教师作为研究者,teacher as researcher
1)teacher as researcher教师作为研究者
1.From the idea of Teacher as researcher and Teacher\"s specialization and the concept of Academic research this paper pointed that academic research of teacher have great significance to what teacher know well professional knowledge,promote Subject Educology growth,improve teacher\"s self-consciousness and upgrade the scholarship level of teacher.从教师作为研究者和教师专业化的观念和学术研究的概念出发,指出教师学术研究的意义:促进教师掌握专业知识,促进学科教育学的发展和完善,提高教师的自我意识和提高教师的学术水平。
2)Teacher as researcher教师成为研究者
英文短句/例句
1.Teachers as Researchers: Secondary School Teachers Professional Development Via a Web-based Course in Teacher Research;教师成为研究者：网络教师研究课程与中学英语教师专业化发展
2.On the Approaches and Strategies for Teachers to Becoming Researchers;论教师成为研究者及实施途径与策略
3.University-school Collaborative Research and Teacher as Researcher;大学—中小学合作研究与教师成为研究者
4.The Possibility of Teacher as Researcher--A Case Study;论教师成为研究者的可能——一项个案研究
5.On Teachers As Researchers --Stenhouse and his "Humanities Curriculum Project;论“教师成为研究者”——斯登豪斯及其“人文课程研究”
6.Teachers Meet New Egos by Engaging in Research--A Research about "Teachers as Researchers";在研究中认识新的自我——关于“教师成为研究者”的研究
7.Theoretic Thinking on “Teacher Must Be A Researcher”教师必须成为“研究者”的理论思考
8.The Study on the Contents and Methods of Teachers Being Experience Researchers;教师成为体验研究者的内容与方法研究
9.Being a reflector is a must for teachers in modem society and the ability and habit of being reflective is the core quality for research-minded teachers.教师成为反思者，是现代教师必备的条件，学会反思，是研究型教师必备的核心品质。
10.Teacher of Teacher:Studies into Teacher Educators in the West;教师的教师:西方的教师教育者研究
11.People who believe in equality are not desirable teachers for Natives.信奉平等者不宜成为教土著人的教师。
12.The Teachers Responsibilities and Realization of Their Value of Life--The Teachers Conduct at the Adult Colleges and Universities and Studies on the Teaching Effects;教师责任与价值的实现——成人高校教师行为与教学效果研究
13.A Study on Teacher Talk in Learner-centered ELT Classroom in Middle School;以学习者为中心的中学英语课堂教师话语研究
14.Student as Researcher: A New Educational Theory;让学生成为研究者:一个新的教育理念
15.A Study of the Structure of Students perception of Teachers Assessment Behavior;中小学生对教师评价行为知觉构成的研究
16.Action Research on the Improvement of Country Teachers" Professional Level--Taking Geography Major as Example农村教师专业成长行动研究——以地理专业为例
17.Teacher Observation: A New Approach to Teacher Development;教师行为研究:外语教师发展新途径
18.Obstacles Preventing Teachers from Becoming Researchers and Teachers Educational Courses Reform;论教师走向研究者的障碍与教师教育课程改革
相关短句/例句
Teacher as researcher教师成为研究者
3)The Study of Teachers As Researchers论教师成为研究者
4)being teacher-and-researcher教师-研究者
5)teacher as researcher教师即研究者
6)teacher-as-researcher model教师-研究者模式
延伸阅读
北平研究院史学研究会中国现代历史学和考古学研究机构。北平研究院史学研究所的前身。1929年11月该会在北平成立时，即设有考古组，主任是徐炳昶（旭生）。1934年正式设立史学组，顾颉刚为主任。史学研究会从事田野考古的人员，除徐炳昶外，先后有常惠、何士骥、苏秉琦、白万玉、孙文青等。工作项目主要有：1930年春与北京大学考古学会、古物保管委员会合作，对燕下都遗址的发掘；1933～1935年，对关中地区史前和周秦时期遗址的调查，以及在宝鸡发掘斗鸡台周墓，在西安发掘唐中书省遗址（获宋吕大防刻唐大明、兴庆两宫图残石）。另外，还曾对河北邯郸附近的响堂山石窟作过详细的勘察。这些考古工作的成果，已经出版的有苏秉琦著《斗鸡台沟东区墓葬》和《斗鸡台沟东区墓葬图说》，何士骥著《石刻唐太极宫暨府寺坊市残图大明宫残图兴庆宫图之研究》(1935)，何士骥、刘厚滋合编《南北响堂及其附近石刻目录》(1936)。1936年在研究会的基础上建立史学研究所，由徐炳昶任所长。抗日战争期间，所址迁往昆明，后仍迁回北平。新中国成立后，于1949年11月由中国科学院接收。
