在教学实践中，因教师的差异、学生的差异、教学环境与资源的差异，影响了课程的教学效果、知识与能力的迁移。
In teaching practice differences in teachers, students, and teaching environment and resources affect the course teaching effectiveness, knowledge and ability transfer.
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.
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.
目前，中职学校专业教师存在着学历不高、知识更新能力较差、实践经验不足、教育学知识缺乏等问题。
Nowadays, teachers in secondary vocational schools show many deficiencies in their educational backgrounds, ability of renewing knowledge, practical experience and pedagogy knowledge.
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.
高校教师业务素质主要包括教育思想、专业知识、教学能力、专业实践能力、科研能力等五个方面。
The professional quality of university teachers consists of thoughts on education, professional knowledge, teaching ability, ability of professional practice and ability of academic research.
职业教育教学技能是教师把已具备的知识转化为促进学生学习和实践的能力。
The teaching skill of vocational education is the capability that the teachers turns their knowledge to the ability to improve students' study and practice.
文章提出“默契”为教师实践性知识的本土内容之一。
This article proposes "tacit understanding" as one of the local knowledge.
初中生物教师应更新知识观念，转变课程理念，通过教学实践努力实现其目标。
Biology teachers in junior middle schools should renew knowledge concepts and improve course concepts, and also they should make efforts to achieve the aim by teaching practice.
文章在借鉴教育观念本体研究成果的基础上，确定了教师的教育观念是一种个体隐性知识，具有个体性、缄默性、实践性。
Taking up the research results of educational concept, the thesis conforms teachers' educational concept as a kind of personal implicit knowledge, which is personal, tacit and practical.
实践证明：如果没有学习的自觉愿望，尽管教师给学生许多有用的知识，也收不到应有的效果。
Practice has proved: Without the conscientious hope of study, though the teacher gives students a lot of useful knowledge, can't accept the due result too.
大学教师的教学学术是指大学教师在教学实践中表现出来的知识、能力和素质。
The scholarship of teaching means that the university faculty achieve on the knowledge, abilities and qualities in the teaching activities.
因而，农村教师应该建立独特的专业知识、实践知识与行为模式。
Thus, rural teachers should establish unique professional knowledge, practical knowledge and behavior patterns.
在新的知识观视阈下，教师的实践知识至关重要。
Teachers practical knowledge is very important under new view of knowledge.
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.
文章提出“默契”为教师实践性知识的本土内容之一。
This article proposes "tacit understanding" as one of the local contents in a teacher's practical knowledge.
缺乏实际管理经验的专业教师教学，科研与实践相脱节，对相关学科知识缺乏了解，影响了课堂教学的深度和广度。
Lacking of practice in the health administration as well as lacking of knowledge of the relevant disciplines influenced the teaching efficiency and effectiveness.
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.
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.
大学教师的教学学术是指大学教师在教学实践中表现出来的知识、能力和素质。
The scholarship of the university faculty includes the scholarship of discovery, the scholarship of integration, the scholarship of application and the scholarship of teaching.
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.
体育教师要加强人文知识的学习，并在教学实践中不断提高自身人文素养。
The improvement of teachers' quality plays an important role in promoting students' comprehensive quality.
只有对教师教学生活的现实接近才能真正把握教师教学实践性知识的真正内涵和机理。
The true meaning and mechanism of teachers' practical knowledge of teaching can be known only by closing the reality of their teaching life.
引言部门，作者定位了研讨的切入点，即关注职前教师的实践性知识。
In the introduction, the author sets the research entry point that is paying attention to pre-service pre-teachers' practical knowledge.
同时也说明了产学研合作过程中，教师实践过程知识的累积，从而达到将知识转化为生产，提高企业效益的可能。
In the meanwhile, it is explained that in the cooperation of producing, learning and research, knowledge can be accumulated in practice, so that knowledge can be conversed, benefit can be improved.
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.
大学教师的教学学术是指大学教师在教学实践中表现出来的知识、能力和素质。
The characteristics of the faculty with the scholarship of teaching are different from the faculty with low level in the scholarship of teaching.
大学教师的教学学术是指大学教师在教学实践中表现出来的知识、能力和素质。
The characteristics of the faculty with the scholarship of teaching are different from the faculty with low level in the scholarship of teaching.
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