2) teachers professional learning team
教师专业学习团队
1.
This paper presents teachers professional development should be based on school-based curriculum development and be carried out through the way of forming teachers professional learning teams.
本文提出职业学校要依托校本课程开发这一平台,以建构教师专业学习团队为途径,通过促进教师专业发展来提高职业学校的教学质量。
3) Teacher professional learning community
教师专业学习共同体
1.
Teacher professional learning community that originated from a teacher-education reform in 1980s, particularly active in America, is a learning organization which is composed of a group of volunteer, in which they are learning and communicating together, and which has the core spirit of sharing resource, technology, experience, value etc and collaboration, and which is building shared vision.
教师专业学习共同体,产生于20世纪80年代美国的教师教育改革运动,是一种以教师自愿为前提,以“分享(资源、技术、经验、价值观等)、互作”为核心精神,以共同愿景为纽带把教师联结在一起、互相交流共同学习的学习型组织。
4) Medical teachers professionalization
医学教师专业化
5) Non-medical major teachers
非医学专业教师
补充资料：部分学习与整体学习
部分学习与整体学习
part learning and whole learning
部分学习与整体学习(part learningand whole learning)在运动学习和记忆学习中，根据对学习内容的处理方式可以分成部分学习和整体学习。部分学习就是将材料分成几个部分，每次学习一个部分:整体学习就是每次学习整个材料。一般来讲，整体学习的效果优于部分学习。但是，课题复杂彼此没有意义联系的材料，用部分学习的效果好:课题简短或具有意义联系的材料，用整体学习的效果好。在进行学习时，可以将部分学习与整体学习结合起来，先进行整体学习再进行部分学习，或者相反。这种相互结合的学习方式叫做综合学习，效果更好些。 (周国帕撰成立夫审)
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