引导者

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。

It's not only a major task of curriculum implementation, but also a great contribution to it and a symbol of the success in the process. At the very beginning of curriculum implementation, the principle should be a host, to be more exact, an encourager or advocator who introduces the new curriculum into the school. During the whole process of curriculum implementation, the principle should change into an assessor who gives proper suggestion and corrects the way in time.

在课程实施的初始阶段，校长应是"开门揖客"，是把新课程引入学校的"鼓吹者"和"倡导者"，是教师学习新课程知识，树立新课程理念的"辅导员"和"引导者"；在新课程实施的过程中，校长应自始至终是新课程教学和教师教学实践方式转变的"评价者"和"修正者"；最终成为学校新课程文化的缔造者和领导者。

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。

The guide, the fosterer, the participant and the information provider manifest.

者、引导者、鼓励者、参与者及信息提供者体现出来的。

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。

In order to seamlessly combine NSGA-Ⅱ and the greatly different MOPSO, the special concepts (particle and its velocity, Pbest and leader) for MOPSO were dealt with within the scope of NSGA-Ⅱ: 1 particle in MOPSO was considered to be equivalent to offspring individual in NSGA-Ⅱ; 2 the concept of velocity fell into disuse; 3 the concept of Pbest also came into disuse. Instead of that, for each dimension of a particle, the nearest one among its nondominated individuals in parent population was used; 4 the leader of a particle was the individual with largest sparse degree among parent population or selected from parent population by binary tournament selection method, which of them taking effect lies on the predefined probability. In addition, a new concept, i.

为使这两种差异较大的算法实现无缝融合，在NSGA-Ⅱ算法范围内对MOPSO中特有的概念粒子及其速度、Pbest、引导者进行处理：1粒子对应于NSCA-Ⅱ中子代群体的个体；2不再使用粒子速度概念；3不再使用粒子Pbest概念，代之以从父代群体中为每个粒子的每一维寻找一个最近的该粒子非支配个体；4每一个粒子的引导者可以是父代群体中稀疏程度最大的个体或者是按照二进制随机竞赛选择方法从父代群体中选择的一个个体，具体哪一种方式发挥作用依赖于预先设定的概率。

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。

Each place a lightning bolt zigs or zags is where one leader stopped and another one started.

每一处闪电的转弯处便是一个引导者的结束，另一个引导者的开始。

A dance position where leader and follower are side-by-side facing the same direction with leader's right arm wrapped around follower's waist holding follower's left hand and leader's left hand and follower's right hand are connected in front of the bodies at about waist level.

Cuddle Position 拥抱位置：舞伴两人并肩面向面相向，引导者右臂环过被引导者的腰部握住被引导者的左手，引导者左手与被引导者的右手在两人身体前方约腰部高度相握，也可以左右位置相反过来做。

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。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。