1) the science of teacher continuing education
教师继续教育学
1.
We ought to establish the science of teacher continuing education.
根据我国目前教师继续教育工作的需要和现代学科建设规范的要求,应建立一门教师继续教育学。
3) continuing education for elementary and middle school teachers
中小学教师继续教育
1.
The quality of trainers in training staff directly influences the quality of continuing education for elementary and middle school teachers,which has a close relationship to the teachers’ professional development and to the success of the reform of basic educational curricula.
培训者队伍素质的高低直接关系着中小学教师继续教育的质量,关系着教师专业化发展的进程,关系着基础教育课程改革的成败。
4) teachers further education
教师继续教育
1.
Under the background,teachers further education should ideally realize life-long education and humanistic consideration,the goal is to promote teachers professional development and the construction of model should reflect introspection,dialogue and participation.
在这一背景下,教师继续教育在理念上应实现终身教育、人文关怀,目标应确定为促进教师专业成长,模式的构建上应体现反思、对话、参与。
2.
Various methods should be adopted in accordance with the reality of teachers further education in agricultural and pastoral areas of Tibet such as centralized training,school-based training,long-distance training,and teaching research training.
西藏农牧区教师继续教育,应灵活运用多种方式,以集中培训为点、校本培训为面,以远程培训为引导、教研培训为辅助,以教师为主体,充分发挥网络自主学习的优势。
3.
The evaluating concept of teachers further education is a complicated system consisting of the evaluators cognition of evaluation,attitude,sensibility as well as behavior.
教师继续教育评价观念是评价实施者对评价的认识、态度、情感和行为所组成的一个复杂体系。
5) continuing education of teachers
教师继续教育
1.
We think over continuing education of teachers with a new methodogy of reangle and reviewpiont which has great value in postmodern knowledge.
它为我们思考教师继续教育带来新的方法论并提供了新角度、新视野。
2.
In China,continuing education of teachers has become better and better and achieved a proud feat in reform.
我国中小学教师继续教育在改革探索中,不断完善和优化,取得了骄人的成绩;但尚有不尽如人意之处,如,动机上,缺乏自主性;内容上,缺乏整合性;方法上,缺乏反思性;对象上,缺乏针对性;形式上,缺乏实在性;后续工作上,缺乏实效性。
6) teacher continuing education
教师继续教育
1.
Nowadays China s primary and secondary school teacher continuing education is mainly the colleges and universities training pattern which neglects and even weakens the school and teacher s education demand to a certain extent.
当前我国中小学教师继续教育以院校培训模式为主,这在一定程度上忽略乃至削弱了学校和教师的教育需求。
2.
In the background of the new curriculum reform some problems become conspicuous,such as the defect and narrowness in the training function of the teacher continuing education,the deviation from the modern educational ideas in the way of training,the backward assessing system,the contradiction between working and training and so on.
在新课程改革背景下,面对教师继续教育中存在的培训功能上的缺失与窄化、培训方式上与现代教育观念的背离、评价体系上的滞后、工学矛盾的突出等问题,如何适应新课改要求,全面提高教师驾驭新课改的能力和水平至关重要。
3.
The Regulation of Elementary and Middle School Teacher Continuing Education established by the Ministry of Education was issued in 1999,which decides the five-year-round training system for China’s teacher continuing education,and as a result,a teacher should receive several rounds of continuing education in his/her professional life.
目前教师继续教育课程理念、课程制度、课程实施方法手段等方面的实践探索多处于"传统+特色"的简单"二合一"局面,缺乏创新化、科学化的元素,导致教师继续教育课程体系不能很好地体现教师继续教育的特殊性,特别是不能与教师学员个体很好地适应,对教师适应教育教学改革、引领自身专业化的可持续提升和创新能力的培养培训力度不够。
补充资料：教师有进行教育活动、开展教育改革和实验的权利
教师有进行教育活动、开展教育改革和实验的权利：教师法规定教师享有进行教育教学活动，开展教育教学改革和实验的权利。
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