职后幼儿教师,kindergarten teachers after profession
1)kindergarten teachers after profession职后幼儿教师
1.This article mainly researches PCKS level and difference of kindergarten teachers before profession and PCKS level and difference ofkindergarten teachers after profession,compares PCKS level and difference of kindergarten teachers before and after profession,and analyze the characters of teachers\" PCKS.本文主要研究了职前幼儿教师科学教育知识的水平和差异、职后幼儿教师科学教育知识的水平和差异、职前与职后幼儿教师科学教育知识的水平和差异比较以及职前与职后幼儿教师科学教育知识的特点。
2)in-service kindergarten teacher training幼儿教师职后培训
1.From the perspective of Dimensions of Learning, the author puts forward some concrete strategies forin-service kindergarten teacher training: Lead kindergarten teachers to build up positive attitude and perception on training and learning activities, and understand and master the training contents, and improve their learning abilities and thinking habits.从学习维度论的视角出发,幼儿教师职后培训的具体策略主要包括:从情感维度引导幼儿教师对培训及其学习活动建立积极的态度和感受;从认知维度帮助幼儿教师理解并掌握培训内容;从思维习惯入手提高幼儿教师的学习能力。
英文短句/例句
1.Strategies of In-service Kindergarten Teacher Training--based on the perspective of Dimensions of Learning;建构有效的幼儿教师职后培训策略——基于学习维度论的视角
2.The Study of Kindergarten Teachers On-the-job Training Demand in Shanghai上海市幼儿园教师在职培训需求研究
3.Kindergarten-based Training--Challenging the Traditional Ways to Training Preschool-Teachers at their posts;园本培训——挑战传统的幼儿教师在职培训方式
4.Research of Kindergarteners" Post-training Transition from the Perspective of Humanistic Theory人本主义理论视角下幼儿园教师职后培训转型之研究
5.On Improvement of In-Servce Kindergarten Teacher s Training Process and Methods;改善在职幼儿园教师培训过程与方式的研究
6.On the Training of New Teachers for The Kindergarten幼儿园新教师区域性集体培训的策略
7.The Inspiration of the Kindergarten Teacher s Training in China from the CBET;能力本位教育培训模式对我国幼儿园教师培训的启示
8.The Study of Realities Analysis and Measures of Kindergarten_based Training in Mongolian Kindergarten蒙古族幼儿园园本培训与幼儿教师专业发展的研究
9.The Research of the Creative Type Kindergarten Teacher s Growing up and Kindergarten Training;创新型幼儿教师成长与园本培训的研究
10.A Case Study of the Influence of School-based Training on Kindergarten Teacher s Professional Development;校本培训对幼儿教师专业发展影响的个案研究
11.Reflections on and Prospect of Kindergarten Teacher Training in China;对我国幼儿园教师培训现状的思考与展望
12.Preschool Teachers Professional Training in the Perspective of Cognitive Flexibility Theory;认知弹性理论视野下的幼儿园教师专业培训
13.A Research on Present Training Conditions and Countermeasures of Kindergarteners in Rural Area of Gansu Province;甘肃省农村幼儿教师培训现状及对策研究
14.Improve Teacher s In-service Continuing Education and Promote Harmonious Development of Education;加强教师职后培训推动教育和谐发展
15.A Model of In-service Teacher Training of Special Education in China;我国特殊教育教师职后培训模式新探
16.On mutual moving mechanism between teachers profession pre-cultivating and post-training;论教师职前培养与职后培训的互动机制
17.The Necessity for the Construction of the Unity ofPre-Service Training and In-Service Training;教师职前培养与职后培训的一体化建设
18.Some Considerations on the Training of Teachers of English in Elementary and Secondary Schools;中小学英语教师职后培训的若干思考
相关短句/例句
in-service kindergarten teacher training幼儿教师职后培训
1.From the perspective of Dimensions of Learning, the author puts forward some concrete strategies forin-service kindergarten teacher training: Lead kindergarten teachers to build up positive attitude and perception on training and learning activities, and understand and master the training contents, and improve their learning abilities and thinking habits.从学习维度论的视角出发,幼儿教师职后培训的具体策略主要包括:从情感维度引导幼儿教师对培训及其学习活动建立积极的态度和感受;从认知维度帮助幼儿教师理解并掌握培训内容;从思维习惯入手提高幼儿教师的学习能力。
3)in-service kindergarten teacher在职幼儿园教师
4)kindergarten teachers before profession职前幼儿教师
1.This article mainly researches PCKS level and difference ofkindergarten teachers before profession and PCKS level and difference of kindergarten teachers after profession,compares PCKS level and difference of kindergarten teachers before and after profession,and analyze the characters of teachers\" PCKS.本文主要研究了职前幼儿教师科学教育知识的水平和差异、职后幼儿教师科学教育知识的水平和差异、职前与职后幼儿教师科学教育知识的水平和差异比较以及职前与职后幼儿教师科学教育知识的特点。
5)Kindergarten teachers幼儿教师
1.Research and Treatment on the Occupation Pressure of Kindergarten Teachers in Zigong;自贡市幼儿教师工作压力及应对策略的研究
2.The kindergarten teachers’ teaching monitor ability is one of the key factors affecting the kindergarten group instruction activity success or failure.幼儿教师的教学监控能力是影响幼儿园集体教学活动成败的关键因素之一。
6)Preschool teachers幼儿教师
1.Taking the first preschool education bachelor graduates job-seeking in Guangxi as a case, the paper analyzes some reasons for those high-degree preschool teachers job shifting and puts forward some suggestions.幼儿教师作为教师队伍中的一个群体,其流动现象也是不可避免的。
2.They often have no curriculum consciousness, working enthusiasm, and cooperative spirits as the result of low demands on their career credentials and low quality of preschool normal education, and negative influences of the traditional teachers culture and preschool teachers low .园本课程开发是目前幼儿园课程建设的方向与策略,它对幼儿教师的专业化水平提出了很高的要求,但目前我国幼儿教师的课程理论水平偏低,课程观念陈旧,课程意识淡薄,工作热情不高,教师之间缺乏合作精神,无法满足园本课程开发对教师的素质要求。
3.The research investigated 360 preschool teachers in some cities to analyse their basic status of emotion regulation types and its impact on job satisfaction.本研究通过对部分省市360名幼儿教师的问卷调查,分析了幼儿教师情绪调节方式的主要特点及其对工作满意度的影响,结果表明:幼儿教师情绪调节方式比较具有适应性意义;情绪调节方式与工作满意度呈显著相关;容忍和情绪替代对工作满意度具有明显预测作用。
延伸阅读
教师有参加进修和培训的权利教师有参加进修和培训的权利：各级教育部门应组织教师参加进修或者其他方式培训。
