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1)  system of certification standards
认证标准体系
2)  the certificate of the ISO9000 series normal institution
ISO9000系列标准体系认证
3)  certification standard
认证标准
1.
Certification standards for eco-agriculture garden,village and county in China;
我国生态农业县、村、园区认证标准研究
2.
Establishing environment symbol certification standard is the core and difficulty of implementing environment symbol.
制定环境标志认证标准是实施环境标志的核心和难点。
3.
This paper introduces the development of forest certification in Norway,especially the formation of certification standards,certification modes,and challenges faced by different organizations.
介绍了挪威森林认证的发展尤其是认证标准的形成过程、认证的形式及各级组织所面临的挑战。
4)  certification standards
认证标准
1.
In the process of making engineering education professional certification standards,we should consider the view of higher education quality,the custom and management system of higher education,developing level of engineering education and so on.
在制定工程教育专业认证标准时应考虑高等教育质量观、高等教育传统及其管理体制、社会对工程教育的需求以及工程教育自身的发展水平等因素。
2.
The present paper attends to make an expatiation on the flow of the development of ecotourism certification standards,based on which the two types of standards were compared,followed by the discussion of the integration of standards with the principal internationa.
该文尝试对生态旅游认证标准的制定流程加以比较系统的阐述,并在此基础上对基于过程和基于表现的两种标准类型进行比较分析,同时还就生态旅游认证标准与国际可持续/生态旅游原则的整合问题展开探讨。
3.
Some comparative studies of forest certification schemes have been made at home and abroad, but little about certification standards.
国内外已经开展了一些关于森林认证体系的比较研究工作,但完全针对认证标准所做的比较研究很少。
5)  Authentication of standar
标准认证
6)  accreditation standards
认证标准
1.
The research of this paper is based on COE accreditation standards,and emphases on institutional mission,strategic planning,teaching and specialty setting,learning resources and conditions etc.
本文在介绍COE认证制度基本情况的基础上,重点分析了COE认证制度在院校定位、学校规划、教学和专业设置、教学条件、师资建设等认证标准方面是如何充分体现职业教育的特点,并提出改进我国高职高专教育评估的五点建议。
2.
The study focuses on exploring the features and theoretical bases of accreditation standards,and analyzing NCATE s viewpoints on teacher education in different periods.
本文以美国全国教师教育认证委员会(NCATE)为案例,在目标本位、课程本位、知识基础本位和绩效本位的概念框架下,对NCATE不同历史时期的认证标准的特征进行研究,将其理论基础分别归纳为目标评价理论、CIPP评价理论、效用评价理论和绩效评价理论,将NCATE不同历史时期所持有的教师教育观分别综合为技术理性主义的、科学主义的、专业化的、以及多元化的。
补充资料:标准体系

标准体系:一定范围内的标准按其内的联系形成的科学有机整体。

说明:补充资料仅用于学习参考,请勿用于其它任何用途。
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