1) knowledge teacher
知识型教师
1.
Then they back to the olds ways—knowledge teacher.
但是教师在面对众多选择的时候往往不知所措而失去了改革的信心,从而走向了在我国影响深远的知识型教师的老路,对这条熟悉的道路人们往往意识不到它的缺陷。
2) teacher knowledge
教师知识
1.
The study of teacher knowledge shall be carried out both on the level of knowledge possessed by all teachers and on the level of teacher s personal knowledge.
对教师知识的探讨,不仅要从教师整体知识的层面进行,在一般意义上探讨,更要从教师个体知识的层面进行,从具体意义上探讨。
2.
According to the mainstream model of teacher knowledge,the pedagogical content knowledge is the unique knowledge domain of teacher and the sign to differentiate the expert teacher from the inexpert teacher.
教师知识的主流模型认为,教学内容知识是教师独一无二的知识领域,也是区分专家教师与非专家教师的标志。
3.
In the setting,teachers professional activities are based on a type of knowledge,which is called teacher knowledge.
在这一场景中,教师的专业活动依赖一定的知识基础,即“教师知识”。
3) teachers knowledge
教师知识
1.
Furthermore,the research on teachers cognition has also turned from the research on teachers decision,perception and thinking to the research on teachers knowledge.
西方国家对教学的研究从教师的行为转向了教师的认知,而对教师认知的研究也从对教师决定、感知、思维等的研究转向了对教师知识的研究。
2.
Through analyzing teacher quality and classification on teachers knowledge , this article notices that researcher only attented to teachers knowledge in the past, but paid no attention to practical knowledge.
本文从内部着手,通过对教师素质构成的分析和对教师知识的分类,认为在以往的教师教育中只注意到教师的“内容知识”,而没有认识到教师的“实践性知识”,提出应从提升教师实践性知识来促进教师职业的专业化,并给出了相应的措施。
3.
Along with the deep expansion of the new curriculum reform of basic education in China,teachers knowledge and teacher education will face new questions and challenges.
随着我国新一轮基础教育课程改革的深入开展,教师知识及教师教育将面临新的问题和挑战,因此,教师知识需要重新建构。
5) teachers knowledge education
教师知识教育
6) teacher's personal knowledge
教师个体知识
1.
In this thesis, the author, by applying the approaches of theoretical analysis, quantitative and qualitative research methods, regarding more than 800 teachers in middle and primary schools as research objects,explores the composition, application and acquisition of teacher's personal knowledge.
本研究运用理论分析、量化研究和质性研究结合的方法，以800余名中小学教师作为研究样本，对教师个体知识的构成、应用和获得进行了探讨。
补充资料：创造型教师
创造型教师
creative teacher
创造型教师(efeativet。acher)能够运用创造学原理、原则和方法进行创造教育、培养创造型人才的教师。其主要特点是:(l)富有独创精神，敢f标新立异，能够努力挖掘建设性和创造性力量。(2)能够进行创造性教学，在教学中能促进学生自己主动地学习，采用专门的创造性思维训练法促进学生创造性思维的过程，给学生创造更多的机会去接触了解各种材料、工具、概念和结构，促进学生智力的灵活性。(3)能够不断革新教材，赋予教材以新意和活力。(4)具有完善的智能结构，有渊博的知识、科学的教学技能和多方面的教育信息。(5)摒弃传统的教育观念，对学生的创造性活动积极参与和支持。(6)摒弃权威态度，具有民主的宽容的品格和幽默感。 (张明撰程姻吴万森审)
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