查询词典 teacher

However, what kind of teacher-student relationship is helpful to students' learning and development? Rogers (1961) indicated that the relationship between teacher and student is similar with that of therapist and client. From the theory of self psychology, could a teacher, as a good selfobject, influence the self and personality development of students?

Rogers认为教学者与学习者的关系类似於心理治疗中治疗者与个案的关系，若从自体心理学的理论来分析，教学者可否如治疗者一样，扮演一个「重要的自体客体」角色，不仅影响学生的学习，且对学生自我的概念，甚至人格的建构有一定程度的影响？

The present age China, teacher special field develop the focal point already becoming education reform attention, junior middle school thought morality class teacher special field develops concretization in being that teacher special field develops in ideological and political education.

当代中国，教师专业发展已成为教育改革关注的焦点，初中思想品德课教师的专业发展是教师专业发展在思想政治教育中的具体化。

Previously was a male teacher of geography, in particular, violence, and who is a talk or walk is to punch up God, but do not fight girls, there's a new girl did not know, but also that the equality of the sexes, she was class Touzhuo read comics, have been Geography teacher found, and walked in front of her years, yet any indication that female students first, scared little face pale, shouted: indecent assault ah ~ we have a teacher of geography Falls Khan

以前地理老师是个男的，特别暴力，谁一说话或走神上来就是一拳，但不打女生，有个新的女生不知道，还以为男女平等，有一次她上课偷著看漫画，被地理老师发现了，走到她面前来，还没任何表示，这女同学先吓的小脸煞白，高呼：非礼啊~我们地理老师瀑布汗

Field research, conducted with the principle of choosing an ordinary teacher and reviewing its reflective behaviors in teaching, have shown that the research results of previous studies in contents and methods of reflection, and influential factors in this process. Specifically, the survey reveals the teacher"s reflection on teaching process, teaching environment, and characteristics, strong points and weak points etc.; reflective methods adopted by the teacher, such as individual preparation for lessons, postscripts, annual summary, thesis papers, reading theoretical documents, and talking with students and colleagues, and network; factors influencing reflection such as a school"s teaching environment, life pressure and personal commitment.

通过对本着从具体的生活场景中选择一位普通教师，并对其教学反思的行为进行实地考察的原则来选择的考察对象的研究发现，已有研究所提出的一些反思内容、方法和影响因素在教学实践中有所体现，诸如对教学过程、教学环境、自身的特点和优缺点等方面的反思；采用个人备课、教后记、学年总结、论文、阅读理论文献、与学生谈话、同事、网络等教学反思方法；学校教学环境、生存压力、个人信念等教学反思的影响因素。

At present, many teacher graduates from normal schools find it difficult to apply advanced teaching ideas and methods they've learned in classrooms,to say nothing of those teachers without any formal pre-service training. To a certain extent,this problem has resulted in widening theory-practice gap in teacher education, and adversely affected teacher professionalisation as well.

目前，很多师范的高校毕业生甚至还有受过职后培训的教师在进入岗位以后，不知道如何把先进的教育的理念和方法运用到实际教学当中去，这在某种程度上导致了教师教育理念与教育教学实践相脱节的现象，也深深影响着教师专业水平的提高。

This article from the education idea, theteaching method, the knowledge structure, the teacher will continuethe ability, teacher's research ability, the curriculum resourcesdevelopment, the teachers and students relations seven aspects whichwill study to under the new curriculum teacher cultivates selfdiscipline carries on the concrete elaboration.

本文将从教育观念、教学方法、知识结构、教师继续学习的能力、教师的研究能力、课程资源的开发、师生关系七个方面对新课程下的教师修养进行具体阐述。

A series of related sub-studies were conducted on the influential factors, regulation patterns, features of self-regulation and the effective strategies of the teacher learning.In the first study, we interviewed 44 primary school and middle school teachers, through which, we made an exploratory work on the content of the teacher learning, the influential factors on their learning both individually and situationally, the traits of teacher learning behaviors and features of their control and regulation.

本研究尝试以学习化社会理论、自我导向学习理论和社会认知的自主学习理论为基础，在教师专业发展的背景下，讨论教师学习问题，探究教师在其专业发展过程中是如何学习的，围绕教师学习的影响因素，教师学习的调节模式，教师学习的自我调节特点，教师学习的有效策略等问题，展开一系列的相关研究。

Holding intimate teacher gave me an enthusiastic reply, I am reading over and over again, did not expect intimate teacher answers my question was so detailed and my troubles have been solved, I have one more for the future you can talk to a secret friend happy about it.

捧着知心老师给我的热心回信，我一遍又一遍地读着，没想到知心老师对我的问题回答得如此详细，我的烦恼也解决了，我为今后多了一个可以倾诉秘密的朋友感到高兴。

Elementary school ; teacher job stress ;teacher job satisfaction ; aborigine

国小教师；教师工作压力；教师工作满意度；原住民

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。

But this is impossible, as long as it is engaging in a market economy, there are risks in any operation.

但是，这是不可能的，只要是搞市场经济，是有风险的任何行动。

We're on the same wavelength.

我们是同道中人。