1) international science teacher
国际科学教师
1.
The American international science teachers come across cross-cultural confrontations in their actual teaching practices,such as assessment of the best and worst grading,final score,continuation,function and course of the assessment,and the like.
美国国际科学教师在实际的教学过程中,会遇到一些因为跨文化引起的问题,其中又以跨文化评价问题最为突出,例如关于学生的最低分和优秀分、学生的最后成绩和持续评价、评价功能、评价过程和评价语言等等问题。
2) subject teacher
学科教师
1.
The author of this article described the necessity and superiority of mak- ing MCAI courseware by subject teachers themselves,as well as how to make MCAI courseware.
阐述了学科教师自制 MCAI 课件的必要性和优势及如何自制 MCAI 课件。
2.
Teacher education in China focuses only on nurturing the ability for psychology health education of full-time and part-time psychology-health-education teachers in primary school and middle school but not on those of other subject teachers.
我国教师教育重视中小学心理健康教育专兼职教师心理健康教育能力的培养,而忽视了中小学学科教师心理健康教育能力的培养。
3) scientific teacher
科学教师
1.
The training of scientific teachers has long been lagging behind a n d assumed a big obstacle in the comprehensive science curriculum reform.
为面向基础教育课程改革的需要,简要分析了我国科学课程师资培养的现状及不足,提出了对科学教师培养的一些建议。
2.
The teaching objectives,curriculum system and means of assessment for the pre-service scientific teachers in London University of UK were introduced and analyzed.
本文分析了英国伦敦大学教育学院职前科学教师的培养目标、课程体系与评价方式,旨在为我国综合与分科科学教师的培养有所启示。
4) science teacher
科学教师
1.
Study and Development on Web-Based Science Teacher Training System;
基于Web的科学教师培训系统的研究与开发
2.
Most of the teachers are science teachers changed from discipline teachers.
当前,《科学》课程已经在我国各试验区开设,教师大多是学科教师转变过来的科学教师。
3.
Promotion of primary school science teachers specialty quality is a long-term complicated and arduous systematic work.
小学科学教师专业素养的提升是一项复杂、长期、艰巨的系统工作,以教师专业化为改革取向,比照教师专业基准的要求,从明晰科学教师专业素养内涵的前提出发,倡导教师的内在改变与外在支持的有机结合的策略举措,探寻促进小学科学教师专业素养提升的可行性与有效性。
5) Science teachers
科学教师
1.
Confronted with the serious shortage of Science teachers in the new round of basic course education reform,it is wise to utilize the higher school resources to undergo teachers further education.
针对新一轮基础教育课程改革中科学课程教师严重匮乏的状况,主张利用高校资源开展科学教师继续教育培训,着重探讨了科学教师继续教育的院校培训模式构建。
2.
The science teachers, as implementers of the curriculum, may undergo inadaptability which has become the bottleneck of the curriculum transformation and stunts it.
作为课程实施主体的科学教师对该变化的不适应性已经成为制约课程改革的瓶颈，迫切需要通过继续教育提升科学教师的专业素养。
6) teachers of science
科学教师
1.
Professional development for teachers of science is in a focus in all innovation tactics of science education.
科学教师专业发展在所有科学教育改革策略中居于中心地位——没有它，改革策略就仅仅只是理想而不能变为现实。
2.
Through questionnaires, the author investigates the situation of scientific literacy of the teachers of science in Zhangzhou s elementary.
调查结果显示，漳州地区小学科学教师科学素养水平令人忧虑。
3.
At present,our country\'s professional development stages for teachers of science is still in the exploratory stage,without uniform standards,and short of corresponding identification system,so there are many problems.
目前,我国科学教师专业发展还处于探索阶段,既没有统一的标准,也缺乏相应的鉴定制度,存在着诸多问题。
补充资料：《标准化是一门新学科》
《标准化是一门新学科》
Standardization-a New Discipline
B心卫hunhua Shi Yimen XinxLJek6《标准化是一门新学科》(%26翔叨阮心必以蜘一aN‘JD改动红配)首次较系统地论述标准化是一门学科的著作。印度囚C.魏尔曼著，1盯2年发表。由苏锡田、张玉麟等译成中文，科学技术文献出版社于1980年出版。全书共26章。主要内容包括:标准化的目的和作用，标准化的领域和内容，企业、行业、国家、地区和国际各级标准化的组织和工作程序，标准的计划、编制和贯彻执行，计量制度和单位，质量认证标志与说明性标签，标准化教育与训练，标准化的经济效果，标准化的数理手段，发展中国家和消费者标准化问题等。同时，对未来标准化工作的发展也作了展望。 (赵全仁崔华)
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