中职数学教师,mathematics teachers in vocational schools
1)mathematics teachers in vocational schools中职数学教师
1.This study used methods of survey and the analysis of quantification which was probed into the status quo of mathematics view and the education view of thosemathematics teachers in vocational schools .本研究采用了问卷调查与量化分析的方法,探讨了中职数学教师数学观的现状,还探讨了中职数学教师的数学教育观现状,教师的数学观决定教师的数学教育观,教师的数学观决定教育改革的方向与步伐。
英文短句/例句
1.Research and Analysis on Views of Math and the Education Views of Math in Vocational School Teachers中职数学教师数学观与数学教育观现状的调查与分析
2.On Conformity to the before and after Professional Education to the Middle School Mathematics Teachers;论中学数学教师职前职后教育的整合
3.To Make Better Cohesion in the Education of High School Mathematics Teachers before and after Job-taking;做好中学数学教师职前职后教育的衔接
4.Secondary Vocational School Mathematics Teacher Professional Development Research;中等职业学校数学教师专业发展研究
5.The Main idea of the Post Training for Junior High School Mathematical Teachers初中“数学教师职务培训”内容指要
6.Constructing the Curriculum of Mathematics in Pre-service Teacher Education;职前教师教育中数学教育类课程的构建
7.Challenges and Opportunities of In-service Mathematics Teacher Professional Development in China;中国在职数学教师专业发展的挑战与机遇
8.Quantity Analysis of the Teachers Group in Secondary Vocational Schools in Guangzhou;广州市属中等职业学校教师数量分析的研究
9.Research into the Effective Teaching Behavior at Math Classroom in Vocational School;中等职业学校数学课堂中教师有效教学行为的探索
10.Note: Figures above including some number of non academic rank resource persons.注：教师职称中包括非教师系列的职称人数，下同。
11.A Study on How to Cultivate Professional Ability in Pre-vocational Education of Senior Middle School Mathematics Teacher;高中数学教师职前教育中专业素质培养的问题研究
12.Relationship Between Teachers professional self-conception and Seconadary school Teachers Burnout;教师职业自我概念与中学教师职业倦怠的关系
13.A Research on the Arrangement of the In-service Training Curriculum for Teachers Who Have 5-15 Years Experiences;对具有5～教龄的高中数学教师在职培训课程设置的研究
14.Examining and Understanding Prospective Mathematics Teacher Preparation in China from an International Perspective从国际比较研究的视角来看中国职前数学教师教育
15.Researching into "Double-qualification" Teachers Cultivation of Middling Vocational School;中等职业学校“双师型”教师培训探析
16.A Research on the Career Stagnation of the Teacher in the Middle Vocational School;中等职业技术学校教师职业停滞研究
17.Discussion on In-service Studying for Master Degree of Secondary Vocational School Teachers;中职教师在职攻读硕士学位问题探讨
18.Research on Video Case Teaching in Pre-service Teacher Education;职前教师教育中视频案例教学的研究
相关短句/例句
teacher"s technical posts中小学教师职务
3)teachers in primary and secondary schools中小学在职教师
4)professional universities"mathematics teacher高职数学教师
5)pre-service mathematics teacher职前数学教师
1.This study adopts the approach of case study and explores apre-service mathematics teacher\"s beliefs of mathematics and some possible influences.采用个案研究法深入探讨了1位职前数学教师的观念系统及其可能影响因素。
6)Mathematics education of pre-service mathematics teachers数学教师职前数学教育
延伸阅读
《关于高等学校教师职务名称及其确定与提升办法的暂行规定》中华人民共和国国务院于1960年3月5日颁发试行的一项规定。目的是为了鼓励高等学校教师不断提高政治业务水平，努力做好教学工作和科学研究工作。《暂行规定》规定，高等学校教师职务名称定为教授、副教授、讲师、助教 4级；教师职务名称的确定与提升，以思想政治条件、学识水平和业务能力为主要依据。《暂行规定》对各级职称的具体条件和审批办法等作了规定。《暂行规定》颁布后，对推动高等学校教学、科研工作，加强高等学校教师队伍的建设，起了一定的作用。但在"文化大革命"期间，高等学校确定和提升教师职称的工作中断。1978年 3月，国务院批转了教育部《关于高等学校恢复和提升教师职务问题的报告》，决定恢复高等学校教师职称,并开展提升教师职称工作。为了使高等学校教师提职工作经常化、制度化，教育部于1982年 2月又下达了《关于当前执行〈暂行规定〉的实施意见》，对《暂行规定》作了一些补充。
