1)job situation职业情境
1.Theoretical research and practical exploration on the building of the job situation on constructivism;基于建构主义的职业情境创设理论研究与实践
英文短句/例句
1.Theoretical research and practical exploration on the building of the job situation on constructivism;基于建构主义的职业情境创设理论研究与实践
2.Construct Vocational-situation-based Teaching and Learning Model of Business English Course基于职业情境建构商务英语课程教学模式
3.Study on Factors Influencing Gender Preference of HR Workers in Occupational Context职业情境下对HR工作者性别偏好的影响因素研究
4.The Study on the "Objective-Situation" Model of Vocational Competency Development;“情境—达标”式职业能力开发模式研究
5.Studies on English Situation Teaching in Vocational Colleges高等职业教育英语情境教学问题研究
6.The Application of Circumstances-teaching Mode in the Management of Tourism and Hotel Specialty;高职旅游酒店管理专业情境教学模式的应用
7.A Study on the Practical Teaching Model of "Situation - Reaching the Standard" in Vocational Schools;职业院校“情境——达标”式实训教学模式研究
8.The theoretical foundation in development of the curriculum based on internet for vocational training;网络情境下职业培训课程开发的理论基础
9.Research on the Situation of Learning From Logistical Management Profession高职物流管理专业情境性教学模式的探讨
10.The Context and Practice of Cigarette Consumption of the Urban Young Professional Women城市青年职业女性香烟消费的情境与实践
11.The Interaction of Situation Factors,Personality Factors Related to Teacher Burnout;影响教师职业倦怠的情境因素、人格因素及其之间的关系
12.Anthropological Perspective of Situational Learning Theory and Its Enlightenments to Vocational Education;情境学习理论的人类学视角及其对职业教育的启示
13.On Two Key Variables Influencing Teaching Quality of Vocational Education:"Targets" and "Circumstances";“目标”与“情境”:影响职业教育教学质量的两个重要变量
14.“Goal-Situation”teaching model--A new exploration on the vocational teaching model;“情境—达标”式教学模式——职业教育教学模式的新探索
15.ESP and Situation-Cooperation Method in Financial Oral English Teaching and Learning in a Secondary Vocational SchoolESP和情境—合作教学法在中职金融专业英语口语教学中的实践研究
16.Comparative Study of Learning Context Designed Based on Discipline and Vocation基于学科导向与基于职业导向学习情境创设的比较研究
17.Situated Learning Theory in Psychology Perspective and Enlightenment to Vocational Education心理学视角的情境认知理论及对职业教育的启示
18.Developing occupational environment to enhance employment ability of higher vocational graduates开发职业环境,提升高职毕业生就业力
相关短句/例句
professional affection职业情感
1.Status of professional affection of nurses in Guangzhou;广州市护士职业情感现状及其相关因素分析
3)Professional sentiment职业情操
4)vocational emotion职业情绪
1.From six dimensions, ways of dealing with vocational emotions are discussed to turn vocational emotions into accelerations of improving class teaching.如何正确对待这一心理疾症,变职业情绪为推动课堂教学的催化剂,对于特校教师尤为重要。
5)professional emotion职业情感
1.They have directional function on professional morality, stimulating function on professional motivation, edified function on professional emotion and standardized function on professional behavior.隐性课程在培养高职大学生职业素质方面具有职业道德导向功能、职业动机激励功能、职业情感陶冶功能和职业行为规范功能。
2.After an investigation of teachers′ current teaching and their professional qualities in Xi′an area,the author finds that some problems such as teachers′ professional emotions,teaching ideology,teaching methods,research ability are still serious in their teaching practice that cannot be ignored.通过对西安地区教师教学与专业素质现状的调查,发现教师在职业情感、教学理念、教学方法、教育科研水平等方面存在一些不可忽视的问题,对此,应采取专家引领、同伴交流、自我反思等策略,以促进教师专业化的发展。
3.Teachers professional emotion is composed of the professional sense, the professional ethics and the professional aesthetic feeling.教师职业情感的结构由教师职业理智感、教师职业道德感、教师职业美感三要素构成。
6)information profession情报职业
1.By two different questionnaires,the social needs of information profession and the education status of information science/information management are analyzed.并且通过对数据的多角度统计挖掘,真实地分析我国社会各类用人单位对情报职业的需求状况以及我国情报学/信息管理的专业教育与社会需求之间的吻合程度。
2.This paper based on the survey of recruitment websites of a variety of social organizations,gathering the data of the information vacancies they provided,and the data of the skill requirements of information professionals,analyzes the actual need of information profession in different social organizations.基于各种组织招聘网页的调研,收集各类社会组织对情报职业人员的实际需求,统计其所设的情报岗位的职责和技能要求等信息,并从组织的规模、注册地、行业属性等角度进行挖掘。
延伸阅读
规定情境 戏剧表演、导演术语。指作家在剧本中为人物活动所规定的具体环境和实际情况以及艺术家们在二度创作中对剧本和演出所作的大量内容补充。这一术语由К.С.斯坦尼斯拉夫斯基首先提出。他在《演员自我修养》中解释了"规定情境"的涵义。规定情境有外部的和内部的两个方面。外部的情境就是剧本的事实、事件，也就是剧本的情节、格调，剧中生活的外部结构和基础。这是演员创作所必须依据的一切客观条件的概括，也是形成人物性格的各种外因的根据。内部情境是指内在的人的精神生活情境，包括人的生活目标、意向、欲望、资质、思想、情绪、情感特质、动机以及对待事物的态度等等，它包含了角色精神生活和心理状态的所有内容。内部规定情境是演员创作所要依据的一切主观条件的概括，也是展示人物性格的各种内因的根据。外部情境与内部情境之间往往有着直接的、内在的联系，不可能把它们分割开来。 演员在创造角色的过程中，必先分析全剧及其规定情境：人物所处的环境、情况、人物关系、人物的精神生活和心理状态（如生活目标、意向、欲望、动机、思想、情感等）。根据演员本人的生活经验，在想象中站到剧中人物的地位上，假设出人物"此时"、"此地"所处的具体境况和特殊遭遇，以激发人物应有的自我感觉，来合理安排人物的行动和生活，充实和深化剧本的规定情境，从而进入良好的创作境界。
