1) Expert P.E. Teacher
专家型体育教师
1.
Research on the Achievement Goals and Personality Characteristics of Expert P.E. Teacher in Shanghai;
上海市专家型体育教师成就目标与人格特征的研究
2) 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。
3) expert teachers
专家型教师
1.
Nurturing expert teachers becomes the inevitable choice.
当课程急剧转型时,教师原有的智能结构显然需要接受新课程的挑战,塑造专家型教师成为必然选择。
2.
The mode includes three elements: evaluators(education experts or expert teachers),evaluated teachers,and evaluation information.
该模式包含三个要素:评价者(教育专家或专家型教师)、被评价教师和评价信息。
3.
It has become a common tendency in education in the world to cultivate expert teachers.
培养专家型教师已成为世界教育发展的共同趋势。
4) professional-oriented teacher education
专业型教师教育
1.
Education conception isn′t necessary condition for a teacher to participate in educational life,and professional-oriented teacher education is prone to suffer from a "conception-adoring-symptom" while it relies on education conception heavily.
教育观念不是教师参与教育生活的必需条件,对专业教育观念的过度倚重极易使专业型教师教育患上"观念崇拜症"。
2.
Professional-oriented teacher education isn\'t the end-point of our country\'s teacher education reform.
专业型教师教育绝非我国教师教育变革的终点,当代教师教育发展的新态势内蕴着我国教师教育形态转换的契机。
6) expert geography teachers
专家型地理教师
1.
On the basis of comprehensive study in different types of teachers’teaching strategies domestic and foreign countries, this paper use geography teaching strategies as a research tool in order to compare the different teaching strategies between expert geography teachers and the teachers in general.
本文在对国内外不同类型教师教学策略进行充分研究的基础上,运用自编的中学地理教学策略量表作为研究工具,对一般型与专家型地理教师教学策略进行了比较研究。
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