语文教师专业化,Chinese teacher specialization
1)Chinese teacher specialization语文教师专业化
1.In the first part of the article, author indicates the requirement and connotation ofChinese teacher specialization in background of teacher specialization and points out some specific missions that Chinese Education Specialty in normal university should complete.在思考师范院校如何应对语文教师专业化要求的基础上,本文进一步探讨了师范院校可以改进中文师范专业学生培养的思路和方法。
英文短句/例句
1.Research on Specialization of Chinese Teacher under Background of New Curriculum;新课程背景下的语文教师专业化研究
2.Reconsidering Teaching and Language Teacher Specialization Development Research;反思性教学与语文教师专业化发展研究
3.Culture and College English Teaching--Investigation of Western Non-English Major Teachers" Culture Teaching Views文化和大学英语教学——西部非英语专业教师文化教学观调查
4.The Professionalization of Chinese Teachers: Role Positioning and Approaches of Development;语文教师的专业化:角色定位与发展途径
5.Constructing Teachers’ Community Culture and Optimizing Teachers’Professional Development营造教师群体文化 优化教师专业发展
6.Under Teacher Specialization Background Chinese Teacher s Ability Constitution and Its Self-raise;教师专业化背景下语文教师能力构成及其自我培养
7.Construction of Teachers Community Culture and Promotion of Teachers Professional Development;构建教师群体文化 促进教师专业发展
8.Research on Chinese Teachers Professional Caliber in Educational Changes;教育变革中的语文教师专业素质研究
9.Study on Chinese Teachers Ability Cultivation for Primary Education Specialty;小学教育专业语文教师能力培养研究
10.To Promote Professional Development for Teachers of Chinese with Teaching Reflection;以教学反思来促成语文教师专业成长
11.The language and Literature section of the chinese Department of Suihua Normal College is the major section of the colleges in HeiLongjiang province.绥化师专中文系汉语言文学教育专业是黑龙江省专科类学校重点专业。
12.Strengthen Specialized English Push the Double Languages Forward--The Foreign Language Teaching Practice of the Historical Department of Suihua Normal College;强化专业英语 推动双语教学——绥化师专历史专业外语教学实践
13.On Cultivation of Students Inter-cultural Communication Competence in Oral Class in Normal Colleges;高师英语专业口语教学中学生跨文化交际能力的培养
14.New Orientation of Teachers Cultural Research: Establishment of New Specialty Culture of Teachers;教师文化研究新取向:教师新专业文化的确立
15.Individual Generation of Instruction Wisdom-comparative Study on Professional Development of Chinese Superfine Teachers教学智慧的个性化生成—语文特级教师专业发展的比较研究
16.Research on Predicaments of Rural Middle School Chinese Teachers Professional Growth;农村中学语文教师专业成长困境研究
17.Research on the Chinese Teachers’ Professional Knowledge under the Background of New Curriculum;新课程背景下语文教师专业知识探析
18.The Case Study in the Professional Growth of Middle School Supreme Teachers中学语文特级教师专业成长个案研究
相关短句/例句
Pre-post Chinese Teacher Specialization职前语文教师专业化
3)English teachers" professionalization英语教师专业化
4)Chinese Teaching Specialty in Normal Schools师范院校语文教育专业
5)Chinese teacher career development语文教师专业发展
6)Specialty development of primary Chinese teachers小学语文教师专业发展
延伸阅读
建筑生产专业化和联合化建筑生产社会化的两种组织形式。建筑生产专业化是按专业组织建筑企业。在中国，它的基本组织形式有三种：①产品专业化，也称对象专业化，即按最终产品性质和用途组织企业，如冶金、水电、化工、煤炭、石油等建设公司属于工业建筑的专业化企业；市政工程公司、住宅公司等属于民用建筑的专业化企业。②工艺专业化，也称阶段专业化，即按建筑生产阶段和工种工程组织企业，如基础工程公司、结构工程公司、装修工程公司、机械化施工公司、筑炉工程公司等属于建筑工程的专业化企业；机电设备安装公司、电器设备安装公司等属于安装工程的专业化企业。③构配件生产专业化，即将标准化的构配件制作从施工现场分离出来，组成专门的生产企业，如混凝土制品加工厂、金属结构加工厂、钢木门窗加工厂、木材加工厂等。建筑生产联合化是适应工程规模日益扩大的要求，把相关的专业化企业组成联合企业共同承担任务。建筑联合化的基本组织形式有三种：①区域联合化，将同一区域内的几个建筑企业，组成地区性联合企业（建筑总公司）。②生产过程联合化，将参与同类产品生产过程的设计单位和建筑企业联合起来，组成设计施工一体化联合企业。③综合利用联合化，将参与原材料加工和综合利用的企业联合起来，组成多种经营联合企业。在发达的工业国家，建筑生产专业化和联合化程度较高。约占承包企业90％的中小型企业，多数是专业化企业；占企业总数比重较小的大型企业，多数是联合企业。在中国，进入20世纪80年代以后，一些大中型建筑公司开始按专业化、联合化原则进行改组，各地区陆续成立了联合企业，专业化、联合化程度正在逐步提高。
