第三，教学信念不够科学、合理，基础知识不够扎实；
Thirdly, the teaching belief is not reasonable, and the basic knowledge is also not solid enough;
英语教师；教学成就归因；影响因素；教学信念；
EFL teacher; Instructional achievement attribution; Influential factor; Teaching belief;
教学信念是教师关于学生学知识、教师教知识和学科知识本质等的看法和观念。
Teaching beliefs are defined as the views and comprehensions of teachers about teachers teaching knowledge, students studying knowledge and essence of knowledge.
放眼未来，我们将致力追求卓越，并以坚执自由、尽心教学、培育人才、传承智慧、贡献社会为信念，昂首阔步，迈向另一个100年。
It will be our vision for excellence, our aspiration for freedom, our devotion to student learning. and, our commitment to society that will guide us through the next 100 years.
真正给活动教学以科学信念的是19世纪末、20世纪初的动力心理学和发生心理学。
The scientific beliefs of activity teaching really originate in dynamic psychology and genetic psychology in19th century and20th century.
本文采用自然教学实验的研究方法，探讨心理健康教育对高师生健康信念、健康行为和健康水平的影响。
By means of the method of natural instruction experiment, the research examined the effects of psychological health education in health belief, health behavior and health level.
教师对于数学和数学教学的信念在很大程度上影响着他在课堂教学中的行为。
The teachers beliefs about mathematics and mathematics teaching and learning, to a great extent, affect their behaviors in mathematics classrooms.
无论是教师的教学还是学生的学习都以对知识的信念为基础，有怎样的知识观就有怎样的教学观和学习观。
Either teachers' teaching or st ud ents' learning is based on their belief in knowledge. Teaching outlook and lear ning outlook depend on knowledge outlook.
现在的主要问题是教师信念与学习者信念不一致以及教师信念与其教学实践不一致。
While teachers'believes share to a large degree, their understanding of the courses and teaching models differ.
研究发现教师的叙事不仅是在简单地反思教学，更是构建信念的过程。
The findings reveal that narrating is actually the process of these teachers' identity construction, the process of meaning making.
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.
职业挫折期的学员需要坚定专业信念，提升他们的教学问题诊断能力与反思能力，以此克服倦怠。
The students who are on the career frustration stage need to confirm their career confidence, accelerate their abilities to diagnose and speculate the pedagogical problems and overcome depression.
职业挫折期的学员需要坚定专业信念，提升他们的教学问题诊断能力与反思能力，以此克服倦怠。
The students who are on the career frustration stage need to confirm their career confidence, accelerate their abilities to diagnose and speculate the pedagogical problems and overcome depression.
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