查询词典 educational background

To professional identity of kindergarten teacher majors, there exist such differences as: nature of kindergarten, age of the kindergarten teachers, years of serving as a teacher, the educational background, professional post and salary and so on, which can be seen in the following aspects: 1 the degree of professional identity of kindergarten teachers in non-governmental kindergarten is higher than that of teachers in governmental kindergartens; 2 the degree of professional identity of kindergarten teachers aged between 21 to 25 is the highest, while those aged between 31-40 is lowest; 3 the professional identity of kindergarten teachers who have taught for 2 to 14 years in school is of the highest, while those for 15 to 25 is of the lowest; 4 those whose academic background is intermediate rank are considered to be the highest in the professional identity while those graduated from the junior middle school are regarded to be the lowest, 5those whose professional post ranks second in primary school are the highest level in professional identity, while those whose professional post are of first rank are in the lowest; 6those whose income is between 501 and 1000 RMB are regarded to be on the top in their professional identity while those whose income above 1500 RMB are in the lowest level.

主要表现为：1民办幼儿园教师职业认同高于公办幼儿园教师；2年龄在21—25岁之间的教师职业认同最高，31—40岁之间的教师最低；3教龄在2—14年间的教师职业认同最高，15—25年间的教师最低；4学历为中职的教师职业认同最高，初中学历教师职业认同最低；5职称为小教二级的教师职业认同最高，小教高级的教师最低；6工资收入在501—1000元的教师职业认同最高，1500元以上的教师最低。3、在其他因素上，如"是否担任行政职务"、"婚否"、"所带班级"、"班额大小"等方面，幼儿教师的职业认同没有显著差异。

In the dissertation, special emphasis is put on the effect of agentive factors, including the agents familiarity with the metaphor, his/her age and his/her educational background.

本文特别突出分析了主体因素对隐喻认知的影响，这些因素包括：认知主体对隐喻的熟悉程度、生活经验、年龄结构和文化层次。

From the perspective of teachers traits, there was sex difference for agreeableness of high school teachers. In the high educational background, the age below 25 years old teachers got the highest score. There was no difference for all traits of the teachers in different professional positions.

从教师特征因素来看，中学教师在人格宜人性方面存在性别差异，25岁以下的高学历教师在人格的开放性上显著高于其他年龄的教师，而不同职称的教师在人格各个特质上均不存在差异。

I do believe that with my solid educational background and ample working experience.

我相信以我过硬的教育背景以及工作经验。

I see from your resume that you certainly have the educational background and work background to handle this job.

我从你的简历中看出，你有足够的教育背景和工作经验来接手这份工作。

Sally: I see from your resume that you certainly have the educational background and work background to handle this job.

我从你的简历中看出，你有足够的教育背景和工作经验来接手这份工作。

Sally: I see from your resume that you certainly have the educational background work background to handle this job.

我从你的简历中看出，你有足够的教育背景和工作经验来接手这份工作。

Current primary school educational personnel's behavior in crisis prevention and preparation, and also crisis handling: in the aspect of crisis prevention and preparation, male teachers, with relatively higher educational background, relatively long service term, as principal or administrational supervisor, and middle-scale schools have relatively better performance in terms of crisis prevention and preparation.

五、不同背景变项之国民小学现职教育人员在危机预防与准备和危机处理之表现上：在危机预防与准备的表现上，以男性教师、学历较高者、服务年资较长者、担任学校校长或行政主管者，和中型规模的学校在危机预防与准备上的表现较佳。

The cultural ideology was related to these foctors, such as background of times he lived, the feelings of overseas Chinese, the educational background, the brain trusters of Zhang Zhidong, and his own nature and experiences and so on.

接着从时代背景、华侨情结、学理因素、幕府环境、个人性格与遭际等方面分析了辜氏文化观的成因，对他的文化观进行了详述。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

I can't say anything hurtful about anyone.

我不能说任何伤害人左右。

She was a short fat woman , garbed in a very tight , very gaudy red dress .

大冬天的，我们穿两件毛衣她却穿件短袖，不停地扇扇子，一个劲叫热。