和定义，单词关系和形态句法相关的教师教学与词汇变化呈正相关。
Teachers' instruction related to definitions, word relations, and morphosyntax was positively associated with change in vocabulary.
也是教师教学艺术的重要组成部分。
定期组织“教师教学经验交流会”。
Seventh, organizing the communication of instructional experience periodically.
第四部分，教师教学个性的生成机制。
The fourth part, the formation mechanism of teaching personality.
课堂教学管理是教师教学行为一个重要环节。
Management of classroom teaching is the key link of the teaching action for language teachers.
第二，研究大学教师教学知识的类型和内容。
The second part explores the type and content of the educational knowledge.
第二部分主要阐述了语文教师教学幽默的定义。
The second part indicates the definition of Chinese teachers' teaching humor.
教师的实践性知识主要指教师教学经验的积累。
The practical knowledge mainly indicates teacher's accumulation of teaching experience.
教师教学互评是同行教师相互进行的对教师教学工作的评价。
Peer teacher reciprocal teaching evaluation is the teaching evaluation which peer teachers carry on mutually.
对教学难点的理解影响着教师教学任务设计的清晰性和有效性。
Lastly, the understanding of the teaching difficulties also affects the clarity and effectiveness of teachers' teaching task design.
加强教师教学档案的建设可以提升教师的专业素质和教学效果。
Reinforcing the teaching-record construction can upgrade the speciality diathesis and teaching effectiveness of the teachers.
教师的教学是否具有可懂性是衡量教师教学水平的重要标准之一。
The understandability of teaching is an important standard for measuring the teaching level.
班级因素依次为：女生比例、教师角色、班级竞争意识、教师教学态度。
The factors in classroom level are the proportion of girl students, the teacher's role, the class competition consciousness, the teachers teaching attitude.
迄今为止，学生评教已经被广泛的运用到大学和中学教师教学的评价中。
So far, it has been widely applied to the evaluation both in university and middle school.
同时通过对课堂教学的分析，发现这些教师教学中的课堂互动水平欠佳。
The analysis to classroom instruction turned out that the interaction in the classroom was far from satisfactory.
同时，论述了学校建立相应的机制来促进、督促、保障青年教师教学能力的提高。
Meanwhile, corresponding mechanisms should be set up to promote, supervise and ensure the enhancement of young college teachers' teaching ability.
相对于中小学教师而言，高校教师教学权利的范围更广，更多的体现为一种教学自由。
Compared with primary and secondary school teachers, college teachers have a wider range of teaching rights which mainly reflect in teaching freedom.
课堂调控艺术反映着语文教师教学艺术的整体水平，直接影响语文教学的质量和效率。
The regulating art in the class not only reflects the whole level of Chinese teachers' teaching art, but also directly influences the quality and efficiency of the Chinese teaching.
本研究通过问卷、课堂观察、访谈等方法对高中数学教师教学知识的现状进行了较为系统的调查。
In this paper, the author expounded the actuality of the pedagogy knowledge among high school mathematics teachers through questionnaire investigation, class observation and interview.
教师教学行为设计的优化策略应该强调：设计内涵的优化策略、设计程序的优化策略、设计能力的优化策略。
The teacher's teaching behavior design should emphasize: the optimization tactics of design content, the optimization tactics of design procedure, and the optimization tactics of design ability.
研究方法：以520名高校教师为研究对象，应用“教师教学效能感量表”为研究工具，测量不同教师特征对高校教师教学效能感的影响。
Methods:to measure the influence of different teachers' characteristics on college teaching efficacy through applying the skill of the sense of teaching efficacy to 520 college teachers.
我的教学风格和多数教师相似。
My teaching style is similar to that of most other teachers.
这一定义也排除了大多数教师，尽管教学历来是许多知识分子谋生的传统手段。
The definition also excludes the majority of teachers, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their living.
语文教师采用自己的教学方法，但受到学生的强烈抵制。
The Chinese teachers use their own teaching methods but receive strong resistance from the students.
我刚半路出家来当教师，还没有什么教学经验。
I have just switched to the profession of a teacher and quite lack experience in teaching work.
结束导致学生失败的“错误的方法”，确保每位教师都拥有用于原音拼合法教学的资源。
Ending "wrong-headed methods" that have failed pupils and making sure every teacher has the resources to deliver synthetic phonics teaching.
我们的教师接受一个完整的现代教学计划，以准备好教授我们的高标准。
Our teachers receive a complete modern teaching program to prepare themselves to teach our high standards.
这篇文章表达的观点是，教师具备的其他素质的重要性不亚于教学知识。
This essay conveys the idea that as important as teaching knowledge is, it is as important if not more important for teachers to possess other qualities.
教师很少有时间或机会来客观地看待自己或他人的教学。
Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner.
教师很少有时间或机会来客观地看待自己或他人的教学。
Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner.
应用推荐