专业知能的英文

• professional knowledge and skills

• "专业"英文翻译    specialized subject; special ...
• "知"英文翻译    know; realize; be aware of
• "能"英文翻译    ability; capability; skill
• "专业知识" 英文翻译 :    domain knowledge; expert knowledge; expert konwledge; expertise; knowhow; knowledge of the busness; professional knowledge; specialist knowledge
• "具备专业知识" 英文翻译 :    know ledge
• "专长，专业知识；专才。" 英文翻译 :    professional competence
• "专家专业知识" 英文翻译 :    expert domain knowledge
• "专业知识测验" 英文翻译 :    speciality knowledge test
• "专业知识模块" 英文翻译 :    expertise module
• "专业知识，专业技能" 英文翻译 :    expertise
• "专业知识, 专门知识" 英文翻译 :    professional knowledge
• "专业知识和经验" 英文翻译 :    expertise and experience
• "专业知识及能力" 英文翻译 :    professional knowledge and competence
• "专业知识交互传送" 英文翻译 :    interactive transfer of expertise
• "知能" 英文翻译 :    competence; dynapix; int; spellcraft; viq
• "专业性，专业知识或技能" 英文翻译 :    expertise
• "材料专业知识系列讲座" 英文翻译 :    materials specialized subject course of lectures
• "技术专业知识和技能" 英文翻译 :    technical / professional knowledge and skills
• "临床鉴定,临床专业知识" 英文翻译 :    clinical expertise
• "需懂得电焊方面专业知识" 英文翻译 :    welding skills
• "需懂得外贸方面专业知识" 英文翻译 :    international trading knowledge
• "用专业知识来蒙蔽人" 英文翻译 :    blind with science
• "专业知识与实务模拟题" 英文翻译 :    doc 43kb
• "专业 (特别是指需要专业知识或技能的职业)" 英文翻译 :    profession
• "不要与一个有专业知识的人争论" 英文翻译 :    beware of a silent dog and still water

• Both the bachelor s graduates and employers from all analysed countries ( apart from the uk ) perceive the bachelor s degree from a university to fulfil only a part of the training necessary to enter a vocational profession with expertise and confidence
  受调查国家(除英国以外)的雇主和大学毕业生都认为：学士的专业知能及自信，还不能胜任即将从事之职业。
• Explore the implications and impacts of mentoring system in elementary and secondary science teacher education , and enlighten teacher education institutes on examining and evaluating professional growth of science teachers
  以国内现行之教育实习辅导机制为范畴，探讨实习辅导制度对于中小学整体科学师资专业知能发展的意涵，提供整体科学教育师资培育相关单位审视科学师资专业知能发展应考量之面向。
• These spiritual consulting groups are supposed to function after catastrophes , using their professional knowledge and skills to render timely help to victims who are traumatized in body and mind , and give them the mental self - reliance to relieve their physical and mental stress over time
  心灵工作团队乃因应紧急突发灾难后，运用专业知能，及时伸出援手，让身心受创者安心依靠，身心得以适时纾解。
• As a result , physical educators are challenged with integrating these students into general physical education classes , but most physical educators receive little or no formal training in teaching this population
  在回归主流与最少限制环境的政策影响之下，一般体育教师都会面临一个严肃的问题：在未具备适应体育的基本专业知能或训练之前，如何让这些学童有与正常学生共同参与并且享受运动的机会与乐趣。
• Members of the supreme master ching hai international association engage in disaster relief work , hoping that they will be able to use their professional knowledge to help victims to recover in body , mind and spirit , and accompany them as they go through their ordeal or crisis
  为因应清海无上师世界会在从事紧急灾难救援时，能妥善运用辅导专业知能去帮助受创户，在身心灵得以重新整合，并陪伴他们一起度过情境上的危机。
• Upon discussing the start - up of nation - wide spiritual consulting groups in formosa , local contact persons stressed the need for training in professional know - how and skills , and recommended a fellow initiate , who has more than twenty - years of clinical therapy experience , to be in charge of training the group members
  福尔摩沙全省联络人提议成立全国性心灵工作团队，为灾民提供最好的协助，由有十馀年临床专业辅导实际工作经验的同修负责专业知能研习及培训工作。
• Base on the results , the study presents some suggestions that includes determining writing instructional points , revising writing learning stage goals , concretizing writing instructional suggestions , making writing instructional guide books , enhancing teachers ' writing instruction professional abilities , encouraging more scientific writing studies , and providing writing opportunities in every learning areas
  根据研究结果，本研究提出确立作文教学的内容重点、作文分段目标宜再修正、作文教学实施的建议宜更具体、纳入作文的知识和方法、编写作文教学参考指引、提升教师作文教学专业知能、加强作文及其教学的科学性研究、利用跨领域学习提供写作机会等建议。
• The first , review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense , the exploration of the idea " teaching and learning vividly " and the forming of teaching style , the maturing of educational ideas and the sublimation of speciality charm . the second , on the base of striving to comprehend gu qiaoying ' s educational ideas connotation , make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person , teaching vividly in order to learn vividly and teaching " biology " as " biology " . the third , make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation , conception teaching , experiment teaching , extracurricular scientific and technological activities teaching , elicitation method of teaching , object teaching , fostering students " learning interest and the capacity of problem solving
  第一部分，对顾巧英的专业成长过程，从知能的积累与专业意识的萌芽、生物学教学的适应与职业意识的确立、 “教活学活”的探索与教学风格的形成、教育思想的成熟与专业魅力的升华四个方面进行了评介；第二部分，在力求体悟顾巧英教育思想内涵的基础上，从“死”教材“活”人教、教“活”是为了学“活” 、把“生物学”教成“生物学”三方面对其“教活学活”思想进行了理论梳理和阐释；第三部分，对顾巧英的备课、概念教学、实验教学、课外科技活动教学、启发式教学、直观教学、对学生学习兴趣与问题解决能力的培养等生物学教学改革与实践进行了较系统地归纳与总结；第四部分，对影响顾巧英专业发展的主要因素，从其人格力量、专业知能基础、专业发展的社会环境等方面对进行了理论分析；第五部分，在以上研究的基础上，进一步指出了顾巧英教育思想对我国生物学教学论课程建设及其专业发展与教学经验对我国中学生物学师资培养的理论和实践意义。