从理论和实证的角度论述了学生课外英语泛听自我训练的必要性，提出教师指导学生训练听力能力时值得注意的几个问题。
The paper, through the theories and case re- search, argues the necessity of self-practicing of English extensive listening and puts forward some tips worthy of note.
相反，有“过度指导”倾向的教师会削弱天才学生的学习自主性。
Conversely, teachers who have a tendency to "overdirect" can diminish their gifted pupils' learning autonomy.
当孩子们被当作装满事实的容器时，创造力就不会蓬勃发展；而当教师的唯一目标是指导学生考试时亦是如此。
When children are regarded as vessels to be filled with facts, creativity does not prosper; nor does it when teachers' sole objective is coaching children towards exams.
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.
提高毕业设计质量，选择优秀教师作指导工作是前提、严格规范学生毕业设计行为是关键，加强对毕业设计过程的管理是保证。
To improve the quality of graduate design, we should choose good teachers to guide the work, standardize students' behavior in designing and strengthen the process administration.
学生建立毕业论文写作个性化语料库应当在教师指导下做好语料收集、分类、整理、标注各个环节的工作。
The students should do collection of corpus, classification, sorting out and annotation of corpus which under the guidance of teacher.
我曾以学生和指导教师等各种身份参与过许多次地理实习，从中深感其作用和意义之重大。
I took part in a lot of such practice as a student and a tutor, and I had a deep feeling of its role and importance.
在语文教学过程中，指导学生养成良好的阅读习惯并掌握一定的阅读方法，是教师的任务之一。
In the process of Chinese teaching, it is one of teachers tasks to instruct students to have a good reading habit and to grasp reading skills.
方法：学生在完成必做实验项目外，结合实际利用课余时间选择实验内容和形式，在教师的指导下完成实验。
Methods:Having finished their required experiments, students can select other experiments according to their needs, and then carry them out under teachers' guidance.
在对英语材料的阅读中，教师应该指导学生利用阅读技巧理解篇章，以提高学生的阅读能力和水平。
In this case, teachers should guide students to use reading strategies and skills to improve student's reading ability and level of understanding.
针对材料力学实验课教学中实验教师的备课，课堂指导，学生的实验管理，以及实验教师如何提高自身素质等问题进行了讨论，并提出一些有益的见解。
Some valuable opinions are given on how to prepare lessons, direct and manage the students during an experiment, as well as how to improve the quality of the experiment teachers.
理论联系实际的原则：教师主导作用与学生主体性相统一原则，遵循原则的目的是为了不滥用隐喻语言，也对隐喻语言的使用做出指导。
The principle that unifies Teacher leading role with student main ness, it is not to abuse metaphor language to follow the purpose of principle, it also make guidance for the use of metaphor language.
实施项目教学法以学生为主体，教师只起指导作用，提供学习资源和创设协作学习的环境是教师最主要的工作。
With the students-orientation in this method, teachers can only play the role of guidance, offering study resources and setting up the cooperative study environment.
它们主要提供一些学习资源，学习的动态过程无从体现，没有发挥教师的即时指导、监控、调节等作用，缺乏对适应学生特征的个性化学习支持手段。
These systems, which are short of individual learning support to the student, are hard to offer such functions as real time guidance, monitoring, adjusting, etc.
然而，非英语专业一、二年级大学生的词汇学习仍依赖于并离不开语言教师的指导。
However, as for college students of non-English majors, vocabulary learning still gets them very much puzzled and cannot be independent of teachers 'instructions.
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.
教师在任务驱动教学法中的作用主要有提出总体任务、分解成子任务、指导学生完成任务及总结、评分等。
What teachers do is mainly to bring forward the general task, divided into subtasks and guide students to finish tasks as well as give a summery and scores to the students' tasks.
教师既是课程的实施者，更是开发者，要主动为学生提供获取丰富学习资源的渠道，并组织、指导、带领学生开发教育资源。
Teachers should be implementers, as well as developers, supplying students with adequate learning resources and leading students to develop education resources.
如何加强中学生的语文自学指导，也是广大语文教师共同关注的问题。
How to strengthen the guide to students 'self-study, which is commonly concerned with a great number of Chinese teachers.
教师如何指导学生学习，从某种程度上比注重教法更有意义。
How to instruct students to learn is more significant than stressing teaching method to some extent.
首先，借助诗词的常见的呈现模式来鉴赏诗词的意境，这为教师提供了一种可用来很好指导学生的途径。
Firstly I use the mode getting from the context of p3C:ii to lead the students to appreciate the poem.
首先，借助诗词的常见的呈现模式来鉴赏诗词的意境，这为教师提供了一种可用来很好指导学生的途径。
Firstly I use the mode getting from the context of p3C:ii to lead the students to appreciate the poem.
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