1) Geography teachers in general
一般型地理教师
2) Common teachers
一般教师
1.
Common teachers’ Professional knowledge has biased.
通过检索、观察、访谈和反省等方法,综合运用文献研究和案例研究,将专家学者型教师与一般教师在专业化成长过程中的特征差异概括在两方面。
3) expert geography teachers
专家型地理教师
1.
On the basis of comprehensive study in different types of teachers’teaching strategies domestic and foreign countries, this paper use geography teaching strategies as a research tool in order to compare the different teaching strategies between expert geography teachers and the teachers in general.
本文在对国内外不同类型教师教学策略进行充分研究的基础上,运用自编的中学地理教学策略量表作为研究工具,对一般型与专家型地理教师教学策略进行了比较研究。
4) geography teacher
地理教师
1.
Research on the Trend of Geography Teacher s Selection on the Column of "Activity" in Geography Textbook;
地理教师对地理教科书中探究式“活动”选择的倾向性研究
2.
Study on the Professional Development of Geography Teacher Based on the New Curriculum;
基于新课程的地理教师专业发展研究
3.
The implementation of new curriculum requires high professional quality of geography teacher.
新地理课程标准的实施,对地理教师的专业素质提出了很高的要求,地理教师专业素质的构建是实施新教材的关键,所以,地理教师专业素质的培养,对于保证新教材的实施意义重大。
5) geography teachers
地理教师
1.
By analyzing the new senior high school geography curriculum distance research and training program in 2007,we know that the web distance research and training is suitable to adult learning and can help balance the professional development resources among different areas for geography teachers.
2007年高中地理新课程远程研修的案例分析表明,基于计算机技术的网络远程教育适合成人学习个性化要求高的特点,有利于平衡地区之间地理教师专业发展所用资源。
2.
The dissertation mainly adopted the Qualitative Research in Social Sciences and chose four geography teachers from different Beijing rural schools.
本文主要采用社会科学研究中日益兴起的质的研究方法,选择京郊四位地理教师作为研究对象,目的就是关注农村教师,对四位地理教师的信息技术与教学整合过程进行事实性描述,并在描述的基础上对他们在整合过程中表现出的各自的特点和反映出的问题进行初步的分析。
6) geographic teachers
地理教师
1.
To get to know about the quality of the geographic teachers in the senior middle schools of Ji\'ning,the author of the thesis uses the questionnaire and relevant theoretical analysis methods.
只有高素质的教师才能培养出高质量的学生,由此决定了高中地理教师的素质问题将越来越受到人们的关注。
补充资料：创造型教师
创造型教师
creative teacher
创造型教师(efeativet。acher)能够运用创造学原理、原则和方法进行创造教育、培养创造型人才的教师。其主要特点是:(l)富有独创精神，敢f标新立异，能够努力挖掘建设性和创造性力量。(2)能够进行创造性教学，在教学中能促进学生自己主动地学习，采用专门的创造性思维训练法促进学生创造性思维的过程，给学生创造更多的机会去接触了解各种材料、工具、概念和结构，促进学生智力的灵活性。(3)能够不断革新教材，赋予教材以新意和活力。(4)具有完善的智能结构，有渊博的知识、科学的教学技能和多方面的教育信息。(5)摒弃传统的教育观念，对学生的创造性活动积极参与和支持。(6)摒弃权威态度，具有民主的宽容的品格和幽默感。 (张明撰程姻吴万森审)
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