专家新手教师的认知比较研究显示，专家教师“专”的原因在于前者具有更丰富、更精致的图式，由此对教师教学效能的研究转向了教师知识的研究。
The comparative research on expert-novice teachers' cognitive process shows that expert teachers are better than novices because the former have more abundant and elaborated knowledge.
俄亥俄哥伦布县一所高中的同-异性恋联合俱乐部指导教师杰夫·格雷斯说，他发现过去十年里学生的认知已经发生了变化。
Jeff Grace, faculty adviser for a gay-straight alliance club at high school in Columbus, Ohio, said he has seen student perceptions change over the last decade.
在教学中，教师应根据学生的年龄特点和认知能力，逐步扩展跨文化知识的内容和范围。
In the teaching, the teacher should act according to student's age characteristic and the cognitive capacity, expands the Trans-Culture knowledge gradually the content and the scope.
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.
他们是西方认识中国的启蒙教师，每一不同的事物认知，都取决于他们翻译的对等。
They are abecedarians who dictates the way how the West recognize China. The different interpretation of every single concept relies on the accurate equivalence of their translation.
运用认知心理学理论，探讨大学体育教学如何更好的发挥教师的指导作用，对以学生为主体的体育教学进行了有效的尝试。
According to cognitive psychology, the paper explores how to develop the teacher's leading function and the efficient attempt at the learner-centered method of university athletics teaching.
运用镶嵌图形测验法和问卷调查法研究体育专业学生的认知方式与体育教师教学风格的关系。
Through Embedded Figure Test and the questionnaire survey law, this article studied the relations of PE majors' cognition way and the teacher's teaching style.
建构主义学习理论强调以学生为认知主体，是知识意义的主动建构者，教师只对学生的意义建构起帮助和促进作用。
The learning theory of Constructivism emphasizes that the subject of cognition is the student who actively constructs the sense of knowledge and the teacher just helps and promotes the construction.
这就要求教师应为每一个学生提供主动参与的机会和产生认知冲突的情境。
It is necessary requested that teacher should provide opportunity, and scene produced conflict for every student joining in active.
教师话语是学生输入的重要来源，其本身的性质以及质量高低会对学生中介语认知产生影响。
Teacher talk is an important source of language input, whose nature and quality will inevitably in- fluence interlanguage cognition.
首先，教师与学生都应当重视元认知学习策略对学生阅读学习的影响，教师应当有目的地培养学生的策略意识。
First of all, both language teachers and learners should come to realize the importance of learning strategies in teaching and learning effective reading.
采用认知的自我指导技术，对高校体育教师的教学监控能力进行干预训练。
The present paper adopts the technique of cognitive self-instruction to have an intervention training on young college physical education teachers teaching-regulated ability.
学生这种图式建构式语言认知系统与教师的相应三个水平系统应该处于平等的交际状态。
The language cognitive system of the construction of the schemata of the students should be located at equal level of the communication with the relevant three level of the system of the teachers.
预备教师和在职数学教师都存在概率学习的错误认知。
At the last of this study, in order to enhance teacher's mathematics understanding of subject knowledge of probability.
其次，本文借助认知理论，指出教师应注意对新词的初次讲解并强调词根及词缀部分的特点。
Then, by virtue of cognitive theories, this thesis advocates that teachers should attach more importance to the first explanation of new words and properties of root, affix and suffix.
在教师的有效性的研究领域存在三种范式 ：性格理论、行为和认知理论、权变理论。
There are three paradigms of the domain of the study of the effectiveness of teachers: theory of characteristics, theory of behaviour and cognition and theory of contingency.
教师要在自己的职业追求中不断地提高自己的认知动力，并在实现自己的职业理想过程中体会职业的幸福感。
Teachers should constantly improve themselves in their career pursuit of cognitive motivation, and experience in the process of realize their career ideal career happiness.
最后分析影响因素，并从认知、环境、制度和行为四个层面上尝试构建一个较为完整的培育途径体系，对当前如何培育大学教师的团队精神提出建议。
Lastly, the author analyzes relative influence factors, and attempts to construct a comparative complete cultivating ways system which is made up of cognition, environment, system and behavior.
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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