教育中心

School education is an emphasis of quality education.The class education is a centre of school education.

坚持素质教育的重地是学校教育，学校教育的中心在课堂教学。

Ideological and political education have the central status in the higher education, it's an organic entia involves a good many content, thereinto, ideological and political education management exerts the significant function.

摘要思想政治教育在高校教育中占有中心地位，它是一个由诸多内容构成的有机统一体，其中，思想政治教育管理起着重要的作用。

Kids Ray Creation Teaching Center specializes in one to eight years olds kids creativity, ability to act, and sensation .

Kids Ray创意早教中心是一家专业从事少儿早期教育的国际教育机构。主要针对1岁到8岁的小朋友，以独创的教育形式开设互各类提高孩子创造力，表演能力和感知能力的课程。

The school library as the information resource center of school have engaged in the information mangement for a long time, so they have the advantage in information literacy education. But because of the effect of traditional idea, it"s ruction in information literacy education haven"t been brought into play.

而作为中学信息资源中心的图书馆长期从事着信息管理工作，在开展信息素质教育方面具有得天独厚的优势，但由于受传统教育观念等的影响，一直没有充分发挥其在信息素质教育中应有的重要作用。

The Paper firstly, discusses the theories of quality management, arranges and analyses the basic philosophy of guaranteeing teaching quality of Master of Education in general. By retrospection the development of the graduate education in the United States, the type and major of Master of Education in the United States are identified, and the main characteristics of the graduate education in the United States are summed up. And these characteristics include: appropriate training objectives, standards of graduate admission which require the capacity for the first, curriculums which are set pragmatically and flexibly, tutors which are selected strictly, different training models, a variety of teaching methods, internal quality assurance system which is standardized and effective, a wide range of external forces of quality control.

论文首先探讨全面质量管理理论，梳理和辨析教育硕士专业学位研究生教学质量保证的基本理念，在追溯美国研究生教育发展历程的基础上，总结美国教育硕士的种类与专业，归纳美国硕士研究生教学质量保证的内外部措施是：制定适切的培养目标；能力为先的研究生录取标准；注重实效灵活的课程的设置；完善的教师管理机制；各具特色的培养模式；丰富多样的教学方法；以学生为中心，发挥学生主体作用；规范有效的内部教学质量管理制度；多元化的外部质量监控力量。

I work as a specialist doctor in a centre for people with life-long disabling conditions - at the Oxford Centre for Enablement, which is part of the Nuffield Orthopaedic Centre , one of the Oxford teaching hospitals.

我是一名牛津赋能中心（专门为终生残疾者创办的医疗中心）的专家医师。该中心隶属于纽菲尔德骨科中心医院，该医院是牛津的医科教育实习基地医院之一。

He goes out in speaking middle finger, the heavy visual range that teachs to the profession in the center of is spent all-time, chinese construction education is meeting go up to expand opportunity inaccessibly, the spring that builds education has come!

他在讲话中指出，中心对职业教育的重视程度空前，中国建设教育正逢上难得的发展机遇，建设教育的春天已经到来！

In this axis line there distributes Tongliang future administration center, business center, education, science and technology center, convention and exhibition center, and belt shaped ecological landscape garden, etc., all of which centralize on embodiment of "New Tongliang Three Ultimates" at space axis.

在这条轴线上分布着铜梁未来的行政中心、商业中心、教育科技中心、会议展览中心以及带形生态景观公园等，是集中体现&新铜梁三绝&的空间轴线。

Director in college of education and science in Shanghai ,Research center director of senior vocational education's development, researcher; executive member of the council in China's vocational education association and deputy director of scholarship committee; consultant in national joint conference of presidents from senior vocational education and high specialized schools; deputy director in national demonstration senior vocational education's coordination council; China's vocational education 's society and member of expert committee; vice-president of vocational education association in Shanghai, part-time professor in Tianjin university and Shanghai Normal University and so on.

上海市教科院职成教育研究所所长，高职教育发展研究中心主任，研究员；中国职教学会常务理事、学术委员会副主任；全国高职高专校长联席会议顾问；国家示范高职院校建设协作委员会副主任；中华职教社理事、专家委员会委员；上海市职业教育协会副会长；天津大学、上海师范大学等兼职教授。2006年参加温家宝总理主持的国务院职业教育座谈会。

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。

Further more, the simplified analysis method on stressed-skin effect of corrugated steel sheet is also discussed in detail.

此外还比较详细地探讨了蒙皮效应的简化分析方法。

If I had known her telephone number,I would have called her.

要是我知道她的电话号码，我就打电话给她了。