教师教育观不适应体现在教师的学生观、教学观、课程观、评价观的转型与重构；
The maladjustment of the teacher is embodied in the transition and reconstruction of teachers'view on the students, the course, the teaching, and the evaluation;
辅导员在教育观、教师观、教学观和学生观上存在的突出问题影响了辅导员工作成效。
Problems of the counselors' concepts of education, teachers, teaching and students concept problems will greatly influence the effectiveness of their work.
从建构主义教育观出发，分析学校体育教学过程的模式及其特点，提出了崭新的学生观、学习观、教师观。
On the basis of constructivism theory, the paper analyzed the teaching pattern and characteristic of P. E in school and put forward new ideas of students, learning and teachers.
当前的数学新课程强调以学生为主体的数学学习观，作为数学教师要重新审视传统的教学观和教学法。
The present mathematics new course teaching emphasizes to take student as the main body. The mathematics teachers want to re-examine the traditional teaching view and teaching methods.
本文选取了学生观、教师观、教学观作具体的分析。
This study made a concrete analyze of the teacher's view of students, teachers, and teaching.
教师不同的科学本质观及其教学行为影响着学生的科学本质观的形成，影响着学生对科学内容的理解以及看待问题的思维方式。
Teachers' conception of nature of science influence students' conception of nature of science, students' understanding of scientific knowledge and students' thinking mode.
新课程的理念追求，要求中小学教师树立新教师观、新学生观，并培养新的职业素养。
The conceptual orientation of the new curriculum demands the elementary and middle school teachers to establish new teachers outlook and new students outlook, and cultivate new professional qualities.
一是教育观念的转变，要求教师树立新的课程观、学生观、教学观、评价观；
The first is the transformation of educational idea, which calls for the changes of the ideas of curriculum, student, teaching and evaluation of a teacher.
新课程的实施正在使传统的知识观、学生观、学习观以及师生关系发生深刻的变化，从而消解了传统教学中的教师知识权威、文本解释权威和法定权威的形象。
The enforcement of new curriculum is changing the traditional concepts of knowledge, student, learning, and thus clears up teachers' image of knowledge, text explanation, and legal authority.
无论是教师的教学还是学生的学习都以对知识的信念为基础，有怎样的知识观就有怎样的教学观和学习观。
Either teachers' teaching or st ud ents' learning is based on their belief in knowledge. Teaching outlook and lear ning outlook depend on knowledge outlook.
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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