要是去年五月份有人告诉我说我会做代课老师，我会一笑代之。
If someone had told me last May that I would be substituting this year, I would have laughed.
这位机器人代课老师能抓住传纸条和抄作业的学生，也能相当严厉地教训他们。
The robot supply teacher was capable of catching students passing notes and copying homework as well as giving them a rather stern telling off.
但来自上海大学的教员刘素阁认为，找其他人代课表示一种时间管理的失误。
But Liu Suge, a faculty member at Shanghai University, thinks that getting someone else to sit your class for you is a sign of time-management failure.
的确有些老师可以在他们的同事旷课后代课，但这使得教学缺乏连续性——而且代课老师也不够。
There are meant to be substitutes who can fill in for missing colleagues but this means that teaching lacks continuity-and there may not be enough stand-ins to go around.
当时，兴奋的孩子们正在讨论即将到来的圣诞节，有点闹哄哄的，这位女代课老师脱口而出：“你们的圣诞礼物其实是父母送的。”
The supply teacher blurted out : "it's your parents who leave out presents on Christmas Day" when excited youngsters got rowdy as they talked about Christmas.
我们也感谢吕女士过去多次为学校代课。
接下来的几天中我将会是你们的代课老师。
简不在的时候，玛丽起了代课老师的作用。
During the absence of Jean, Mary functioned as relief teacher.
王老师住院了，所以今天请了一个英语代课老师。
Mr Wang was hospitalized, and so we've got a substitute English teacher today.
传统课程观和现代课程观之间具有四方面的差异。
Traditional and modern curriculum outlook has differences in four aspects.
建构主义学习观是当代课堂教学研究的重要理论基础。
Constructivism learning theory is an important theoretical basis for contemporary researches on classroom instruction.
培养学生的科学探究能力，已经成为当代课程与教学改革的核心。
Fostering students' ability of inquiring into science has become the focus of current curriculum reform and reform in education.
该部分对现代课程理论、现代教材观和教材评价的理念等内容展开论述。
It elaborates the idea and principle of modern curriculum theories, views on modern teaching material and evaluation of teaching materials.
概念重构学派和后现代课程范式是在对现代课程理论批判的基础上产生的。
The emergence of the school of concept reconstruction and the postmodern curriculum paradigm was based on the criticism of modern curriculum theory.
这说明了代课教师已然成为一个社会性的问题，成为社会关注的一个特殊群体。
This shows that the substitute teachers become a social problem and a special group of social concern.
我国现代课程教学理论主要是建立在对国外课程教学理论引进与吸收基础之上的。
Modern Chinese theory of curriculum and teaching was based on the introduction and absorption of western theory of curriculum and teaching.
于是她每天都来教汤姆，只是每到星期日她总要回家，而由那个慈祥的仙女来代课。
So she taught Tom every day of the week; only on Sundays she always went away home, and the kind fairy took her place.
基于这种隐喻性假设，当代课程观可归纳为“摹仿型”与“间离型”两种基本类型。
According to this metaphorical assumption, contemporary curriculum views could be concluded to two basic kinds: imitation and alienation.
然而这代表著不管怎样你需要参与所有的课程。你读的东西无一可以取代课堂上的内容。
This means, however, that you should attend all classes, no matter what. Nothing you could read will replace what goes on in class.
当代课程研究已进入多元化时代，其中对课程研究自身的反思与构建成为一个重要趋势。
As the contemporary curriculum study has come to multipolarization, one of its important trends is moving towards reflection and construction of curriculum study itself.
在阐述现代课堂教学管理内涵和特点的基础上，分析了现代课堂教学管理的途径和策略。
This paper states the connotation and features of modern classroom teaching management. Some approaches and strategies of implementing modern classroom teaching management are also presented.
后现代课程理论以“人文合理性”为基本立足点，实现了对工业社会“技术合理性”的超越。
The theories of post-modernism course regard"humanities rationality" as the basic spirit, which transcends "technique rationality" in the industry society.
为体现现代课程的综合性、活动性和创造性特征，我国适时推出了一门新课程——《历史与社会》。
To reflect the modern course of the comprehensive, active and creative features, China launched a timely new courses - "History and Society."
今年全国学校估计要招五万名大学毕业生当代课老师(这个数字几乎是去年的三倍)，以缓解就业压力。
Schools across China are expected to hire 50,000 college graduates this year as short-term teachers {, almost three times the number hired last year,} to help reduce unemployment pressures.
最后，本章节还从教育心理学、后现代课程论两方面对当代艺术内容融入中学美术教育的理论基础做出了简要分析。
Finally, this chapter is also analyzing the theoretical foundations of contemporary art in education from the views of educational psychology, postmodern curriculum theory.
其主要理论基础有人本主义、建构主义、后现代课程理论、对话理论、团体动力学理论、多元阅读理论和尝试错误理论等。
Its theoretical bases consist, among others, of humanism, constructivism, postmodern curriculum theory, dialogical theory, group dynamics theory, multi - reading theory, and theory of trial and error.
其主要理论基础有人本主义、建构主义、后现代课程理论、对话理论、团体动力学理论、多元阅读理论和尝试错误理论等。
Its theoretical bases consist, among others, of humanism, constructivism, postmodern curriculum theory, dialogical theory, group dynamics theory, multi - reading theory, and theory of trial and error.
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