教师领导方式,Teacher"s leadership style
1)Teacher"s leadership style教师领导方式
英文短句/例句
1.Relation Between Social Creative Potential of Primary School Children and Teacher’s Leadership Styles小学儿童的社会创造性倾向与教师领导方式的关系
2.The Effect of University Leadership on Teachers Organizational Commitments;高校领导方式对教师组织承诺的影响研究
3.The Relation between High School Middle-level Leader and Teacher Work Attitude;中学中层领导方式与教师工作态度的关系
4.A Study about the Relationship between Leadership Style of Middle Management and the Teachers" Working Attitude in Colleges and/or Universities高校中层领导方式与教师工作态度的关系研究
5.A Study on the Impaction of Middle School Principals Leadership and Teacher Collective Efficacy;中学校长领导方式与教师集体效能的影响关系研究
6.Researching on the Effects of Headmasters Leadership to Teachers Organizational Commitment in the Primary and Middle Schools;中小学校长领导方式对教师组织承诺影响之研究
7.The Influence of Teacher Leading Style on the Development of Professional Mentality;中小学教师的领导方式对其职业心理发展的影响
8.A Tentative Discussion on Guiding Strategy of Tutors under the Model of Learners Guidance Group;导学群模式下导学教师引领策略的探讨
9.The Singapore Chinese Teachers" Union can take the lead in the joint efforts.在这方面，华文教师总会可扮演领导的角色。
10.Relations between the Creativity of Leading Ways and Leading Methods;领导方式与领导方法创新的几个关系
11.Empowering Teachers:Teacher Leadership in Teacher Professional Development;赋权予教师:教师专业发展中的教师领导
12.Analysing Leading Methods and Sorts for Leadership of Coal Enterprises and Effective Leading Approach;浅析企业领导者的领导方式及有效的领导途径
13.Study of multifactor leadership mode of coaches leadership mode;教练员领导行为的“多元领导模式”研究
14.Tutorial System:an Effective Mode for the Development of Expert Teachers--Research and Practice of Fostering Expert Teachers in the Primary Schools in Xiamen City导师制:引领专家型教师成长的有效范式——厦门市小学专家型教师培养的研究与实践
15.Infrared led and blinking led are also used in special ways.红外领导和闪烁领导也利用特殊方式。
16.The Leaders and their styles of leadership in the Task-based organizations;任务型组织中的领导者及其领导方式
17.Distributed Leadership: Reforging Western School Leadership;分布式领导——西方学校领导再造探研
18.Teacher Leadership Education: A Study of New Trend of Teacher Education in the United States;教师领导教育：美国教师教育新趋势研究
相关短句/例句
teacher leadership教师领导
1.With the development of leadership research,teacher leadership is becoming a new driving force to school reform.随着领导研究的推进,教师领导作为学校变革的新动力得到了研究者和实践者的广泛关注。
2.The concept ofteacher leadership forms in the course of studies on the moral,instructional,transformational,parallel,distributed,organization,quality,and participatory and contingency leadership.教师领导是学校迈向学习型学校的必然,其概念是从教学领导、道德领导、转换领导、平行领导特别是分布式领导和参与式领导等学校领导研究中渐渐明晰的。
3)Teacher Leading Behavior Model教师领导行为模式
4)teacher leadership教师领导力
1.In recent years,the issue ofteacher leadership turns out to be one of the focuses in the field of school leadership research in America and Canada."教师领导力"近年来成为美国和加拿大等国对中小学学校领导问题研究的热点。
2.Teacher leadership is a necessity in the development of the teaching profession, and it is also a hot issue concerned by west education community in recent years.教师领导力是教师专业发展的必然要求,也是近些年来备受中西方教育界关注的一个热点问题。
3.It isteacher leadership that the teachers form a comprehensive influence which imposed on the "being leaders"(other members of the activity) through their own professional power,as well as with the nonpower elements interactions(such as teacher’s own knowledge,ability,emotion,etc) in certain group activities.教师领导力是指教师在一定的群体活动中,通过自身的专业权力以及所具有的非权力性要素(如教师本身的知识、能力、情感等)相互作用,形成的对"被领导者"(活动中的其他成员)的一种综合性影响力。
5)On Teacher Leadership论教师领导
6)tutor-oriented training导师制教学方式
1.The experiment on the high-level training mode of mathematics teachers basically adopted thetutor-oriented training mode to train the mathematics subject leaders in the middle school, which had got certain outcomes on the theoretical study and practices.高层次数学教师培训模式实验，具体来说是采用了导师制教学方式,培训中学数学学科带头人，在理论的研究和实践的操作上，都已取得了初步成果，并在以下三个方面做了重点探索：一、办班的层次、方式和培训目的。
延伸阅读
《关于高等学校教师职务名称及其确定与提升办法的暂行规定》中华人民共和国国务院于1960年3月5日颁发试行的一项规定。目的是为了鼓励高等学校教师不断提高政治业务水平，努力做好教学工作和科学研究工作。《暂行规定》规定，高等学校教师职务名称定为教授、副教授、讲师、助教 4级；教师职务名称的确定与提升，以思想政治条件、学识水平和业务能力为主要依据。《暂行规定》对各级职称的具体条件和审批办法等作了规定。《暂行规定》颁布后，对推动高等学校教学、科研工作，加强高等学校教师队伍的建设，起了一定的作用。但在"文化大革命"期间，高等学校确定和提升教师职称的工作中断。1978年 3月，国务院批转了教育部《关于高等学校恢复和提升教师职务问题的报告》，决定恢复高等学校教师职称,并开展提升教师职称工作。为了使高等学校教师提职工作经常化、制度化，教育部于1982年 2月又下达了《关于当前执行〈暂行规定〉的实施意见》，对《暂行规定》作了一些补充。
