在这个过程中，学生、家长、教师和社会环境都是因变量，在学生成长的不同阶段成为“问题学生”产生的诱因。
In this course, students, parents, teachers and even our society are all outside reasons which make it possible for some of the students to become problem ones.
总之，我认为教师和家长们在孩子的社会和智力发展中都扮演着重要的角色。
To conclude, I agree that both teachers and parents play important roles in both the social and intellectual development of children.
我们教师也希望在确保学生在远离屏幕的同时，平衡学习和社会经历。
We teachers also want to make sure that students have balanced learning and social experiences away from their screens.
实验社会心理导报的一项新的研究对家长和教师如何能够鼓励孩子和学生花费更多的时间在作业上这一研究进行了考察。
A new study in the Journal of Experimental Social Psychology examined how parents and teachers could encourage their kids and students to spend more time on their homework.
中学教师消极自我概念的发生相对集中于生理自我、工作自我和社会心理自我方面；
The middle-school teachers'negative self-concept relatively focus on aspects of physiological self, working self and social self.
我相信，在现存条件下，由于忽视了学校作为社会生活的形式这一观念，太多的刺激和控制来自教师。
I believe that under existing conditions far too much of the stimulus and control proceeds from the teacher, because of neglect of the idea of the school as a form of social life.
传统教学思想、观念束缚了教师和学生，导致人才培养不适应现代社会的需求。
Traditional teaching sense and ideas bind not only the teachers but also our students, which results in a great demand of qualified people of our society.
结论：西安地区位于城市、城镇、农村中学数学教师的个性特征、社会支持和心理健康状况存在差别。
Conclusion: Mathematics teachers from rural and from urban areas have significantly difference scores of social support, mental health status and different personality.
这均是由社会、学校和教师自身的原因造成的。
The reasons of these lacking lay in society, schools and teachers own factor.
目的考察马来西亚华人幼儿教师的心理健康、社会支持和幸福度三者之间的关系。
Objective the relationship of mental health, social support and happiness of the Chinese teachers in kindergarten living in Malaysia was explored.
为了青年教师的健康成长，社会和学校应当对此问题给予足够的重视。
For the sake of the healthy growth of young teachers, great attention should be paid to this issue by society and university.
教师教育观念的更新、策略式教学水平的提高、教育评价体制和社会文化的变革是学习方式转变的根本保障。
It is the basic guarantee for learning approach transformation to upgrade teachers' new educational thought, strategic teaching level, educational evaluation system and social culture.
本研究采用修订的教师一般自我效能感量表、已有的应对方式量表和社会支持评定量表对内蒙古自治区700名中小学教师进行了调查分析。
The study investigated 700 primary and junior high school teachers from Inner Mongolia, used teacher 's general self-efficacy scale, coping scale and social support scale.
用教师工作倦怠问卷、职业压力应对策略调查表、教学效能感量表和社会支持评定量表对766名中小学教师进行了问卷调查。
Questionnaire surveys about teachers' job burnout, coping strategies associated with job stress, teachers' sense of efficacy, social support were made among 766 teachers.
课堂既是教师和学生日常生活的一个空间，也是一个独特的社会场域。
Classroom is a space of everyday life of teachers and students, but also a unique social field.
另外，对于办补习班的社会机构和聘任的教师而言，经济利益的驱动也是一方面原因。
In addition, economic benefit is another reason to the social institutions and the teachers.
在科学和社会科学的内容及其与美国的国家课程标准，并帮助教师达到不让一个孩子掉队目标。
The science and social science content correlates with U. S. national curriculum standards and helps teachers meet the No Child Left Behind goals.
教师角色期待，是指社会公众和学生对教师行为模式的期待，或教师对自己应具备的行为模式的期待。
The expectation for teachers, is the expectation from society and students to the teacher's action pattern, or the expectation from teachers themselves to their action pattern.
我们学习了在社会里的人，例如：厨师，牙医，医生，农民，消防员，守卫，图书保管员，邮递员，护士，警察，校长(负责人)和教师。
We learned about the people in the community such as: chef, dentist, doctor, farmer, firefighter, janitor, librarian, mailman, nurse, police officer, principal, and teacher.
问卷调查和访谈结果显示，农村职业学校教师在经济状况、社会地位、工作任务和人际交往等方面存在压力。
The survey by questionnaires and interviews shows that teachers at rural vocational schools have pressures in economy, social status, duties and human relations.
语言意义建构具有主动性、社会性和情境性，基于语言意义建构的特点重建大学英语课堂就是要改变教师角色和学生角色，建立学习共同体。
To reconstruct college English class based on characteristics of language meaning construction is to change the roles of teachers and students and to set up learning community.
教师职业压力来源于社会的角色期待、片面的教师评价模式和教师自身对“教育者形象”的完美化追求。
The origin of teachers occupational stress is the expectation of social about teacher, lopsided Standard about teacher 's evaluate, hoping teacher' s image is perfect, ect.
第三部分社会文化背景描述了两位英语教师的教育背景、家庭背景和教学经历。
The third part is social and cultural background of two English teachers, which includes their educational background, family background and teaching experience.
结论：社会支持、适应不良、角色压力和心理控制体验是影响中小学教师心理枯竭的直接因素。
CONCLUSION: the direct factors of psychological depletion in the teachers of elementary and middle schools are the social support, social adaptation, role stress and psychological control experience.
大学教师作为一个专业性很强的特殊的社会群体，以传播和研究高深学问为己任。
As a highly professional social group, the college teachers' task is to spread and research higher learning.
第四章从外在的社会方面和教师自身方面阐明影响教师专业道德形成的因素。
Chapter four clarifies the factors affecting the formation of professional morality of teachers from the social aspects and the teachers themselves.
第四章从外在的社会方面和教师自身方面阐明影响教师专业道德形成的因素。
Chapter four clarifies the factors affecting the formation of professional morality of teachers from the social aspects and the teachers themselves.
应用推荐