“教师成为研究者”的理念要求教师以研究为己任，将自己作为一个研究者来看待，通过研究解决实际教育教学工作中的问题。
The idea "teacher as the researcher" requests the teachers take research as their own duty, regard themselves as researcher, solve actual practical problems through research.
教师在其成长过程中，必须把反思性教学作为重要的教育理念始终贯穿于自己的教学行为之中，养成不断的教学反思习。
Teachers must consider the reflection education as an important education idea and put it into use through the teaching action in the course of their growing up.
必须充分体现新课程标准精神、素质教育理念、新教材编写意图、教师教学风格等策略；
The core spirit of new curriculums, idea of quality education, purpose of new teaching materials , and teaching style of teachers must be embodied in the joint tactics.
幼儿园方面，幼儿教师应该积极更新教育理念，培养自身良好的情感素质和善于挖掘课程资源的能力。
To the infant schools, the teachers should learn new theory of education, train their own good emotion, and tap the textbook for latent resources.
教师不仅要及时树立现代教育教学理念，而且要不断提高综合素养，增强自身魅力。
Teachers must not only set modern education idea in time, but also better the quality of themselves and increase their charm continually.
教学反思能力是教师对自己的教学过程进行反馈和调控的能力，自我反思能力是教师对自身的教育理念等进行反思的能力。
T he former refers to teachers' ability to get feedback and regulate the teaching process, while the latter is the ability to reflect upon their educational ideas.
这部分内容针对语文国家课程校本化实施在教育理念、教师、课程标准、课程资源、时间等五个方面存在的问题作了分析，并提出了相应的解决策略。
It provides analysis on education beliefs, teachers, curriculum standards, curriculum resource and time, in order to solve problems existing in the process of implementing school-based curriculum.
介绍了挪威科技大学教师教育系和实习学校之间进行的合作教师教育模式，并探讨了这一模式能否实现“贴近现实的教师教育”这种理念。
This paper presents a partnership model of teacher education between the Program for teacher education at the Norwegian University of Science and Technology (NTNU) and the schools.
公开课的前瞻理念有利于教师转变教育观念。
The advanced professional instruction help teachers change their educational value.
其教育信念形成受到各方面因素的影响，但被试者认为教师个人魅力、教学理念、教学方法和学生人格特征的影响力是最深刻的。
The research subjects consider the charisma of teachers, the teaching ideas, the teaching methods and the characters of students as the most profound ones in all influencing factors.
其教育信念形成受到各方面因素的影响，但被试者认为教师个人魅力、教学理念、教学方法和学生人格特征的影响力是最深刻的。
The research subjects consider the charisma of teachers, the teaching ideas, the teaching methods and the characters of students as the most profound ones in all influencing factors.
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