1) Ethnic Minorities Barristers' Association
少数民族律师协会
2) ethnic minority teachers
少数民族教师
1.
In accordance with the needs of multi-cultural education and the practice of ethnic education in China,ethnic minority teachers are required to have different qualities which consist of knowledge and skill as the basis,process and methods as the core and attitude and value concept as the priority.
从多元文化教育的视角,结合我国民族教育实践,系统地、具体地分析少数民族教师的素质问题是非常必要的。
2.
This paper provides some findings of how to improve ethnic minority teachers Chinese language so that they can use Chinese language as instructional language to teach specialized subjects, which is imperative and urgent under the situation to deepen the reform and re-enforce the development of ethnic minority education.
深化改革,大力发展民族教育势在必行,文章就如何提高少数民族教师汉语教授专业课谈了一些从实践中摸索总结的体会。
3.
Through the method of empirical research,this paper describes perplex and worries of ethnic minority teachers about promoting the model of using Chinese in bilingual teaching.
本文通过实证研究的方法,了解到少数民族教师对推行汉语授课双语教学模式的困惑和担忧,根据相关理论和实践探索提出了相应的对策,以期为新疆民族中小学顺利推进双语教育提供帮助。
3) ethnic minority society
少数民族社会
1.
The un-coding knowledge of ethnic minority society refers not only to the invisible knowledge existed in the individual or community recognition system,but includes the un-recorded knowledge that was widespreadly accepted and approved by the members of the ethnic minority group as well.
少数民族社会未编码知识不仅指存在于民族成员个体或组织认知体系中的隐性知识,同时还包括了在少数民族社会中已经得到广泛传播并为民族成员所共同认可但未经记录的知识。
4) Bar Association
律师协会
1.
The revised Attorney Law makes clearer the responsibility of the Bar Association,helps enhance its self-discipline and the integration of juridical administration management system with the Association management,and safeguards juridical administrative organs at all levels and the associations to fulfill their responsibilities.
修订后的我国律师法,为进一步明确律师协会的职责,发挥律师协会的自律作用,完善司法行政管理与律师协会行业管理"相结合"管理体制,促进各级司法行政机关和律师协会依法履行管理职责提供了保障。
5) minority pre-school bilingual teachers
少数民族学前双语教师
1.
The teacher development of minority pre-school bilingual teachers has demonstrated its uniqueness.
少数民族学前双语教师的专业发展具有特殊的内涵。
补充资料：少数民族
指多民族国家内人口居于少数的民族，也有指外来移民的。在中国，有蒙古、回、藏、维吾尔、苗、彝、壮、布依、朝鲜、满、侗、瑶、白、土家、哈尼、哈萨克、傣、黎、傈僳、佤、畲、高山、拉祜、水、东乡、纳西、景颇、柯尔克孜、土、达斡尔、仫佬、羌、布朗、撒拉、毛南、仡佬、锡伯、阿昌、普米、塔吉克、怒、乌孜别克、俄罗斯、鄂温克、德昂、保安、裕固、京、塔塔尔、独龙、鄂伦春、赫哲、门巴、珞巴、基诺等55个少数民族，人口约9132万(1990年)，占全国总人口8%。分布呈大杂居、小聚居格局。多有本民族语言文字，部分通用汉语文。宗教和自然崇拜有广泛深刻的影响。社会发展较汉族缓慢，经济比较落后，且发展不平衡。多从事农牧、渔猎生产。解放后，通过民主改革，实行民族区域自治，实现了各民族之间的团结平等。各少数民族与汉族一起走上社会主义现代化建设的道路。
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