查询词典 educational background

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。

For the sake of the incidence of the alleviative educational administration worker, increase the educational administration of my school the management the efficiency, we according to the database that my school in a specific way establish, management the method, combination spread to develop the software DELPHI7.0, and plan to living with teacher to manage for the core with the teaching, and manufacture the strong educational administration of a function to manage the system.

为了减轻教务工作人员的负担、提高我校的教务管理效率，我们依据我校具体设置、管理方法，结合流行的数据库开发软件DELPHI7.0，以教学计划和师生管理为核心，制作一套实用性强的教务管理系统。

In view of the management class specialized practicality strong characteristic and practice teaching insufficiency for local teaching colleges undergraduate course of managerial administration,we through construct educational model of"theoretical teaching—case teaching—pneumatic analogue experiment—specialized practice",promote educational reform of case educational reform as the core of comprehensive conformity teachin...

针对管理类专业实践性强的特点和当前地方性师范院校管理类专业实践教学的不足，我们通过构建"理论教学—案例教学—模拟实验—专业实习"四位一体本科教学模式，开展"以案例教学改革为核心，全面整合教学资源"的教学改革，精心培育"管理科学论坛月"的实践性校园文化品牌等举措，建立了较为完善的本科实践教学体系，有效的提高了地方性师范院校管理类专业大学生的素质和实践能力。

The teaching contents and teaching purposes are determined by the cultural aims and professional qualities, the teaching media are befittingly chosen depended on teaching contents and student's characteristics, the keystones and difficulties of class teaching are broken through by selecting the cut-in points of applying modern educational technology, the shortages of facilities are supplied by applying modern educational technology to create the simulative situations, the level of applications are increasingly improved by means of receiving student's feedbacks, all of which are discussed so that expatiate how to apply modern educational technology to planting courses.

从根据培养目标和岗位能力确定教学内容，设计教学目标；根据教学内容和学生的特点选择适宜的教学媒体；找准应用现代教学媒体的切入点，突破课堂教学的重点、难点；运用现代教育技术创设实践教学情境补充设施条件的不足；及时掌握学生的反馈，不断提高应用水平等几个方面进行阐述，对种植类专业课教学中应用现代教育技术的策略做了一些探讨。

In a word, from the historical and educational point of view, the paper states systematically education in rural area in Shanxi province during 1918-1937. It lays its stress on time continuity, concrete progress of educational development and the horizontal comparison with contemporaneously educational development in rural area throughout the country.

本论文的主要收获在于，站在历史和教育的角度，对1918-1937年的山西乡村教育作系统的论述，注重时间上的连贯性、教育发展的具体运行及与同期全国乡村教育发展的横向比较。

The same viewpoint of Mao Zedong and Deng Xiaoping on the thoughts of educational reform is that both of them are not only able to apply the theory to practice, change the unreasonable educational contents and the teaching methods etc., but also attach the importance to developing student's ability of moral, intelligence and corporeity. But there are some differences between them. Mao Zedong advanced mainly new views on the basis of old educational thoughts and Deng Xiaoping is opposite.

毛泽东和邓小平的教学改革思想，其相同之处在于二者都注意理论联系实际，主张改革不合理的教学内容、教学方法等，同时注意培养学生的能力，引导学生德智体全面发展；而不同之处则在于毛泽东主要是从"破"的角度去"立"，邓小平则是以"立"为主，从"立"的角度去"破"。

Researching this problem will benefit our understanding to the Educational leader's behavior on the view of factuality. At the same time, it will urge the Educational leaders to rethink by themselves. also, it will increase the extension of the Educational administration's object.

对这一问题的研究，不仅有利于人们更好地理解"实在性"层面下的各种教育领导行为，还有利于促使教育领导者对自身的领导有效性进行反思，同时，该研究也将拓宽以往教育管理研究中教育领导的外延。

In terms of pedagogy, however, educational justice means providing appropriate education for each individual to make him gain what he is worth and develop individualistically by properly distributing educational resources under a rational educational system.

从教育学的视野考察，教育公正是指通过合理的教育制度，恰切地分配教育资源，为每个人提供与其相适宜的教育，使个体得其应得，实现个性化的。

When the instrumental value of learning educational theories is emphasized,its meaning of life is hidden in teacher development,so as to break educational theories and teacher development in the aspect of life.Analyzed from the perspective of teacher's life,teacher development implies much meaning of life and educational theories should care for life in many ways.

一、教育理论和教师发展在生命层面上的断裂教师发展中生命创造的缺失在学校研究性变革实践中，教师需要学习全新的教育理论、思维方式去应对、反省复杂的教育情境，改变自身在学校生活中的生存方式，实现自己在课堂教学中的生命创造，因为教师发展不能局限于专业发展。

Educational objective is a kind of literal expression, which focusing on educational idea and educational behavior.

教育目标是集中体现教育思想和教育行为的文字表述。

In the chapter 2, the theoretic knowledge about the photosensitive resin and the grinding tools was firstly introduced.

第二章阐述了光固化树脂结合剂磨具的相关理论研究。

Do not use the program's indenting or margin-setting features; these will be added during typesetting.

不要使用缩排，页面边缘设置之类的选项，偶看不大懂。