1) teacher's subjective derivation
教师主体派生性
1.
The theoretical evidence of teacher′s subjective derivation and its presentation are discussed from the view on knowledge,goal,teaching,culture etc.
从知识观、目的观、教学观、文化观等方面探讨了教师主体派生性的理论依据及主要表现。
2) teachers subjectivity
教师主体性
1.
The key problem of the lack of educational subjectivity is the lack of teachers subjectivity.
教育主体性缺失是指教育主体的能动性、自主性、创造性、发展性和自我调节性等应有的属性没有得到合理发挥,突出表现在三个方面:学生主体性缺失、教师主体性缺失和教育管理者主体性缺失。
2.
Only if teachers are endowed with decision-power in school management,can teachers subjectivity be inspired,and can teachers self-identity be reinforced,then teachers positivity,motivation and creativity are mobilized,so that the quality of school education is further improved,simultaneously,the reaction optimizes school management,at last,the overall level of running a school is raised.
只有在学校管理中真正赋予教师主人翁权力,激发教师主体性意识,不断增强教师认同感、归属感,才能充分调动教师积极性、能动性与创造性,从而进一步提升学校教学质量,同时反作用于学校管理使之优化,进而促使学校整体办学水平的飞跃。
3) subjective teachers
主体性教师
1.
It s basically demanded in cultivation of subjective teachers that ideas of subjective teacher education be established, course of subjective teacher education be created, administrative techniques of subjective teacher education be carried out and integral system of subjective teacher education be founded.
确立主体性的教师教育观念 ,建立一体化的教师教育体制 ,创建主体性的教师教育过程 ,实行主体性的教育管理方式 ,是主体性教师素质的培养要求。
4) autonomy of individual teachers
教师个体自主性
补充资料：按劳分配主体作用质的规定性
按劳分配主体作用质的规定性，是指按劳分配在剩余价值分享中发挥主体作用所具有的性质与属性。
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