查询词典 supply teacher

To time;Appear the phenomenon that more than ten a students carry out homology operation in the campus net Central Standing Committee, so consider the control that erupt the information;Student the exploitation network pretends the industry, the teacher wants to be at home to stir the number interview school network, the student status management information delivers on the net, so also want the safety that consider the network, preventing the black a breakage network, student copy homework;Campus net again is tool that teacher to face to the different knowledge level of structure, student with transact the personnel, it help us betterly exaltation teaching level, transact the efficiency with study the interest, so the application should be simple with the management easy line, interface amity, not proper too the profession turns.

校园网的建设主要是为了教学应用，而多媒体辅助教学和多媒体教室是教学应用的核心，在网络建设时应考虑多媒体信息的特点，如信息量大，对时间延迟敏感等；在校园网中常会出现几十个学生执行相同操作的现象，所以要考虑并发信息的控制；学生利用网络做作业，教师要在家拨号访问学校网络，学籍管理信息在网上传输，所以也要考虑网络的安全性，防止黑客破坏网络，学生抄袭作业；校园网又是面向不同知识层次的教师、学生和办公人员的工具，它帮助我们更好地提高教学水平、办公效率和学习兴趣，所以应用和管理应简便易行，界面友好，不宜太专业化。

My Maths teacher is Mr. Hu, he's a good teacher.

我的数学老师是胡老师，他是一位很好的老师。

The impresario if class's and grade's pedagogues, the organizer and the shepherd, shows loving concern the student is the essential requirements which proposed to the teacher in charge, raises new person's objective request, is communicates the teacher in charge and the student mind bridge, is to the student universal love mood need.

班主任是班级的教育者、组织者和指导者，关爱学生是对班主任提出的基本要求，是培养新人的客观要求，是沟通班主任与学生心灵的桥梁，是对学生博爱情怀的需要。

Although it seemed wrong at the time, because I was so young and impressionable, I thought that the teacher must be right because he was the teacher.

尽管这种说法当时就是错误的，但是由于我那时还很小很单纯，我认为因为他是老师他肯定就是正确的。

This is the difference between an effective teacher and an ineffective teacher.

这之间的区别是一种有效的教师和一个无效的老师。

However, the aim of this training form is to foster the new type teacher adapting to the requirements in the informational times, which mostly based on the traditional instructional theory and design idea. The sharp contrasts between this kind of training object and theory basis, instructional behavior lead to the greatly inelasticity of training, which couldnt help teacher face to the challenge in the new time.

然而，以培养信息时代新型教师为目标的教师教育技术培训却大多建立在传统教育理论和设计思想的基础上，这种培养目标与理论基础、教学行为的巨大反差严重影响了培训的质量和效益。

When the instrumental value of learning educational theories is emphasized,its meaning of life is hidden in teacher development,so as to break educational theories and teacher development in the aspect of life.

在强化教育理论学习的工具价值的同时，教育理论在教师发展中的生命意义被长期地遮蔽了，以致它们在生命层面上发生了断裂。

It wouldn't make a difference if we were to simply believe in a high school teacher because Jesus didn't provide intellectualism any more than a high school teacher did.

不会！因为实在没有那个必要，我们不必信他，去信中学老师就够了，因为耶稣提供的常识理性并没有比一个中学老师提供的更多。

This paper has proposed the following explanation for this topic based on Social Couplings by Maturana, a cognitive biology scholar, organic view by Cooley, a symbolic interactionist , and model of a system in equilibrium by Argyle, a social psychologist:(1) the interaction is an act sequence of "hint-choice";(2) All the teacher and students in mathematics classroom have contributed to the formation and modification of consensual domain;(3) consensual domain in mathematics classroom is not an independent reality;(4) teacher and students' perception to consensual domain in mathematics classroom shall guide their behavior;(5) The coupling standard of consensual domain is not fixed for all observers;(6) the effect of mathematics enculturation should be reinterpreted.

本文整合认知生物学学者Maturana的社会耦合理论、符号互动论学者Cooley的有机观，以及社会心理学者Argyle的均衡系统模型，对共识域之本质与功能提出下列解释作为回应：(1)数学教室内的互动是一「暗示—选择」的行为序列；(2)师生皆对数学教室系统共识域之成型与改变有所贡献；(3)数学教室系统内的共识域并非独立於观察者之客观实在；(4)师生个体对数学教室系统共识域的知觉会指引师生的个体行为；(5)观察者描述数学教室共识域的耦合标准有狭义与广义之分；(6)数学文化传承的必然性应予重新解读。

In March 2006, he joint the "Core Teacher Training Program" in Interuniversity Microelectronic Center and KU Leuven, which is supported by National Education Department, National IC teacher Training Center.

承担的教学工作包括本科课程"CMOS模拟集成电路设计"、"IC设计课程设计"，研究生课程"IC设计项目管理"，指导国家大学生创新实验项目两个。2006年3月参加了由国家教育部组织，国家集成电路师资培训中心和中国国家人才交流基金会联合举办的"集成电路骨干教师培训班"，赴比利时鲁汶天主教大学及IMEC进修学习。

The Porsche Owner: But it's my car!

可，这是我的车呀。

LOX_83}{Oh, another bunch of wackos.

{LOX_83}{呃，又一群怪人。