学校教师

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开展"上挂下派"活动，每年从城区学校中挑选2%的骨干教师赴农村、海岛等偏远学校支教，在农村学校中选拔一批教师到城区学校挂职锻炼。

The university hopes to use the related system, set up the post goal , standardize the role expectation, so as to stimulate the teacher's needs, excite motive of teacher and lead behavior of teacher, make their give play to inherent potentiality, integrate the whole goal of the school into teacher's personal goal, and work hard for reaching the goal .

学校希望运用配套的制度体系，设置岗位目标、规范职责要求，以此来刺激教师的需要，激发教师的动机，引导教师的行为，使其发挥内在的潜力，把学校整体目标与教师个人目标融为一体，并为实现所追求的目标而努力奋斗。

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"。

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.Analyzed from the perspective of teacher's life,teacher development implies much meaning of life and educational theories should care for life in many ways.

一、教育理论和教师发展在生命层面上的断裂教师发展中生命创造的缺失在学校研究性变革实践中，教师需要学习全新的教育理论、思维方式去应对、反省复杂的教育情境，改变自身在学校生活中的生存方式，实现自己在课堂教学中的生命创造，因为教师发展不能局限于专业发展。

In Great Britain and Ireland, the Moravian Church numbered on the 31st of December, 1906, 41 congregations, with a total membership of 6,343; an increase of 211 on 1905; 5,072 pupils attended Sunday schools, with 568 teachers; there were also 213 pupils, with 5 teachers, in 5 day schools, and 305 scholars, with 38 teachers, in 5 boarding schools.

在大不列颠及爱尔兰，摩拉维亚教会编号对1906年12月31日， 41岁的毕业典礼，共有成员6343年；增加了211对1905年； 5072名学生参加了周日学校，有568人的教师；此外，还有213名学生， 5个教师，在为期5天的学校，和305学者， 38个教师， 5个寄宿制学校。

To achieve this great vitalization, teachers of 21st century shoulder an important task.. At the turning of last century, the Ministry of National Education and the Chief Bureau of National Physical Education praised advanced individuals who had made contributions in the field of hygiene and physical education at schools in the past two decades, and selected 495 outstanding workers all over the country. In 2000, the Ministry of National Education chose 320 outstanding PE teachers at the primary and secondary schools as the national skeleton teachers to attend the National Training Program for the Teachers at Primary and Secondary Schools.

要实现中华民族的伟大复兴，21世纪的教师重任在肩，责无旁贷。1999年，国家教育部和国家体育总局对20年来在学校体育卫生工作领域中做出突出贡献的先进个人进行了表彰，在全国范围内评选出495名"全国学校体育卫生工作先进个人"。2000年，国家教育部又在全国中小学体育教师中选拔出320名优秀体育教师作为国家级骨干教师参加"跨世纪园丁工程中小学骨干教师国家级培训"。

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。

Situation of the utilization of experiment resources:(1) The opening up of the laboratory are relatively weak aspect, so, in these schools, students have few chances to do extra-curricular experiments;(2)Almost all of schools teaching experiment instruments are used, less instrument is not used, the main reason for not used is that these experiment instruments are irrelevant with materials or they are obsolete and damaged;(3) Teachers always experimentalize according to the teaching materials step-by-step, there is no improvement;(4) Most teachers don\'t pay attention to the evaluation of experiment result, students merely write expriment report;(5) The teachers have realized some significance of inquiry experiments, but have not begun action consciously.

从实验教学过程和实验资源开发利用情况看：(1)实验室的开放是比较薄弱的环节，绝大多数学校只有上实验课时才开放实验室，因此这些学校的学生进行课外实验和小制作的机会很少；(2)绝大多数学校实验教学仪器的利用情况较好，闲置仪器较少，其闲置的原因主要是实验内容与教材无关或仪器陈旧损坏；(3)实验过程基本上是按教材提供的步骤进行，教师对实验过程和教学仪器的研究和改进较少；(4)很多教师不重视对实验结果的评价，学生很少写实验报告；(5)教师对探究性实验的意义已有认识，但还没形成自觉行动。

In order to escplore the new models of cultivating in school, the essay tightly connects cultivating with teaching and research activities, based on developing teachers vacational level by modern information technoledge. Besides, during the process of founding the system of trainning teachers in school, we decide on our cultive target—promote the element educational reform by school internet, combing the facts of different schools. The cultive contnet should suit measures to different conditions, trying to synthesise and stress its practical function. When carrying out the cultive plan, we should sum up different models and explain its essence, steps and function so that we make the best choice. As to evaluational methods, we can take varied evaluational ways, including self-evaluation and evaluating each other by combination of fixing quality and quantity. At last, it is very necessary to found a special organization in order to form cultive web, make entire standarization, pay attention to develop resource and provide cultive guarantee.

本文在构建网络环境下中小学教师校本培训体系时，把以教师专业发展为本，以学校为主要研究基地，以现代信息技术为手段，以新课程的学习和实施为抓手，把培训和教研活动紧密结合、溶为一体，探索校本培训的新模式作为目标；把以基础教育新课程改革为出发点，在总目标的框架下，结合学校的具体实际，以校园网络为依托，来确定相应的培训任务，以促进基础教育课程改革的顺利进行作为任务；培训内容因人而异、因校而异，力求综合化，强调实用性与实践性；就相关的网络环境下校本培训模式进行了归纳整理，就每种模式的基本内涵、实施步骤加以说明，并对其功能列表进行比较，以便使用时更好地选择；运用多元评价和多样化评价方式，采取定性和定量相结合、自评和互评相结合、学校整体和教师个人发展相结合等灵活多样的评价方法，认真地进行科学的全方位的评价；建立一个专门的机构进行组织与管理：建立组织机构，形成培训网络，进行整体规划，优化培训机制，注重资源开发，提供培训保障。

The scholars are the facilitators and should provide effective help for the development of teachers and schools.

参与者角色入位是合作研究的必要条件：教师是行动研究的主体，要具有自主发展的意识；学校需要为教师作研究提供组织、物质及文化的支持；学者是促进者，应该根据学校的发展目标，为教师和学校的发展提供切实有效的帮助。

Neither the killing of Mr Zarqawi nor any breakthrough on the political front will stop the insurgency and the fratricidal murders in their tracks.

在对危险的南部地区访问时，他斥责什叶派民兵领导人对中央集权的挑衅行为。

In fact,I've got him on the satellite mobile right now.

实际上 我们已接通卫星可视电话了