教师个人实践知识对教师的教学起着及其关键的作用。
Teacher's personal practical knowledge plays a vital role in their teaching.
教师个人实践知识对教师的教学起着及其关键的作用。
Firstly, teachers personal practical knowledge plays a filtrating role in the process of getting rational knowledge.
于是我选择了叙事研究的方法研究教师在一定的教学情境中过建构起来的个人实践知识。
Therefore I chose narrative study to conduct my research on the teacher's personal practical knowledge in a certain teaching situation.
在个人层面，社会责任感激励我们大学生尽可能多地获取知识并付诸实践。
At the individual level, a sense of social responsibility motivates us college students to acquire as much knowledge as possible and put it into practice.
可以这么说，工厂会在过程中教给你领域知识，而不是让你一开始就向某个人学习实践知识和经验细节。
In a way, the factory teaches you the domain, without initially committing you to investing in learning it from personal practical experience.
软件架构能力是个人或组织获取、使用、胜任对开展以软件架构为中心的实践来说必不可少的技能和知识。
Software architecture competence is the ability of an individual or organization to acquire, use, and sustain the skills and knowledge necessary to carry out software architecture-centric practices.
好的RM实践为管理需求规格说明书清楚地确定了一个中央知识库，这样每个人都能总是得到最新的需求版本。
Good RM practice dictates that the team clearly designate a central repository for the requirements specification document so that everyone always has access to the latest version.
任何一个人想得到教育方面的学位教学实习是个必要的要求；这是一个把你在课堂中学到的知识运用到实践的时段。
For anyone getting their degree in education, student teaching is practically a requirement; a time to put what you learned in the classroom into practice.
g因子所决定的学习掌握知识的速度，它会大大地影响一个人，看他能否将所学知识反过来指导实践或变成间接经验，而不可以代替实践或经验本身。
Instead the g factor regulates the rate of learning: it greatly affects the rate of return in knowledge to instruction and experience but cannot substitute for either.
现代知识理论从一个侧面揭示了知识的个人性、境域性及在一定程度上的不可言传性，进一步说明了教师实践性智慧在教师专业成长中的重要性。
Modern knowledge reveals that knowledge is personal, regional, and unable to be explained in words, which further demonstrates the importance of practical wisdom in teachers professional development.
教师个人实践性知识及教师理念决定了教师的教学风格和教学行为。
It is the teacher's personal practical knowledge and teacher beliefs that frame the teacher's teaching style and behaviors.
从一堂体育课的观察开始，探讨教师如何从问题出发，逐步找寻解决问题的方法，最后获得属于教师个人的实践性知识。
Beginning from the observation of one physical education class, the proceeded from a specific problem, sought a solution to it step by knowledge.
这种教学实践性知识与个人的成长经历紧密相连，受到学科背景影响而定型，在接近和挑战权威的过程中反思而成。
This kind of knowledge is closely linked with his or her personal lives, formed by the subject background, and optimized through self-reflection.
如同学习别的东西一样，一个人既要从书本上，又要从实践中学习专业知识。
As with learning anything else, one needs to learn professional knowledge not only from books but also from practice.
基于此，论文首先阐述了教师课堂教学实践智慧生成的前提和基础，即与时代相切合的教师个人教学哲学观，重点论述了其构成要素知识观、认知观、学生观、自我观的转型和构建；
So this paper firstly elaborated the teacher's own philosophy as the premise to generate the wisdom of classroom instruction, which had better accordance with the new concepts about education.
基于此，论文首先阐述了教师课堂教学实践智慧生成的前提和基础，即与时代相切合的教师个人教学哲学观，重点论述了其构成要素知识观、认知观、学生观、自我观的转型和构建；
So this paper firstly elaborated the teacher's own philosophy as the premise to generate the wisdom of classroom instruction, which had better accordance with the new concepts about education.
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