1) in-service kindergarten teacher training
幼儿教师职后培训
1.
From the perspective of Dimensions of Learning, the author puts forward some concrete strategies for in-service kindergarten teacher training: Lead kindergarten teachers to build up positive attitude and perception on training and learning activities, and understand and master the training contents, and improve their learning abilities and thinking habits.
从学习维度论的视角出发,幼儿教师职后培训的具体策略主要包括:从情感维度引导幼儿教师对培训及其学习活动建立积极的态度和感受;从认知维度帮助幼儿教师理解并掌握培训内容;从思维习惯入手提高幼儿教师的学习能力。
4) kindergarten teachers after profession
职后幼儿教师
1.
This article mainly researches PCKS level and difference of kindergarten teachers before profession and PCKS level and difference of kindergarten teachers after profession,compares PCKS level and difference of kindergarten teachers before and after profession,and analyze the characters of teachers\' PCKS.
本文主要研究了职前幼儿教师科学教育知识的水平和差异、职后幼儿教师科学教育知识的水平和差异、职前与职后幼儿教师科学教育知识的水平和差异比较以及职前与职后幼儿教师科学教育知识的特点。
5) the teacher post-service training
教师职后培训
1.
It is a history task that the teacher post-service training will promote the teacher professional development.
教师专业化,是教师职业自身发展的必要途径和手段,而教师职后培训无疑承载着促进教师专业化发展的历史重任,是教师专业发展的必由之路。
6) in-service training for the science teachers
职后科学教师培训
补充资料：教师有参加进修和培训的权利
教师有参加进修和培训的权利：各级教育部门应组织教师参加进修或者其他方式培训。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条