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   职业素养 在 教育理论与教育管理 分类中 的翻译结果: 查询用时:0.013秒
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职业素养
相关语句
  vocational accomplishment
    Action Research: the Effective Way of Improving Teachers' Vocational Accomplishment
    行动研究:提高教师职业素养的有效途径
短句来源
  “职业素养”译为未确定词的双语例句
    Reflection is an important mechanism in teachers' self-development, and to cultivate teachers' reflection ability isan important way to improve teachers' qualities as well.
    反思是教师自我发展的重要机制,培养教师的反思能力是提高教师职业素养的重要途径。
短句来源
    ”The application and research of educational technology have been blooming overnight, teachers’educational technology literacy become the important factor which influences educational reform.
    教师的教育技术素养成为教师职业素养和影响教育改革的重要因素。
短句来源
    The quality constitution of the learners in distance open education generally consist of self - study aptitude, complete professional quality,and specialty developing capacity.
    远程开放教育学习者的素质应由自主学习能力、全面的职业素养、专业发展能力等三方面构成。
短句来源
    A teacher's professional morality is an important part of his accomplishments.
    教师职业道德是教师职业素养的重要组成部分。
短句来源
  相似匹配句对
    On the Professional Qualities Teachers Need
    略论教师应具备的职业素养
短句来源
    A teacher's professional morality is an important part of his accomplishments.
    教师职业道德是教师职业素养的重要组成部分。
短句来源
    Briefly Explaination of Teachers' accomplishments
    释教师素养
短句来源
    Viewing the Career of Teaching
    审视教师职业
短句来源
    Liberal and Vocational Education
    普通教育和职业教育
短句来源
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  professional attainment
The educational and professional attainment of adoptees was at par with that of the general population.
      
Because of foreign status, Indian migrants often face "glass ceilings" in professional advancement not commensurate with education, experience or professional attainment, as Chakravartty points out.
      
Group differences in determinants of orientation were found for political attitudes, occupational interests, senior school achievement, and professional attainment.
      
Ms Paul--But they might report on the professional development and professional attainment of their teaching staff, which would give some clues.
      


Respectively from the perspectives of form and content, professional institutions and professional qualities indicate the irreplaceable nature of social occupations. At present, the feature in our country is rather vague, which is caused by certain characteristics of teaching activities and the current teacher-training methodology. To ensure the irreplaceability of teachers, we must establish and implement effectively the certificate system for teachers and devote major efforts to the reform in teacher-training...

Respectively from the perspectives of form and content, professional institutions and professional qualities indicate the irreplaceable nature of social occupations. At present, the feature in our country is rather vague, which is caused by certain characteristics of teaching activities and the current teacher-training methodology. To ensure the irreplaceability of teachers, we must establish and implement effectively the certificate system for teachers and devote major efforts to the reform in teacher-training methods, stressing the educating quality in the process. Only in this way can teachers in our country acquire professional attainments distinct from any other profession.

职业制度和职业素养分别从形式和内容表征着社会职业的不可替代性。目前 ,我国教师职业的不可替代性十分模糊。导致这种现象的原因是教师职业活动的一些特点和目前教师的培养方式。要突出教师职业的不可替代性 ,必须建立健全并严格执行教师职业证书制度 ,大力改革教师的培养方式 ,突出师范教育的师范性 ,使我国的教师具有其他专业性人才所无法具备的职业素养

From May 14 to 18 this year, Beijing Teachers University and American Brigham Young University jointly organized the Second Annual Chinese International Conference on Teacher Education. The main topic of this discussion is: the brief history of action research, the use and purpose of action research, the difference between the traditional research, and making clear the key elements of action research among various Chinese teachers, especially middle and primary school teachers and make it the effective way of...

From May 14 to 18 this year, Beijing Teachers University and American Brigham Young University jointly organized the Second Annual Chinese International Conference on Teacher Education. The main topic of this discussion is: the brief history of action research, the use and purpose of action research, the difference between the traditional research, and making clear the key elements of action research among various Chinese teachers, especially middle and primary school teachers and make it the effective way of improving teachers' vocational accomplishment.

今年 5月 14日~ 18日 ,北京师范大学与美国杨百翰大学 (BrighamYoungUniversity)在北京联合主办了“第二届中国教师教育国际研讨会”(TheSecondAunualChineseInternationalConferenceonTeacherEducation)。参加本次研讨会的有北京师范大学副校长、心理学家董奇教授 ,我国著名的教育家、心理学家林崇德教授 ,北京师范大学发展心理研究所所长申继亮教授等国内专家 ,有来自美国杨百翰大学教育学院的罗伯特·帕特森 (RobertS .Patterson)博士 ,卡尔·海瑞斯 (R .CarlHarris)博士 ,陈尔钢 (Peter ,Chan)博士等外籍专家 ,还有来自中国各地普通高校、教师进修院校、普通中小学校的 2 0 0多名学者、专家和教师。本次研讨会的中心议题是 :探讨“行动研究”简史 ;探索“行动研究”的用途和目的 ,比较传统研究和“行动研究”之间的不同之处 ,明确行动研究的关键要素。本次研讨会的目的是旨在中国各级各类学校教师尤其是在普通中小学教师中大力推广“行动研究” ,并使之成为提高教师职业素养和水平的有效途径。...

今年 5月 14日~ 18日 ,北京师范大学与美国杨百翰大学 (BrighamYoungUniversity)在北京联合主办了“第二届中国教师教育国际研讨会”(TheSecondAunualChineseInternationalConferenceonTeacherEducation)。参加本次研讨会的有北京师范大学副校长、心理学家董奇教授 ,我国著名的教育家、心理学家林崇德教授 ,北京师范大学发展心理研究所所长申继亮教授等国内专家 ,有来自美国杨百翰大学教育学院的罗伯特·帕特森 (RobertS .Patterson)博士 ,卡尔·海瑞斯 (R .CarlHarris)博士 ,陈尔钢 (Peter ,Chan)博士等外籍专家 ,还有来自中国各地普通高校、教师进修院校、普通中小学校的 2 0 0多名学者、专家和教师。本次研讨会的中心议题是 :探讨“行动研究”简史 ;探索“行动研究”的用途和目的 ,比较传统研究和“行动研究”之间的不同之处 ,明确行动研究的关键要素。本次研讨会的目的是旨在中国各级各类学校教师尤其是在普通中小学教师中大力推广“行动研究” ,并使之成为提高教师职业素养和水平的有效途径。笔者有幸参加了此次盛会。

Quality - oriented education should be personalized and characterized. Since the learners have different characters,their quality constitutions are varied. When carrying out distance and open education, we should set a certain relevant quality - constitutional goal, and try to find an effective way to fulfill it. The quality constitution of the learners in distance open education generally consist of self - study aptitude, complete professional quality,and specialty developing capacity.

素质教育应该是一种个性化和特色化的教育。由于学习者自身的基本品质有所不同,因而其素质构成也不相同。开展远程开放教育,应确定相应的素质构成目标,并探索积极有效的途径。远程开放教育学习者的素质应由自主学习能力、全面的职业素养、专业发展能力等三方面构成。

 
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