3) teacher knowledge management
教师知识管理
1.
The Problems and Strategies of Teacher Knowledge Management in Middle and Primary Schools Teaching;
教师知识管理在中小学教学中出现的问题及解决策略
2.
This paper introduces the current status and manners of teacher knowledge management,and then offers five methods of teacher knowledge management: knowledge acquisition,knowledge storage,knowledge sharing,knowledge application and knowledge innovation.
介绍了教师知识管理的现状和教师知识管理的方式,并从知识获取、知识存储、知识共享、知识应用和知识创新五个方面详细阐述了教师知识管理的具体做法。
3.
The purpose of this study was to know current situation of the teacher knowledge management in primary and secondary school, analysis some problems and form concrete strategy,so Constructing some tools for teacher knowledge management in digital library platform.
根据数据资料分析的结果,本研究发现的问题、提出的策略及构建的数字图书馆平台支持教师知识管理的工具分别如下:1。
4) 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”。
5) 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。
补充资料：部门或专题军事地理学(见军事地理学)
部门或专题军事地理学(见军事地理学)
sectorial or thematic military geography
bumen huo zhuanti lunshi diliXue部门或专题军事地理学(sec‘orial orthematie military geography)见军事地理学。
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