1) teachers for professional education in China and foreign countries
中外职教师资
1.
Comparation of the way to cultivate teachers for professional education in China and foreign countries;
中外职教师资培养途径的比较及其启示
2) vocational teachers
职教师资
1.
Based on the investigation of the demand of the teachers quality and practice abilities,aiming at cultivating the "double skilled" vocational teachers and satisfying the need of teachers professionalization development,Henan Institute of Science and Technology explored a new teaching practice model,which gav.
目前,"双师型"教师缺乏已成为制约职业院校发展的重要因素,针对这种现状,我校从培养"双技能"职教师资的根本任务和教师专业化发展的需要出发,在调查研究职教师资素质和实践能力要求的基础上,对职业教育师资培养实行了"双岗实习、置换培训"的实习新模式,学生的专业实践技能和师范技能有了显著提高,凸显了职业教育师资培养培训的"双师型"特色,实现了合作双方的互惠互赢,取得了良好的效果。
2.
Educating vocational teachers in German college not only contains strict enrollment condition,complete education structure and examination system,but also attaches importance to cultivating the ability of practice and teaching of the teachers.
德国职教师资的大学教育不仅有严格的入学条件、完善的教育结构和考试制度,而且很重视对教师专业实践和教学能力的培养。
3.
Making a general observation of developed countries experience about ensuring vocational teachers quality,we can sum up several aspects such as guarantee of origin,entering,post-vocation,practice,position guarantee,legislation guarantee and so on.
纵观发达国家职教师资的质量保障体系,大致可以归纳为来源保障、准入保障、职后保障、实践保障、地位保障、立法保障等几个方面。
3) vocational teaching staff
职教师资
1.
As an important part of vocational education,the training of vocational teaching staff is supposed to be deepened to promote the smooth and healthy vocational education in China.
教学改革是高校长期关注的热点,职教师资培养作为职业教育的重要组成部分,只有不断加大教学改革力度,才能促进职教师资培养教育的健康发展。
2.
With the rapid development of Chinese vocational education, the research and practice on the vocational teaching staff construction gradually come to moralization.
伴随着我国职业教育的迅猛发展,职教师资队伍建设的研究和实践逐步走上规范化的轨道。
4) teachers of vocational education
职教师资
1.
With the development of vocational education, the issues of teachers of vocational education has been a bottleneck in the good development of vocational education in our nation .
然而职教师资问题一直是制约我国职业教育健康发展的“瓶颈”,职教师资数量匮乏,总体素质不高,越来越难以满足职业教育发展的需要。
5) Vocational education teachers
职教师资
1.
Under the new position,China should further strengthen the construction of vocational and technical teachers\' colleges and the cultivation of eligible vocational education teachers,etc.
总结职业技术师范院校30年来的办学实践,提出适合中国国情的"实行两证书制,培养一体化师资"的职教师资培养模式,为我国职教师资的培养指明了道路。
2.
Through analyzing the market demand of vocational education teachers,the paper constructed a new training mode for vocational education teachers of mechanical design & manufacturing and automation specialty based on the subject characteristics of mechanical specialty,and finally elaborated its application results.
本文根据机械类专业的学科特点,通过对职业教育师资市场需求情况进行分析,构建了新型的机械设计制造及其自动化专业职教师资培养模式,并分析了其实践应用效果。
6) secondary vocational school teacher
中职教师
1.
Investigation and study show that teaching efficiency of secondary vocational school teachers is relative lower than general senior higher schools.
调查研究显示,中职教师较普通高中教师教学效能感明显偏低,究其原因,主要受学生能力和表现、教师学历和岗位变更及学校管理机制等影响,建议应建立激励性的教师管理机制,积极推进继续教育工程并促使教师掌握科学有效的自我完善手段,从而提高中职教师教学效能感。
2.
Investigation on the relative steps of in-service studying for master degree of secondary vocational school teachers in some region show that,the content relative to registration condition,examination subjects and acceptance standard should be improved more.
对区域中职教师攻读硕士学位有关环节的调查显示,有关报名条件、考试科目、录取标准等内容需要进一步改进。
3.
Professional development of Secondary vocational school teachers is the community s needs, and the needs of teachers personal growth.
中职教师的专业发展是社会的需要，也是教师个人成长的需要，中职专业课教师专业发展的特色内涵是成为“双师型”教师。
补充资料：师资
【师资】
（杂语）老子曰：“善人不善人师，不善人善人资。”今取而配于师弟，师者以道教弟子，故称为师。弟子者资助师，故称为资。法华文句曰：“师有匠成之能，学者具资禀之德，资则舍父从师，敬师如父，师之谦让处过如弟故。”
（杂语）老子曰：“善人不善人师，不善人善人资。”今取而配于师弟，师者以道教弟子，故称为师。弟子者资助师，故称为资。法华文句曰：“师有匠成之能，学者具资禀之德，资则舍父从师，敬师如父，师之谦让处过如弟故。”
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