共查询到20条相似文献，搜索用时 419 毫秒
1.
《初中生》2008,(Z9)
Miss Liu is my English teacher. I love her very much. Her name is Liu Xiao. I think she is the best, kindest and most beautiful teacher in the world. In class, Miss Liu is strict with us. She has so many ways to make our class lively and interesting. When any of us has trouble in our study, 相似文献
2.
王周艳 《英语大王(小学)》2005,(9)
I have two new teachers. One is a moral education teacher. She's Miss Liu. She has long curly hair. She's young and pretty. She's very active. She often plays with us. She is our good friend. I like her. I like the moral education lesson, too. Miss Mao is our dance teacher. She is thin and short. She looks like a little happy bird. She has small eyes, but they are so beautiful. She likes apples very much. She always says, "An apple a day keeps the doctor away." She's good at dancing and singing. I admire her. I love them. 相似文献
3.
金家芳 《英语大王(小学)》2003,(12)
Teachers are gardeners who work hard and make us grow happily;teachers are candles that burn themselves and tight others.I love teachers. At school,I have many teachers,the Chinese teacher,the maths teacher,the English teacher, and the science teacher…My Chinese teacher is Miss Jiang.She is tall and thin with glasses on her nose.She is very funny and strict,but 相似文献
4.
Fox is old enough(足够地) to go to school. On the first day, his teacher teaches him three words, "I, you, he".Then the teacher says, "I am your teacher. You are my student. He is your classmate. " When school is over, Fox goes home. His mother asks him, "What 相似文献
5.
《中学英语园地(高三版)》2006,(12)
用所给单词的适当形式填空。一、family/home/house1. It#s time to go .2. There are some trees behind the .3. How many people are there in your ?4. —Where#s Liu Ming?—I think he is at .二、a/an/one1. Mr Wang is old teacher.2. Look! This is red apple.3. Is t 相似文献
6.
I love my English teacher best. She is called Lin Hua. I think she is the best, kindest and most beautiful teacher in the world.In class, Miss Lin is strict with us. She has so many ways to make our class lively and interesting. When any of us has trouble 相似文献
7.
Understanding is a bridge between teachers and students.Once I copied my desk mate’s paper during an exam and handed it in.The next day,my teacher told the whole class about it.I lost face and I hated the teacher.A few days later,the teacher had a heart-to-heart talk with me.He said he could 相似文献
8.
My name is Li Jiani and I'm a girl of ten years old. I love all my teachers. So I would like to be a teacher very much. I want to be a teacher because I want to teach the children a lot of knowledge and help the blind children read and write. 相似文献
9.
Good IntentionsOne day a boy came to his teacher and said: “Teacher, Pa wants to know if you like roast pig.““I certainly do,“ said the teacher, “and you tell your father he is very kind to think of me.“Days passed, and nothing more was said about the roast pig.Finally the teacher said to the boy: “I 相似文献
10.
In my mind, she is the best teacher I have ever met. 相似文献
11.
马秀丽 《暨南大学华文学院学报》2014,(2):23-27
本文认为,刘颂浩(2014)提出的"对外汉语教学和本专业硕士培养和实习工作有机地融合"的思路若能落实,将是研究生培养方式的重大改变,可以全面提高研究生的培养质量。由于研究生实践经验有限,参与教学工作时宜采取"逐渐进入"的方式。本文进一步指出,研究生在参与学院教学进行教学实习的过程中,应得到一定的专业指导,这一指导过程无论对指导教师还是对研究生都有好处。本文最后依据较新的实证研究成果指出,研究生培养不能简单采取"教学主管+无经验的学生教师"的二元体系,而应设计为"主管教师+有经验的学生教师+无经验的学生教师"的层级模式。 相似文献
12.
GERARD A. POSTIGLIONE 《Chinese Education & Society》2013,46(1):3-11
Chairman Mao, our great teacher, leader, commander, and helmsman, commands a formidable revolutionary army of hundreds of millions to unleash a general offensive on Liu Shao-ch'i, who is the foremost authority in the party taking the capitalist line. Hundreds of millions of people concentrate their fire to pursue and attack in order to criticize thoroughly the revisionist line Liu Shao-ch'i has promoted in politics, economics, culture, and education. The great proletarian cultural revolution has entered a brand new stage of decisive war! 相似文献
13.
14.
卢宁 《南阳师范学院学报》2005,4(2):49-54
呈现于谢灵运诗篇中的两种倾向——表现览胜趣和抒写寂寞心，前为韩愈所承接，柳宗元的作品则呈现出与谢氏相近的寂寞风容。从韩柳对谢灵运继承和发展的同源异质的风貌来看，柳氏独特的创作个性彰显无疑。在风光景物的地域化色彩、执郁结的情感体验及佛理与山水的融合方面，柳宗元皆独树一帜。 相似文献
15.
卢甬月 《唐山师范学院学报》2013,(4):14-16
《我不是潘金莲》是刘震云自《一句顶一万句》获得茅盾文学奖之后发表的第一部的长篇小说,面对坚硬的当下现实,刘震云在文本中实现了轻盈的超越,通过在文本中营造的“轻”的氛围,作品获得了一种“象征性价值”,成功地探讨了生存之“重”。 相似文献
16.
Sharon McDonough 《Studying Teacher Education》2017,13(3):241-256
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts. 相似文献
17.
《Studying Teacher Education》2013,9(3):284-297
Preservice teachers sometimes experience a gap between best practices that they learn in teacher preparation programs and actual practices that they encounter in classrooms as student teachers. In this self-study, I investigate the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, I explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. My findings fall into three distinct phases: (1) In “Mind the gap,” I explain the dilemma I encountered as a student teacher. (2) In “Mine the gap,” I describe the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” I analyze a shift in my understanding of where the gap is located. I then illustrate, in a series of short vignettes, the significant impact of that shift on my practice, both as a teacher and as a supervisor of student teachers, and how a core reflection approach to teacher education has supported me in that work. Finally, I discuss some broader practical implications for teacher education programs. 相似文献
18.
徐微 《宁波教育学院学报》2011,13(6):123-124
在二胡欣赏课《空山鸟语》中运用对比教学法,有助于学生通过积极主动的聆听感受音乐,更好地理解音乐。通过对空山乐段中的有无前倚音的演奏效果的对比,鸟鸣乐段中的因为不同的乐器表现出的不同的鸟叫效果的对比,使学生深刻感受到刘天华先生想要表现的"空山不见人,鸟鸣林更幽"的意境。 相似文献
19.
"In the course of my social life, I try to avoid telling people that I am a teacher, but when I have to, the shutters come down like a clamp” (A head teacher). A young teacher in her first year remarked that she had stopped telling young men with whom she danced that she was a teacher. “It's much easier if I say that I work in a shop or an office.” Sociological writing and inquiry suggests that such experiences are not idiosyncratic. Like the policeman and the priest, the teacher may be perceived as the symbol of approved behaviour and values, not comfortably‐acceptable in the spontaneous, everyday concourse of other adults. The notion is built into all formulations of the teacher stereotype. 相似文献
20.
Lee Schaefer 《Teachers and Teaching》2013,19(3):260-274
While there is discrepancy about the actual percentage of early career teachers that leave teaching in their first five years, one consistent discovery in a number of countries is that attrition is high for early career teachers. I became curious about early career teacher attrition as I watched colleagues leave the profession that they thought was a lifelong calling. In order to inquire into this phenomenon, I moved through a three-stage research process. First, I engaged in writing a series of stories about my experiences as a beginning teacher. Using autobiographical narrative inquiry, I then inquired into the stories in order to retell them looking for resonances across the stories. Secondly, I conducted a review of the literature, analyzing the studies to identify how the problem of early career teacher attrition was conceptualized. I identified two dominant problem frames: a problem frame situated within the individual and a problem frame situated in the context. Lastly, I offered a different conceptualization of the phenomenon of early career teacher attrition that draws on my autobiographical narrative inquiry and the literature review. I frame the problem of teacher attrition, not as a personal or a contextual problem frame, but as a problem of teacher identity making and identity shifting. 相似文献