2) non-expert teacher
非专家教师
1.
Fifty five sessions of classroom instruction of expert and non-expert teachers were videotaped and then were coded in terms of the way and the content of classroom discourse.
采用课堂观察与录像法,比较分析了55节小学数学课中专家教师与非专家教师在课堂对话方式与内容方面的差异。
3) expert teacher
专家教师
1.
Fifty five sessions of classroom instruction of expert and non-expert teachers were videotaped and then were coded in terms of the way and the content of classroom discourse.
采用课堂观察与录像法,比较分析了55节小学数学课中专家教师与非专家教师在课堂对话方式与内容方面的差异。
2.
Through interviewing five expert mathematics teachers after watching purposefully selected videos, and analyzing the transcripts of interviews qualitatively, it was found that the expert teachers evaluate mathematics lessons from the following dimensions, i.
一线专家教师如何进行数学课评述在以往的研究中关注较少。
3.
Based on the features of the knowledge structure of secondary school mathematics expert teachers, using the examples of developing 109 subject leading teachers, the authors summarized a series of developing models for expert teachers.
本文基于中学数学专家教师知识结构的特点,以109个省级学科带头人的培养为例,提出了以"送培到校"为主,"集中讲授"、"学术研讨"、"网上学习"和"教育考察"为辅的专家教师培养模式,并详细论述了该模式在实践中应用的情况。
4) expert teachers
专家教师
1.
This study used questionnaires to assess the subject matter knowledge of thirty two elementary mathematical teachers including expert teachers and non-expert ones with a ratio of 50/50.
经采用问卷测查法,考察了32名小学数学专家与非专家教师①的学科知识。
2.
Therefore,the research focuses on expert teachers and novice teachers in senior high school to fred out the differences from questioning in class,which can be the reference for the novice teachers\' professional growing up.
专家教师设计的问题条理清楚,表述简洁明了,问题的认知水平恰当,并能将物理方法融入物理问题中;新手教师设计的问题多且无条理性,表述比较随意,对问题的认知水平把握不当,不善于将物理方法融入物理问题中。
5) novice teachers and expert teachers
新手教师与专家教师
6) expert teacher
专家型教师
1.
The Comparative Research of Teaching Strategies among Novice, Proficient and Expert Teachers;
新手—熟手—专家型教师教学策略的比较研究
2.
The study selects 3 novice and 3 expert teachers, and analyzes novice and expert teachers’ texts of activity observing adopting content analysis method.
本研究选取新手与专家型教师各3名,采用内容分析法对新手与专家型教师的活动观察记录进行分析,结果发现新手与专家型教师的文本在"外在—内在""教师—幼儿""单一—多样""表面—深刻""指令性词汇—建议性词汇"等方面存在差异,并讨论了新手与专家型教师的活动观察文本在指向性、概括性和弹性上的具体表现。
3.
Theories of teacher academic development initiated the growth ideas of expert teacher.
教师专业分段发展理论倡导"专家型教师"的成长理念。
补充资料：专家称“致癌花木”多在园林
不少媒体相继报道了中国疾病预防控制中心关于52种植物含有致癌物质的消息，引起了广大养花爱好者的关心和注意。但专家称，这些植物多种植在园林中，市民不必担心。
据园林专家介绍，所说的52种含有致癌物质的植物中，直接种养观赏在家庭里的只占少数，多数种植在园林中或属于中草药植物。目前，居民家中种植的一般为变叶木、细叶变叶木、红凤仙花、红背桂花、鸢尾，偶尔还有曼陀罗。所以，养花爱好者不必对种植在家中的花木惊慌失措。
大多数家庭养种的花木都有净化空气、美化环境的作用。专家建议，一般可选择长期对人体有益的花木，如巴西木、铁树、虎尾兰、冷水花等。同时，园林科研部门将加强对观赏花木和庭院树种的研究，使人们能有针对性选择有益的花卉美化家庭环境，提高生活质量。
据园林专家介绍，所说的52种含有致癌物质的植物中，直接种养观赏在家庭里的只占少数，多数种植在园林中或属于中草药植物。目前，居民家中种植的一般为变叶木、细叶变叶木、红凤仙花、红背桂花、鸢尾，偶尔还有曼陀罗。所以，养花爱好者不必对种植在家中的花木惊慌失措。
大多数家庭养种的花木都有净化空气、美化环境的作用。专家建议，一般可选择长期对人体有益的花木，如巴西木、铁树、虎尾兰、冷水花等。同时，园林科研部门将加强对观赏花木和庭院树种的研究，使人们能有针对性选择有益的花卉美化家庭环境，提高生活质量。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。