Works matching IS 2096319X AND DT 2022 AND VI 6 AND IP 1
Results: 15
近10年摘帽贫困县幼儿园教师精神生活变迁考察.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 90, doi. 10.19618/j.cnki.issn2096-319x.2022.01.012
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做一个快乐的教育者”:斯宾塞的教师角色观论析.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 117, doi. 10.19618/j.cnki.issn2096-319x.2022.01.015
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教师当何为：杜威的好教师图像阐释.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 110, doi. 10.19618/j.cnki.issn2096-319x.2022.01.014
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“师道”流变考略.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 100, doi. 10.19618/j.cnki.issn2096-319x.2022.01.013
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幼儿园教师职业适应：现状、问题与对策——以华南地区G市为例.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 81, doi. 10.19618/j.cnki.issn2096-319x.2022.01.011
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自然·自觉·自由:教师情感劳动的三重境界.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 75, doi. 10.19618/j.cnki.issn2096-319x.2022.01.010
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集团校教师专业发展机理的质性研究.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 65, doi. 10.19618/j.cnki.issn2096-319x.2022.01.009
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从设计到实施：培训精准性的衰减析因及改进——基于2021年“国培计划”中西部项目实施视导调研.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 58, doi. 10.19618/j.cnki.issn2096-319x.2022.01.008
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教师学习情境的属性表征及优化——基于伊列雷斯的“学习情境观”.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 50, doi. 10.19618/j.cnki.issn2096-319x.2022.01.007
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学校变革视角下的教师学习.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 45, doi. 10.19618/j.cnki.issn2096-319x.2022.01.006
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教师学习：教育现代化视域下的教师教育观.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 37, doi. 10.19618/j.cnki.issn2096-319x.2022.01.005
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“双减”政策背景下教师需要提升的专业素养.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 32, doi. 10.19618/j.cnki.issn2096-319x.2022.01.004
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“双减”政策对教师观念转变的期待与实现路径.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 23, doi. 10.19618/j.cnki.issn2096-319x.2022.01.003
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教师持续专业学习与发展：内涵、条件与评估——专访英国诺丁汉大学荣休教授戴杰思.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 13, doi. 10.19618/j.cnki.issn2096-319x.2022.01.002
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我国教师资格制度改革的时代创新与发展趋向——专访中国教育国际交流协会会长、教育部原副部长刘利民.
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- Teacher Development Research, 2022, v. 6, n. 1, p. 1, doi. 10.19618/j.cnki.issn2096-319x.2022.01.001
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