学者型的英文

• intp

• "学者"英文翻译    scholar; learned man; man of ...
• "型"英文翻译    mould; model
• "一板一眼的学者型" 英文翻译 :    intp
• "观者型" 英文翻译 :    witness model
• "学者" 英文翻译 :    scholar; learned man; man of learning 访问学者 a visiting scholar
• "旅行者型潜艇" 英文翻译 :    tourist submarine
• "无辜旁观者型" 英文翻译 :    innocent bystander type
• "双观测者型测距仪" 英文翻译 :    double observer rangefinder; doubleo erverrangefinder
• "博学者" 英文翻译 :    erudite; mage; polymath
• "初学者" 英文翻译 :    tyro; learner in the first stage; beginner; abecedarian 这本书对初学者太难了。 the book is beyond beginners. 我只不过是一个初学者。 i am a mere beginner. 居里夫人告诫初学者不要图快。 madame curie warned learners not to go too fast
• "传学者" 英文翻译 :    polymath
• "挫学者" 英文翻译 :    school drop-outs
• "菌学者" 英文翻译 :    mycologist
• "女学者" 英文翻译 :    a blue stocking; bas bleu; bluestocking; mistress
• "求学者" 英文翻译 :    bestcoding
• "入学者" 英文翻译 :    intrant
• "神学者" 英文翻译 :    divine; theologian
• "逃学者" 英文翻译 :    hookey; hooky
• "退学者" 英文翻译 :    dropouts
• "学者, 作家" 英文翻译 :    a man of letters
• "学者；专家" 英文翻译 :    savant
• "学者的" 英文翻译 :    scholastic
• "张杰 (学者)" 英文翻译 :    zhang, jie
• "自学者" 英文翻译 :    autodidact
• "梵学者" 英文翻译 :    pundit

• Huang chunyao , a scholar - type master landscape painter
  学者型山水画大家黄纯尧
• Li lian , an outstanding scholastic publisher
  杰出的学者型出版家李濂
• As the host of , liu wei took the fancy of the audience by his scholastic hosting style
  作为《读书时间》的节目主持人，刘为以学者型的主持风格得到大家的喜爱。
• The new principle was that a university was to create knowledge as well as pass it on , and this called for a faculty composed of teacher - scholars
  新的教育理念认为大学之道在于创造并传递知识，由此需要一批学者型教师。
• The people ca n ' t explain the fundamental cause for the presentation that teachers who pursue self - directed development act as scholars or researchers
  人们看到自主发展型教师是学者型的或者说是科研型的教师，但是，也只是看到这一表象，还是无法解释显现为这种表象的根本原因。
• So educational field needs the innovative scholarly teachers who can digest modern educational principal continuously , transform knowledge into wisdom , and apply theory to practice to promote the teacher professional fast development
  所以教育领域迫切需要培养能不断领悟现代教育理念、能将知识转化为智慧、将理论应用于实践的富有创新素质的“学者型”教师,以促进教师专业化进程的快速发展。
• In carry out the foundation education course reform , take " everything develops completely for the sake of the student " as the aim , take " set up a thought type , scholar ' s type , research type , professional type , a teacher ' s troops and teach a the batch will study , will be the person , will live , would creative qualified talented person " as the target , insist that " make people the center , respect everyone , care and love everyone , demonstration everyone , development everyone , success everyone " does the academic theories to read aloud , adopt the management strategy of " take evaluation as to lead to and take system as to guarantee and take the education research as to lead and take the education reform experiment as to break first , with the school teaches to grind originally for prop up " , turn the course reform deeply completely
  在实施基础教育课程改革中，以“一切为了学生全面发展”为宗旨，以“建一支思想型、学者型、科研型、专业型、创新型教师队伍及育一批会学习、会做人、会生活、会创新的合格人才”为目标，坚持“以人为本、尊重人人、关爱人人、展示人人、发展人人、成功人人”的办学理念，采取“以评价为导向、以制度为保障、以教育科研为先导、以教改实验为突破口、以校本教研为支撑”的管理策略，全面深化课程改革。
• In this thesis , great efforts have been made , through the study of multiple factors such as governmental school , private school , library , publication , academic supporter and scholar - taped assistant , etc . , to present clearly the reason why confucianism , since 17th century , has converted form the focus on moral and ethic perfection to the systematic study of empirical knowledge
  本文通过对此一期间的官学、私学、藏书、出版、学术赞助人、学者型幕僚等多重因素的研究，力图清晰地展现从17世纪以后的儒学何以由注重道德伦理的完善转向经验性实证知识的系统研究。
• The reflective teachings since is a kind of teaching theories , and is also teaching corpus to ask for help from the activity to study to continuously investigates with the solution oneself with the teaching purpose and teaching tool etc . aspect problem , " learning how to teach " and " learning how to study " unify , work hard to promote the teaching the fulfillment the rationality , and make become the scholar type the teacher ' s process by oneself
  反思性教学既是一种教学理论，也是教学主体借助于行动研究，不断探究与解决自身和教学目的及教学工具等方面问题，将“学会教学”与“学会学习”统一起来，努力提升教学实践合理性，使自己成为学者型教师的过程。