1) teacher in Boarding Kindergarten
寄宿制幼儿教师
3) Kindergarten teachers
幼儿教师
1.
Research and Treatment on the Occupation Pressure of Kindergarten Teachers in Zigong;
自贡市幼儿教师工作压力及应对策略的研究
2.
The kindergarten teachers’ teaching monitor ability is one of the key factors affecting the kindergarten group instruction activity success or failure.
幼儿教师的教学监控能力是影响幼儿园集体教学活动成败的关键因素之一。
4) Preschool teachers
幼儿教师
1.
Taking the first preschool education bachelor graduates job-seeking in Guangxi as a case, the paper analyzes some reasons for those high-degree preschool teachers job shifting and puts forward some suggestions.
幼儿教师作为教师队伍中的一个群体,其流动现象也是不可避免的。
2.
They often have no curriculum consciousness, working enthusiasm, and cooperative spirits as the result of low demands on their career credentials and low quality of preschool normal education, and negative influences of the traditional teachers culture and preschool teachers low .
园本课程开发是目前幼儿园课程建设的方向与策略,它对幼儿教师的专业化水平提出了很高的要求,但目前我国幼儿教师的课程理论水平偏低,课程观念陈旧,课程意识淡薄,工作热情不高,教师之间缺乏合作精神,无法满足园本课程开发对教师的素质要求。
3.
The research investigated 360 preschool teachers in some cities to analyse their basic status of emotion regulation types and its impact on job satisfaction.
本研究通过对部分省市360名幼儿教师的问卷调查,分析了幼儿教师情绪调节方式的主要特点及其对工作满意度的影响,结果表明:幼儿教师情绪调节方式比较具有适应性意义;情绪调节方式与工作满意度呈显著相关;容忍和情绪替代对工作满意度具有明显预测作用。
5) kindergarten teacher
幼儿教师
1.
Summarization on the documents of kindergarten teachers mental health in China;
我国幼儿教师心理健康研究述评
2.
The Construction and Preliminary Application on the Scale for Kindergarten Teacher;
幼儿教师胜任力问卷的编制及初步运用
3.
Tacit knowledge lead kindergarten teachers teaching actions,so obtaining and owning abundant tacit knowledge makes good for kindergarten teacher specialization.
缄默知识引导着幼儿教师的教育行为,获得和拥有丰富的缄默知识有助于幼儿教师专业成长。
6) preschool teacher
幼儿教师
1.
Research on Shanghai Preschool Teacher s Occupation Stress and Social Support;
上海市幼儿教师职业压力与社会支持研究
2.
A Study on the Occupational Pressure and Its Factors Effecting of Preschool Teachers;
幼儿教师职业压力及其影响因素研究
补充资料：JIT准时制生产(及时制生产)
JIT准时制生产(及时制生产)：是应用拉引式生产物流控制原理的方法。在生产系统中任何两个相邻工序即上下工序之间都是供需关系，如何处理这种关系，就是生产物流所要研究的问题。按照传统的生产计划组织生产(包括MRP)，物料根据预定的计划时间由供方向需方逐个工序流动。需求方根据上一工序送来物料的数量和到达时间进一步加工。需求方接受物料完全是被动的，如果出现不可预料的因素，物料可能提前或延迟到达。延迟到达将使生产中断，必须在生产计划中留有余地，以避免这种现象的发生。这样一来，必然存在或多或少、提前到达的现象，从而导致系统中库存量的上升，产生种种库存多余的弊病。JIT的方法改变了传统的思路，由需方起主导作用，需方决定供应物料的品种、数量、到达时间和地点。供方只能按需方的指令(一般用看板)供应物料。送到的物料必须保证质量，无残次品。这种思想就是以需定供，可以大大提高工作效率与经济效益。
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