繁昌 meaning in Chinese
fanchang
shigemasa
Examples
- After the opening ceremony , master blessed the restaurant for prosperity and hoped that there would be more and more vegetarian houses in korea
师父剪彩以后，祝福餐厅繁昌，祈愿以后在韩国能有更多的素食屋。 - In part 1 , we made an investigation about the phenomenon of physical education in village school in fanchang , anhui , then find most of students lost the interest in physics
第一章通过对当前安徽省繁昌县农村中学物理教育现状的调查，认识到多数学生对物理课明显缺乏兴趣。 - Third , pointing out that it is necessary and possible that a school as a teachers " organization become a learning organization , then providing tactics to improve the quality of continuing education for teachers according to the theory of learning organization . these tactics are : a ) school organization : to construct a mode of school learning organization for teachers " continuing education ; b ) training organization : to play new roles in the course of teachers " continuing education ; c ) planning institution : to resort to effective measures to ensure continuing education for teachers
第三部分，从学习型组织理论的视角对繁昌县中学教师继续教育问题进行对策性思考，指出：从学校组织内部而言，构建中学教师继续教育的学习型组织模式；从学校组织外部而言，培训机构在教师继续教育中实现自身角色的转变，教育决策部门为教师继续教育提供有力保障。 - Second , introducing the investigation of continuing education for teachers of middle school in fanchang county , anhui province by questionnaire and relevant interviews according to the theory of learning organization , then pointing out present problems in the course of the continuing education for teachers : a ) the variation in the purpose of continuing education for teachers ; b ) the loss of the subjectivity of continuing education for teachers ; c ) the actual effects of continuing education for teachers being sceptical ; d ) training organization not adapting to continuing education for teachers ; e ) educational planning institution lacking of systematic thinking on continuing education for teachers
此为本研究的理论基础。第二部分，根据学习型组织理论对教师继续教育的要求，采用问卷调查和访谈的形式对安徽省繁昌县中学教师继续教育情况进行调查，并归纳出了存在的问题：教师继续教育的目的异化；教师继续教育的主体性缺失；教师继续教育的实效性令人怀疑；教师继续教育培训机构存在种种不适应因素；教育决策部门对教师继续教育缺乏系统思考。