教师应该用其所有的热情，勤奋和努力去完善自我；为孩子的将来奠定基础，给孩子带来知识，智慧和快乐。
With all enthusiasm, diligence and efforts, teachers should improve themselves and lay the groundwork for the future children and pass onto them knowledge, wisdom and happiness.
教师的认识信念系统是一个涉及知识信念、认知信念、文化信念、学习信念以及对信念的自我调节等因素的复杂结构。
Teacher′s epistemic beliefs System is a complicated structure which involves knowledge belief, cognition belief, culture belief, learning belief and the self-adjustment to all kinds of beliefs.
在教学中，它通常外显为对知识传授的超越、学机智以及教师对自我完善的不懈追求。
In teaching activity, it often appears as transcending knowledge impartment, teaching wisdom and unremitting pursuit of self-improvement.
教师自我更新能力是教师为实现教学目的，在自我更新意识的内在驱动下，不断改变原有的知识和观念，转变角色，提高教学的能力。
Self-renewal capability can be seen as a set of self-renewal capabilities such as the role transition, changes in original concept and knowledge to improve teaching efficiency.
语文新课程的实施，对教师的自我完善提出了更高的要求：教师要广泛阅读，具备深厚的知识积累；
The implementation of the new chinese course demands higher self-perfection from teachers:they have to read extensively to enrich their knowledge;
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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