1) secondary-school pre-service English teacher
中学英语职前教师
1.
The present study is focused on the construction of secondary-school pre-service English teacher professional knowledge (CSPETPK), because well begun half done; therefore, as the origin of the secondary-school English teachers’career, CSPETPK will influence the teacher professional knowledge development directly.
本研究关注的是中学英语职前教师的专业知识建构,因为良好的开端是成功的一半,作为中学英语教师职业生涯起始点,职前教师的知识建构会直接影响教师今后的知识发展。
2) pre-service English teacher
职前小学英语教师
1.
This study explores the big gap between the practical command of the English language and the potential language use and needs in future classes through the questionnaires delivered to the pre-service English teachers in Honghe University.
通过对红河学院职前小学英语教师口语能力现状及未来课堂英语口语使用预期的调查,得出如下结论:(1)英语口语能力在英语教师专业素质中占有重要地位;(2)职前小学英语教师的英语口语能力不容乐观;(3)职前小学英语教师对未来课堂中英语口语的使用抱有较大期望。
4) pre-service EFL teacher training
英语教师职前培训
1.
The purpose of this article is to study the drawbacks in Basic Education and Continuing Education, and orient the reform of pre-service EFL teacher training in teachers universities in China.
本文对调查作了描述性统计分析,然后提出一些英语教师职前培训所面临的新问题,并就如何解决这些问题提出了自己的看法供大家讨论。
6) secondary school English teachers
中学英语教师
1.
Based on previous theories,this research investigates part of secondary school English teachers in Sichuan,Guizhou and Chongqing,and discusses some major factors influencing secondary school English teachers receptivity to learning strategies proposed by English Curriculum Standard.
调研发现,中学英语教师对新课程学习策略的认同感与新课程学习策略的实用性和成本效益、教师关心事项以及校内外支持呈显著相关。
补充资料：中学
①亦称“旧学”。与“西学”相对。在中国近代思想史上，特指以“伦常名教”为核心的中国封建主义传统文化。②实施中等普通教育的学校。中国一般分为初中、高中两级。分别招收小学毕业生、初中毕业生或有同等学力人员。有的实行六年制，以初中三年、高中三年分段；有的实行五年制，以初中三年、高中二年分段或不分段。
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