely the restrictions and limitations, which includes the factors from the society and school which are expounded on from the outside to inside and one tier after another. As a "subject", the impellent of the teachers" subjectivity plays an essential role in their professional development by reasons of the intrinsic factors-teachers" activity, sociality, independence and creativity, that is the teachers" subjectivity in the professional development. As an "object", teachers have obvious characteristics and relatively centralized needs and attention in their development, so the teachers"development is quite different from other professional development in developing phases and training modes, viz, the uniqueness of the stages of the teachers" professional development. The factors analysis connotes two clues. One is the lognitudinal analysis from "acceptor" to "subject", the other is lateral analysis from the "object".

外在影响因素包括社会影响因素和学校影响因素两方面，采用由外向内，逐层递进的考察方式；第二个层面是把教师看作"主体"，教师在专业发展中不只是被动地接受外部的影响，教师本身具有能动性、社会性、自主性和创造性，教师要受到自身各种内在因素的影响，教师专业发展要考虑教师主体性的发挥对自身发展的推动，即"教师专业发展的主体性"；第三个层面是把教师看作"本体"，教师在专业发展中具有相对明显的阶段性特征和相对集中的教师发展需要与教师关注点，教师专业发展作为一种相对独立的专业发展历程，有区别于其他专业发展历程的独特的发展阶段特点和培养模式，即"教师专业发展的独特阶段性"。

This thesis is divided into four parts, first part one has explained the background of the research, puts forward to the problem of the thesis, thinking and method; The second part two has introduced the overview of northwest under developed area, and analyzed the characteristic of local university"s scientific research of northwest under developed area and the demand of young teachers; The third part, according to the current situation motivation of scientific research the young teachers of local university in Gansu as the individual case, carrying on comparative analysis to local university"s young teacher"s scientific research in Gansu Province; The forth part has combined the typical case - the current situation of Gansu Province, put forward the measures to the northwest under developed area that concerning the scientific research motivation for young teachers: Intensity of research funding of the young teachers should be moderate; Young teacher"s assessment of results should not give priority to symbolic achievements and patent for invention; the structure of graduation school the young teacher of local university should be optimized; It is necessary to strengthen the training of the scientific research of the young teachers;It is necessary to set up the teachers sabbatical leave system and improve the system of floating of teachers of local universities.

因此，本研究选择了甘肃地方高校青年教师的科研激励问题作为论文的个案，力图对西北欠发达地区地方高校青年教师的科研激励问题提出对策性建议。本研究共分为四部分，第一部分阐述了研究背景，梳理了相关的文献资料，提出研究的问题，思路和方法；第二部分首先介绍了西北欠发达地区概况，并对西北欠发达地区地方高校科研的特点及青年教师的需求特征进行了分析；第三部分由于甘肃地方高校青年教师科研激励现状在西北欠发达地区地方高校中具有典型性和代表性，以甘肃省地方高校青年教师科研激励现状为个案，对甘肃省地方高校青年教师科研激励措施进行了比较分析；第四部分结合个案——甘肃省地方高校青年教师科研激励的现状，提出西北欠发达地区地方高校青年教师科研激励问题的对策性思考：科研资助强度应适中；成果鉴定不宜以标志性成果和发明专利为主；优化地方高校青年教师学缘结构；加强地方高校青年教师的科研培训；建立学术假制度以及完善地方高校人才流动制度。

Finally, measures and suggestions for solution were proposed aiming at these problems of secondary and primary school teachers in Wuchuan county . 1. Reform of the personnel distribution system and whole staff engagement system should be performed as soon as possible 2. System of selection of high and elementary schoolmasters should be reformed, perfecting schoolmaster responsibility system, reducing organization refinedly, compressing non-teaching personnel proportion, improving administration level of school. 3. Taking powerful measures to stabilize high and elementary school teacher"s team. 4. Executing "the Excellent Teacher Project of Century" to train all teachers, building teachers training mode according to current county"s practices and school"s characteristics to improve teachers" quality. 5. Increasing the adjustment for deployment and optimizing teachers resource configuration to improve the quality of elementary education. 6. Introducing talents actively and strengthening high school teacher team"s construction to satisfy the needs of the development of high school education.7. Strengthening teachers" moral education to improve teachers professional moral level.

最后，针对武川县中小学教师队伍中存在的这些问题，提出了解决的对策与建议：加快人事分配制度改革，全面推行教职工全员聘用制；改革中小学校长选拔任用制度，进一步完善&校长负责制&，精简机构，压缩非教学人员比例，提高学校的管理水平；切实采取各种有力措施，稳定中小学教师队伍；实施&跨世纪园丁&工程，进行全员教师培训，建立符合本县实际和学校特色的教师培训模式，提高教师队伍的整体素质；加大布局调整力度，优化教师资源配置，提高基础教育的质量；积极引进人才，加强高中教师队伍建设，以满足高中教育发展的需求；加强师德教育，提高教师的职业道德水平。

As of Tuesday, Google's results were still censored in China.

截至周二，谷歌的搜索结果仍受中国审查。

In order to make the positive action increase and negative one decrease, the sub-forces of the social factors must be adjusted to form a centripetal force.

在这一过程中，人的主体性发挥是社会有机体健康发展的灵魂。