Teacher Qualifications
The Qualification of a Good Teacher
The Qualification of a Good Teacher2011级4班曲治颖2011411074 Do you hold the idea that teaching is easy? What do you think are the basic elements of assessing a responsible teacher? Do you consider yourself a qualified teacher? From personal perspective, some qualifications of a good teacher can be listed as follows.Setting good examples for students is one of the basic qualifications. Teachers are regarded as models of students and their behaviors are imitated by students, especially by primary school students. Under this circumstance, good-mannered and well-dressed seems important. For instance, a good teacher usually wears tidy clothes, is careful with his speech and is tolerant to others, never speaks dirty words.Sense of responsibility and patience is essential for a good teacher. Firstly, he should endeavor to find out every students’studying habits and tell them how to improve themselves. Then, he should know personalities and family background of his students. He can educate students according to their own characters. When a student makes mistakes, a good teacher is able to lead the student to a right direction and teach him how to be a modesty and honesty person. In a word, a good teacher should not only impart knowledge to students but also show them how to be well-educated people.Being knowledgeable is another significant qualification for a good teacher. It consists of the command of knowledge, teaching skills and strategics. The reason why cadet teachers are often get stuck by students’ questions is that they lack professional skills and don’t have enough practice. As an Chinese old saying goes, if you want to give your students a glass of water, you must have at least a bucket. It emphasizes the importance of professional skills. I think being good at your own field is far from a good teacher. Fro many subjects have connections. A good teacher should know something about other fields . That is to say, a good teacher should be knowledgeable. To be a good teacher, it’s also necessary to possess the ability of performing. Teachers are like performers and students are audiences. He should make use of modern facilities and use funny tone to arise students’ interest and keep active atmosphere in class.What I mentioned above covers a few qualifications. Practice makes perfect. Only if you get enough practice can be a good teacher.。
国际汉语教师资格证面试英语自我介绍
国际汉语教师资格证面试英语自我介绍全文共10篇示例，供读者参考篇1Hello everyone! My name is Amy and I am so excited to be here today to introduce myself for the International Chinese Teacher Qualification Certificate interview.I am a Chinese teacher, and I have been teaching Chinese language and culture to students from different countries for three years. I love teaching Chinese because it is such a beautiful and interesting language. I believe that learning Chinese can open up new opportunities and help people understand and appreciate Chinese culture better.During my teaching career, I have developed a deep understanding of how to effectively teach Chinese to students of different levels and backgrounds. I always try to make my classes fun and interactive so that students can enjoy learning and remember what they have learned. I also like to incorporate cultural elements into my teaching to help students have a better understanding of Chinese customs and traditions.In terms of qualifications, I have a Bachelor's degree in Chinese language and literature, and I have also completed a certification course in teaching Chinese as a foreign language. I am dedicated to continuous learning and professional development, and I am always looking for ways to improve my teaching skills.I am confident that with my experience, qualifications, and passion for teaching Chinese, I will be able to pass the International Chinese Teacher Qualification Certificate interview.I look forward to the opportunity to contribute to the promotion of Chinese language and culture around the world. Thank you for your attention!篇2Hello, everyone! My name is Lily and I am a primary school student. Today, I want to introduce myself for the International Chinese Teacher Qualification Certificate interview.First of all, let me tell you a little bit about myself. I love learning and exploring new things, especially languages. I have been learning Chinese for a while now, and I really enjoy it. I think Chinese is a very interesting language with a rich history and culture.I decided to pursue the International Chinese Teacher Qualification Certificate because I want to share my love for the Chinese language with others. I believe that learning a new language can open up a world of opportunities and help people connect with each other. As a Chinese teacher, I hope to inspire my students to learn and grow, just like my teachers have done for me.In terms of my experience, I have been studying Chinese for a few years now and I have achieved a high level of proficiency. I have also participated in various Chinese language competitions and won prizes. I believe that these experiences have helped me become a better student and will make me a great teacher in the future.In conclusion, I am very excited about the opportunity to become an International Chinese Teacher. I believe that with my passion for the language and my dedication to teaching, I will be able to inspire and motivate my students to achieve their language learning goals. Thank you for listening to myself-introduction!篇3Hello everyone, my name is Lily and I am here to tell you a little bit about myself for the International Chinese Teacher Qualification Certificate interview. I am super excited to be here and to share my passion for teaching Chinese with all of you!I have always loved learning and teaching languages, and Chinese has a special place in my heart because it is such a beautiful and fascinating language. I started learning Chinese when I was in elementary school and I have been studying it ever since. I have also had the opportunity to live in China for a year, which really helped me improve my Chinese language skills and deepen my understanding of Chinese culture.I am really looking forward to becoming a certified Chinese language teacher so that I can share my love for the language with others. I believe that learning Chinese can open up a whole new world of opportunities and connections, and I want to help my future students explore and appreciate everything that Chinese language and culture has to offer.In my teaching, I like to make learning fun and engaging by using games, songs, and hands-on activities. I believe that when students are having fun, they are more motivated to learn and are more likely to remember what they have learned. I also believe in creating a supportive and inclusive learningenvironment where students feel comfortable expressing themselves and making mistakes. I think it is important for students to feel encouraged and supported as they learn Chinese, and I strive to be a positive and caring teacher who can help students reach their full potential.In conclusion, I am really excited about the possibility of becoming a certified Chinese language teacher and I am eager to share my enthusiasm and knowledge with my future students. I am confident that I have the skills, passion, and dedication to be a successful Chinese language teacher, and I am looking forward to the opportunity to inspire and empower my students to achieve their language learning goals. Thank you for considering me for this certification, and I hope to have the chance to work with you all in the future. Thank you!篇4Hello everyone! My name is Lily and I am so excited to be here for the International Chinese Teacher Qualification Certificate interview. I am 10 years old and I love speaking English and Mandarin.I have been learning Mandarin for a few years now and I really enjoy it. I love to learn Chinese characters and practice myspeaking skills with my friends. I think learning a new language is so much fun and I want to share my passion for Mandarin with others.I believe that being a Chinese teacher is a great opportunity to not only teach others about the language, but also about the culture and traditions of China. I want to help students appreciate the beauty and richness of the Chinese language and help them become fluent speakers.In my free time, I like to watch Chinese cartoons and listen to Chinese music. I also enjoy cooking Chinese dishes with my mom and learning about different Chinese festivals and customs.I am confident that I can be a great Chinese teacher because I am patient, creative, and enthusiastic about teaching others. I believe that with my love for the language and dedication to learning, I can inspire my students to become fluent Mandarin speakers.Thank you for listening to my self-introduction. I can't wait to share my love for Mandarin with all of you! Thank you!篇5Hello everyone! My name is Lily and I am super excited to introduce myself to you all. I am here today to talk about why I want to become an international Chinese teacher and share a little bit about myself.First of all, I love learning and teaching languages, especially Chinese. I think it is such a beautiful and interesting language with a rich history and culture. I have been learning Chinese for many years now and I want to share my passion and knowledge with others.I also enjoy working with people from different backgrounds and helping them improve their language skills. I believe that learning Chinese can open up many opportunities and broaden one's perspective. That's why I want to become a Chinese teacher and help others on their language learning journey.In terms of my qualifications, I have a Bachelor's degree in Chinese language and literature, and I have also completed a teaching Chinese as a foreign language course. I have experience teaching Chinese to students of all ages and levels, and I have received positive feedback from my students and colleagues.I believe that becoming an international Chinese teacher is not only a career choice for me, but also a way to make a positive impact on others. I am dedicated, enthusiastic, and committed tohelping my students succeed. I am confident that I have the skills and knowledge to be a great Chinese teacher and I am excited about the opportunity to share my love for the Chinese language and culture with others.Thank you for listening to my self-introduction. I look forward to the opportunity to be a part of your team and contribute to the success of your language program. Thank you!篇6Hello everyone, my name is Lily and I am very excited to be here today to introduce myself for the International Chinese Teacher Qualification Certificate interview.I am a primary school student and I love learning new languages. I have been learning Chinese for a while now and I really enjoy it. I am very passionate about teaching Chinese to others and sharing my knowledge with them.In my free time, I like to practice my Chinese writing and speaking skills. I also enjoy watching Chinese movies and listening to Chinese music to help improve my language abilities.I believe that being a Chinese teacher is a great way to share my love for the language and culture with others. I am confidentthat I have the enthusiasm and dedication to become a successful Chinese teacher.Thank you for listening to my self-introduction. I look forward to the opportunity to further discuss my qualifications and passion for teaching Chinese. Thank you!篇7Hello everyone, my name is Lily and I am in elementary school. Today I am going to introduce myself for the International Chinese Teacher Qualification Certificate interview.I love Chinese language and culture, so I decided to becomea Chinese teacher when I grow up. I have been learning Chinese for many years and I can speak and write Chinese pretty well. I also enjoy teaching my friends and family members some basic Chinese words and phrases.In school, I always participate in Chinese language competitions and I have won some awards. I also like to read Chinese books and watch Chinese movies to improve my language skills.I believe that being a Chinese teacher is a very important job because it helps more people to learn and understand Chineseculture. I want to inspire more people to love Chinese language and culture just like I do.I am very excited about the opportunity to become an International Chinese Teacher with this certificate. I will work hard to improve my teaching skills and make my students proud of learning Chinese from me.Thank you for listening to my self-introduction. I look forward to becoming a great Chinese teacher in the future. Thank you!篇8Hello everyone, my name is Tommy and I am here to introduce myself for the International Chinese Teacher Qualification Certificate interview. I am super excited to be here and share with you why I am passionate about teaching Chinese.First of all, I love Chinese language and culture. I think Chinese characters are so cool and interesting to learn. Did you know that there are over 50,000 characters in the Chinese language? That's a lot of characters to remember, but I think it's so fun to learn them!Secondly, I have been learning Chinese for many years now. I started learning Chinese when I was just a little kid and I have been fascinated by the language ever since. I have practiced speaking, reading, and writing Chinese characters every day and I have improved a lot over the years.Thirdly, I want to share my passion for Chinese with others. I love helping people learn new things and I think teaching Chinese would be a great way for me to do that. I want to inspire my students to love Chinese language and culture just as much as I do.In conclusion, I believe that I am a great candidate for the International Chinese Teacher Qualification Certificate because of my passion for Chinese language and culture, my years of experience learning Chinese, and my desire to share my knowledge with others. Thank you for listening to my introduction and I hope to be able to teach Chinese to many students in the future. Thank you!篇9Hello everyone, my name is Jack and I am very excited to be here today to introduce myself for the International Chinese Language Teacher Qualification Certificate interview.I have been learning Chinese for five years and I am really passionate about teaching Chinese to others. It all started when I watched a Chinese movie and fell in love with the language. Since then, I have been studying it diligently and practicing with native speakers as much as possible.I believe that learning a new language is not only about memorizing words and grammar rules, but also about understanding the culture and traditions of the people who speak that language. That is why I always try to incorporate cultural elements into my lessons to make them more engaging and meaningful.I have some experience teaching Chinese to my friends and family, and they have told me that I am patient, encouraging, and good at explaining difficult concepts in aneasy-to-understand way. I really enjoy seeing my students progress and improve their language skills, and I hope to be able to inspire and motivate even more people to learn Chinese.In the future, I would like to become a certified Chinese language teacher so that I can help more students achieve their language learning goals. I am confident that with my dedication, enthusiasm, and love for Chinese language and culture, I will be able to make a positive impact in the lives of my future students.Thank you for listening to my self-introduction. I am looking forward to the opportunity to further develop my skills and knowledge through this certification program. Let's all work hard together to promote the learning and appreciation of Chinese language and culture around the world. Thank you!篇10"Hi everyone, my name is Lily and I'm here to introduce myself for the International Chinese Teacher Qualification Certificate interview. I am super excited to share with you all about my passion for teaching Chinese!I have been learning Chinese for many years and I fell in love with the language and culture. I think it's so cool to be able to communicate with people from different backgrounds and to understand their perspectives. That's why I want to become a Chinese teacher – to help others learn this amazing language and to bridge the gap between different cultures.In my free time, I like to practice my Chinese by watching Chinese movies and TV shows, listening to Chinese music, and chatting with my Chinese friends. I also enjoy reading Chinese literature and learning about Chinese history and traditions. Ibelieve that immersing myself in the language and culture is the best way to become a great Chinese teacher.I have some teaching experience working as a tutor for my classmates and helping them with their Chinese homework. I really enjoyed seeing them progress and improve their language skills. I believe that teaching is not just about sharing knowledge, but also about inspiring and empowering students to reach their full potential.I am confident that with my passion for Chinese language and culture, my teaching experience, and my dedication to helping others learn, I would make a great Chinese teacher. I look forward to sharing my love for Chinese with my future students and helping them embark on their own language learning journey.Thank you for listening to my self-introduction. I can't wait to continue on this exciting adventure of becoming a certified Chinese teacher!"。
各种证书英文介绍,BEC·高口·教师资格证·导游证
• Cambridge English: Business Vantage – Level C1] • Exceptional [ik‘sepʃənəl] 超常的 candidates sometimes show ability beyond B2 level. If you achieve grade A in your exam, you will receive the Business English Certificate Vantage stating that you demonstrated ability at Level C1.
（33＄） 5.21 11
Business Preliminary[pri'liminəri]
• Cambridge English: Business Preliminary – Level B1
If you achieve a Pass with Merit or Pass in your exam, you will be awarded the Business English Certificate Preliminary at Level B1.
Test contents:
Written papers: 1. Listening 2. Reading(1) 3. Translation (E to C) 4. Listen translation 5. Reading (2) 6. Translation (C to E)
Time:
180 minutes in total 30 minutes for each part
Text content
BEC Preliminary BEC Vantage BEC Higher
英语教学法教程教案
英语教学法教程教案英语教学法教程教案A Course in English Language Teaching教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社陇南师范高等专科学校外语系2008年6月22日Introduction1.The name of this course.1)Methodology of English Teaching2)Methodology of English teaching at middle school/secondary school3)Teaching English as a Foreign Language/TEFL & TESL4) English, Teach it Better2.The nature of language teaching1) What's methodology?English teaching methodology is a set of methods used for study or action in English teaching. It is the science to research the Teaching rules at middle school, which will guide our teaching to develop the students' communicative competence.2) The definition of teaching.Teaching is an attempt to help someone acquire, or change some skills, attitude),knowledge, ideal, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.3) The purpose of English teachinga. To improve their four skills.b. To cultivate their communicative competence.c. To show them the way to study themselves.3.The significance of learning this course.1) Teaching is a highly demanded art.(4 skills & sing, play, draw and make)2) Teacher's qualificationsa. subject matter competenceb. professional competencec. personal attitude.3)The aims of this course.a)to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of English teaching.b)to help you to clear the importance as well as the aims of English teaching at middle school in present China.c)to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the textbook and to learn the syllabus for middle school English.d)to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students' 4 skills.e)to help you so solve some problems concerning the classroom instruction.f)to make some preparations for the coming teaching practice.4.How to present this course.1) lectures2) readings3) discussions4) watch video demonstrations5) mini-teaching6) practice writing teaching plan and peer teaching.5.The relationship between methodology of English and the other subjects. linguistics, psychology, pedagogy, philosophy, Question：1.What qualifications, in your opinion, should a teacher of English possess?2.Do you think you will perform well in your future teaching? What qualifications have you obtained now? What will you do if you haven't got the required qualifications?3.Who was your admirable teacher of English at junior school?What do you think of him/her?Unit 1 Language and Learning1.Teaching Aims:To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.2.Teaching Content:How do we learn language?Views on languageViews on language learningWhat is good language teacher?How can one become a good language teacher?An overview of the book3. Teaching Hours: 4 periods4. Teaching materials:TextbookHandout5.Teaching Methods:1) Lecture ( Computer-aided Instruction)2)Demonstration6. Teaching Procedures:1) Information about language and language learningThree views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning.A. The structural view of languageThe structural view of language is that language is a system of structurally related elements for the transmission of meaning.a. These elements are usually described as phonological units (phonemes) grammatical units (phrases, clauses, sentences) grammatical operations (adding, shifting, joining or transforming elements)lexical items (function words and structure words)b. Target of language learningThe target of language learning, in the structural view, is the mastery of elements of this system.c. Methods based on this viewSome of the language learning methods based on this view of language are:the Audiolingual methodTotal Physical Responsethe Silent WayB. The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semanticsb. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaningc. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are: communicative approaches functional-notional syllabusesThe Natural ApproachC. The interactional view of languageThe interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.a. Here are some of the areas of research in this view of language:interactional analysisconversational analysisethnomethodologyb. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.c. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are:Strategic interactioncommunicative approaches2) Teaching Methods in the Language Classroom:FL teachers must provide students with adequate teachingmethodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Vi?tor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talking and interaction amongthemselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is theacquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is withchildren when theyare learning their native language) .James Ashers' Total Physical Response:Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative.Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).7.Homework:What are difference between learning the first language and a foreign language? What are the qualities of a good language teacher? T o what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?What are the qualities of good language learner? What do they suggest to language teaching?8.Self-assessment:Because students are not familiar with these theroy on the language and view of thelanguage, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.。
高等学校教师资格证翻译模板
高等学校教师资格证翻译模板(总9页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--2The People’s Republic of ChinaTeacher Certification 34The Teacher Certification is a legal proof of teacher qualification granted by the State to the citizens who satisfy the requirements and capabilities of being a teacher according to laws and regulations. The persons who undertake the job as teachers in schools at all levels and of all kinds or other education institutions within the territory of the People’s Republic of China are required to hold this Certificate.Ministry of Education of the People’s Republic of ChinaMinistry of Educationof the People’sRepublic of China(Photo)Holder:姓名Gender:性别Date of Birth:出生日期Ethnic Group:民族ID Card No.:身份证号QualificationCategory:资格种类Teaching Subject:科目Certificate No.:证书号According to the provisions of the Teachers Law of the People’s Republic of China and the Regulations on the Qualifications of Teachers, it is hereby accredited that 姓名 is qualified to be a teacher of 学校种类.Accreditation Authority [official seal]发证日期城市MunicipalBureau ofEducation[embossingseal]城市 MunicipalBureau ofEducation5NotesI. This Certificate is valid only with seal of the accreditation authority.II. This Certificate is a legal proof that certifies the holder is qualified to be a teacher. The holder shall keep this Certificate properly and no alteration or damage is allowed. In case of loss, the holder shall report to the issuing authority immediately.III. If the holder loses or is revoked the teacher’s qualifications, the Certificate shall be taken back by the education administrative depart ment of the People’s Government above the county level.6。
翻译--高等学校教师资格证书--模板
The People’s Republic of China Teacher CertificationThe Teacher Certification is a legal proof of teacher qualification granted by the State to the citizens who satisfy the requirements and capabilities of being a teacher according to laws and regulations. The persons who undertake the job as teachers in schools at all levels and of all kinds or other education institutions within the territory of the People’s Republic of Chinaare required to hold this Certificate.Ministry of Education of the People’s Republic of ChinaMinistry of Educationof the People’sRepublic of China[seal]UO(Photo)Holder: LU ChongyanGender: Female Date of Birth: Feb 00, 1900Ethnic Group: HanID Card No.:Qualification Category:Qualification f or a Teacher i nan Institution o f High Learning Teaching Subject: ArtCertificate No.:00000000000000000Department ofEducation of Guangdong Province [embossing seal]According to the provisions of the Teachers L aw of thePeople ’s Republic of China and the Regulations on the Qualifications of Teachers , it is hereby accredited that LU Chongyan is qualified to be a teacher of I nstitutions of High Learning .Accreditation Authority [official seal]Sept 13, 2007 Department ofEducation ofGuangdong Province[seal]NotesI. This Certificate is valid only with seal of the accreditation authority. II. This Certificate is a legal proof that certifies the holder is qualified to be a teacher. The holder shall keep this Certificate properly and no alteration or damage is allowed. In case of loss, the holder shall report to the issuing authority immediately.s qualifications, the III. If the holder loses or is revoked the teacher’Certificate shall be taken back by the education administrativeabove the county level. department of the People’s Government。
Teacher's Qualifications Certificate
Graduation Diploma
Academic Certificate
Physical Requirements
Teacher's Qualifications Certificate
Thanks！
Haveal quality
Non-communicable diseases No mental illness Adapt to the needs of educate teaching
Application Form of Teacher's Qualification
If you Wanna Get the Teacher’s Qualifications Certificate
By Ma Zhenlong 马 振 龙
Specific Processes
1:Mandarin Proficiency Test Certificate (普通话水平测试证书) 2:Psychology Certificate of Competency (心理学合格证书) 3:Pedagogy Certificate of Competency (教育学合格证书) 4:Academic Certificate (学历证书) 5:Medical Certificate (体检合格证 ) 6:Application Form of Teacher's Qualification (教师资格申请表 ) 7:Teaching Ability Test (教学能力测试)
The qualifications for a good teacher
The Qualifications for a Good TeacherBeing a teacher is easy, but being a qualified teacher is not.First, a good teacher should be active and optimistic. These two features are very important because only an active and optimistic teacher can make the class active and optimistic. No one likes to see a teacher on the platform who always shows a long face and complains everything around. What's worse is that if the teacher is a complaining person, the students will also be complaining ones too.Second, a good teacher should be honest. Even a teacher can sometimes make mistakes and there’s something a teacher may not know. But how a teacher deal with such situations when he or she makes a mistake before the class determines how qualified the teacher is. A qualified teacher will be honest with his or her own mistakes, but not have students ill taught.Third, a good teacher should be knowledgeable. An English teacher should be a professor in English; A History teacher should know very well about the history of human being; A Chinese teacher should make every Chinese class an interesting one but not just reading and remembering of the Chinese words.Fourth, a good teacher should be trust-worthy. Teacher is the one that students spend most of their time with. So comparing with parents, students prefer to trust their teachers and share their minds with their teachers. So, if a teacher can respect and understand students’ feeling and thoughts, he or she will be a trust-worthy teacher, and that will make him or her more popular in students.That's the qualifications for a good teacher.。
教师资格证英语模板
Ministry of Education of the People’s Republic of China (seal)
Hale Waihona Puke In accordance with the provisions of Teachers Law of the People’s Education and Sports Bureau of Republic of China and Regulations on Zhongyuan District Zhengzhou Teacher’s Qualification, we hereby City (Steel Seal) authenticate that has the qualification of teacher in_____________. Bearer: Sex: Date of Birth:
The People’s Republic of China
Teachers’ Qualification Certificate
The People’s Republic of China
Teachers’ Qualification Certificate
Teachers’ Qualification Certificate is a legal credence that the state confers teachers’ qualifications to those citizens who have satisfied the requirements for teachers’ qualifications in accordance with the law. Any person who works as a teacher in all types of schools at all levels or in any other education institutions in the People’s Republic of China must have this certificate.
英国教师标准最新版
Teachers’ Standards Guidance for school leaders,school staff and governing bodiesJuly 2011(introduction updated June 2013)ContentsSummary 3 Introduction, legal standing and interpretation 5 Presentation of the standards 7 Progression and professional development 7 Date of introduction of the standards 8 Note on terminology used/glossary 9 Teachers’ Standards10 Preamble 10 Part One: Teaching 10 Part Two: Personal and professional conduct 14SummaryAbout the standardsThes e are the Teachers’ Standards for use in schools in England from September 2012. The standards define the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status (QTS).The Teachers’ Standards are used to assess all trainees working towards QTS, and all those completing their statutory induction period. They are also used to assess the performance of all teachers with QTS who are subject to The Education (School Teachers’ App raisal) (England) Regulations 2012, and may additionally be used to assess the performance of teachers who are subject to these regulations and who hold qualified teacher learning and skills (QTLS) status.The standards were introduced following the recommendations in the reports of the independent Review of Teachers’ Standards, chaired by Sally Coates. These reports are available from .Expiry or review dateThese standards will apply until further notice.What legislation do the standards refer to?Schedule 2 of The Education (School Teachers’ Qualifications) (England) Regulations 2003The E ducation (School Teachers’ Appraisal) (England) Regulations 2012Who are the standards for?The Teachers’ Standards apply to:∙trainees working towards QTS;∙all teachers completing their statutory induction period (newly qualified teachers [NQTs]); and∙teachers in maintained schools, including maintained special schools, who are covered by the 2012 appraisal regulations.The National College for Teaching and Leadership (NCTL) will use Part Two of the Teachers’ Standards, which relates to personal and professional conduct, when assessing cases of serious misconduct, regardless of the education sector in which the teacher works.What documents do the standards replace?These standards replaced the standards for qualified teacher status (QTS) and the core professional standards, published by the former Training and Development Agency for Schools (TDA); and the General Teaching Council for England’s Code of Conduct and Practice for Registered Teachers.Introduction, legal standing and interpretation1. The Teachers’ Standards published by the Secretary of State for Educationintroduced some significant changes in terms of structure, content and application.This document is designed to assist those who will be using the standards tounderstand those changes and to implement the standards effectively.2. The Teachers’ Standards contained in this document came into effect on1 September 2012, though the Teaching Agency (now the National College forTeaching and Leadership) has used the conduct elements since 1 April 2012 as a reference point when considering whether a teacher’s conduct has fallensignificantly short of the standard of behaviour expected of a teacher. Theyreplaced the standards for qualified teacher status (QTS) and the coreprofessional standards previously published by the Training and DevelopmentAgency for Schools (TDA),1as well as the General Teaching Council for England’s Code of Conduct and Practice for Registered Teachers.3. The standards apply to the vast majority of teachers regardless of theircareer stage.The Teachers’ Standards apply to: trainees working towards QTS;all teachers completing their statutory induction period; and those covered by the new performance appraisal arrangements (subject to the exception described inpara. 4 below). Part Two of th e Teachers’ Standards, which relates to professional and personal conduct, is used to assess cases of serious misconduct, regardless of the sector in which the teacher works.4. Since 1 April 2012, teachers with qualified teacher learning and skills (QTLS)status have been able to teach in schools as fully qualified teachers. This change was made to give schools greater access to experienced teachers of vocationalsubjects, as recommended in Professor Alison Wolf’s Review of VocationalEducation. Headteachers have the freedom to decide the standards against which they assess the performance of QTLS holders. They can assess QTLS holders’performance against the Teachers’ Standards, against any other set of standards relating to teacher performance issued by the Secretary of State, against anyother professional standards that are relevant to their performance, or against any combination of those three. Before, or as soon as practicable after the start ofeach appraisal period, QTLS teachers (like other teachers) must be informed ofthe standards against which their performance in that appraisal period will beassessed.1 The standards for qualified teacher status and the core professional standards are available from The National Archives.5. The standards define the minimum level of practice expected of trainees andteachers from the point of being awarded QTS. The standards set out in thisdocument constitute the ‘specified standards’ within the meaning given to thatphrase in Schedule 2 of The Education (School Teachers’ Qualifications)(England) Regulations 20032.6. The standards need to be applied as appropriate to the role and context withinwhich a trainee or teacher is practising. Providers of initial teacher training (ITT)should assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS.Providers need to ensure that their programmes are designed and delivered insuch a way as to allow all trainees to meet these standards, as set out in theSecretary of State’s Initial Teacher Training (ITT) Criteria3.7. Similarly, headteachers (or appraise rs) should assess teachers’ performanceagainst the standards to a level that is consistent with what should reasonably be expected of a teacher in the relevant role and at the relevant stage of their career (whether they are a newly qualified teacher (NQT), a mid-career teacher, or amore experienced practitioner). The professional judgement of headteachers and appraisers is therefore central to appraisal against these standards.8. The standards replaced the previous core professional standards, and are used toassess an NQT’s performance at the end of their induction period in employment.The standards themselves do not specify any new or different elements to theexpectations placed on NQTs beyond those required for the award of QTS. Thedecision about whether an NQT has met the standards to a satisfactory level atthe end of their first year of full employment therefore needs to be made on thebasis of what should reasonably be expected of an NQT working in the relevantsetting and circumstances, within the framework set out by the standards. Thatjudgement should reflect the expectation that NQTs have effectively consolidated their training, and are demonstrating their ability to meet the standardsconsistently over a sustained period in their practice.9. Following the period of induction, the standards continue to define the level ofpractice at which all qualified teachers are expected to perform. Teachers’performance is assessed against the standards as part of the new appraisalarrangements in maintained schools.2Schedule 2 of The Education (School Teachers’ Qualifications) (England) Regulations 2003 is available from .3 The Initial Teacher Training (ITT) Criteria are available from .Presentation of the standards10. This document is presented in three parts, which together constitute the Teachers’Standards: the Preamble, Part One and Part Two.11. The Preamble summarises the values and behaviour that all teachers mustdemonstrate throughout their careers. Part One comprises the Standards forTeaching; Part Two comprises the Standards for Personal and ProfessionalConduct.12. In order to meet the standards, a trainee or teacher will need to demonstrate thattheir practice is consistent with the definition set out in the Preamble, and thatthey have met the standards in both Part One and Part Two of this document.13. The standards are presented as separate headings, numbered from 1 to 8 in PartOne, each of which is accompanied by a number of bulleted subheadings. Thebullets, which are an integral part of the standards, are designed to amplify thescope of each heading. The bulleted subheadings should not be interpreted asseparate standards in their own right, but should be used by those assessingtrainees and teachers to track progress against the standard, to determine areas where additional development might need to be observed, or to identify areaswhere a trainee or teacher is already demonstrating excellent practice relevant to that standard.Progression and professional development14. The standards have been designed to set out a basic framework within which allteachers should operate from the point of initial qualification. Appropriate self-evaluation, reflection and professional development activity is critical to improving teachers’ practice at all career stages. The standards set out clearly the key areas in which a teacher should be able to assess his or her own practice, and receive feedback from colleagues. As their careers progress, teachers will be expected to extend the depth and breadth of knowledge, skill and understanding that theydemonstrate in meeting the standards, as is judged to be appropriate to the rolethey are fulfilling and the context in which they are working.Date of introduction of the standards15. The revised standards came into effect on 1 September 2012, on which date theybecame the ‘specified standards’ as defined in Schedule 2 of The Education(School Teachers’ Qualifications) (England) Regulations 2003. The Regulationsrequire that in order to be recommended for the award of QTS, in most cases4 aperson must meet the specified standards that are in place at the time ofassessment. Providers of initial teacher training need to ensure that all traineeswho complete their training after 1 September 2012 are assessed against thestandards that are in place as at the time of assessment, in accordance with theRegulations.16. NQTs who qualified under the previous standards but started induction on or after1 September 2012, or had started but not completed induction by 1 September2012, need to be assessed against the Teachers’ Standards at the end of theirinduction.17. Existing teachers who have already passed induction will be expected to use theTeachers’ Standards instead of the previous core standards for appraisal,identifying professional development, and other related purposes.18. When considering new cases of serious misconduct received from 1 April 2012,the National College for Teaching and Leadership (formerly the Teaching Agency), acting on behalf of the Secretary of State, must have regard to the personal andprofessional conduct aspects of the Teachers’ Standards document instead of the General Teaching Council for England’s (GTCE) Code of Conduct and Practice for Registered Teachers. The National College for Teaching and Leadership is stillable to refer to the GTCE’s Code of Conduct for any partially completed cases itreceived from the GTCE at the point of its abolition.4For some categories QTS can be awarded without undertaking ITT in England and meeting the QTSstandards. Those exempt from meeting the QTS standards are individuals who have already successfully completed ITT or are recognised as teachers in another UK country and EEA nationals who are recognised as teachers in another EEA member state. Qualified further education teachers who have qualified teacher learning and skills (QTLS) status may also be exempt from meeting the Teachers’ Standards.Note on terminology used/glossarySpecific terminology used in the standards should be interpreted as having the following meaning:∙‘Fundamental British values’ is taken from the definition of extremism as articulated in the new Prevent Strategy, which was launched in June 2011. Itincludes ‘democracy, the rule of law, individu al liberty and mutual respect andtolerance of different faiths and beliefs’.∙‘Parents’ is intended to include carers, guardians and other adults acting in loco parentis.∙‘Pupils’ is used throughout the standards, but should be taken to include references to children of all ages who are taught by qualified teachers, includingthose in the Early Years Foundation Stage, and those in post-16 education.∙‘School’ means whatever educational setting the standards are applied in. The standards are required to be used by teachers in maintained schools and non-maintained special schools. Use of the standards in academies and free schools depends on the specific establishment arrangements of those schools.Independent schools are not required to use the standards, but may do so if they wish.∙‘Special educational needs’, as defined by the Department for Education’s Special Educational Needs Code of Practice (2001), refers to children who have a learning difficulty. This means that they either: have a significantly greater difficulty in learning than the majority of children of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kindgenerally provided for children of the same age in schools within the area of thelocal education authority.∙‘Statutory frameworks’ includes all legal requirements, including but not limited to the requirement to promote equal opportunities and to provide reasonableadjustments for those with disabilities, as provided for in the Equality Act 2010.The term also covers the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions Document.Teachers’ StandardsPreambleTeachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.Part One: TeachingA teacher must:1. Set high expectations which inspire, motivate and challenge pupils∙establish a safe and stimulating environment for pupils, rooted in mutual respect∙set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions∙demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.2. Promote good progress and outcomes by pupils∙be accountable for pupils’ attainment, progress and outcomes∙be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these∙guide pupils to reflect on the progress they have made and their emerging needs∙demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching∙encourage pupils to take a responsible and conscientious attitude to their own work and study.3. Demonstrate good subject and curriculum knowledge∙have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and addressmisunderstandings∙demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship∙demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English,whatever the teacher’s specialist subject∙if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics∙if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.4. Plan and teach well structured lessons∙impart knowledge and develop understanding through effective use of lesson time∙promote a love of learning and children’s intellectual curiosity∙set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired∙reflect systematically on the effectiveness of lessons and approaches to teaching∙contribute to the design and provision of an engaging curriculum within the relevant subject area(s).5. Adapt teaching to respond to the strengths and needs of all pupils∙know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively∙have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these∙demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’education at different stages of development∙have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as anadditional language; those with disabilities; and be able to use and evaluatedistinctive teaching approaches to engage and support them.6. Make accurate and productive use of assessment∙know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements∙make use of formative and summative assessment to secure pupils’ progress∙use relevant data to monitor progress, set targets, and plan subsequent lessons∙give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.7. Manage behaviour effectively to ensure a good and safe learningenvironment∙have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both inclassrooms and around the school, in accordance with the school’sbehaviour policy∙have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewardsconsistently and fairly∙manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them∙maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.8. Fulfil wider professional responsibilities∙make a positive contribution to the wider life and ethos of the school∙develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support∙deploy support staff effectively∙take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues∙communicate effectively with parents with regard to pupils’ achievements and well-being.Part Two: Personal and professional conductA teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.∙Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:∙treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’sprofessional position∙having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions∙showing tolerance of and respect for the rights of others∙not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those withdifferent faiths and beliefs∙ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.∙Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.∙Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.© Crown copyright 2011You may re-use this document/publication (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence v2.0. To view this licence, visit /doc/open-government-licence/version/2 or email: psi@.Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.Any enquiries regarding this publication should be sent to us at:/contactus.This document is available for download at /government/publications.Reference: DFE-00066-2011。
英国的教师教育标准
英国的教师教育标准（摘自《比较教育研究》2011年第8期）英国于2007年9月开始实施《教师专业标准》，该标准是对各种水平的教师的专业品性、知识和技能的基本要求，为教师的专业发展提供了基本参考依据。
《教师专业标准》按照工资级别将教师划分为由低到高的五个等级，即合格教师(Qualified Teacher Status，简称Q)、普通教师(teachers On the main scale，简称C)、资深教师(Post Threshold Teachers，简称P)、优秀教师(Excellent Teachers，简称E)和高级教师(Advanced Skills Teachers，简称A)，并且规定了每个级别教师所应具备的素质，包括专业品性、专业知识和专业技能三个方面。
在教师专业标准的五个等级中，合格教师专业标准是最基础的，因为任何想要当教师的人首先都要通过接受教师教育获得“合格教师资格”。
其他的标准都是建立在合格教师专业标准的基础上的，教师只有通过考核被确认达到下一个标准的要求，才能晋升到下一个等级。
合格教师专业标准在教师专业标准中具有基础性地位，现以此为例介绍教师专业标准的主要内容。
1．专业品性(professional attributes)专业品性是一个合格教师所应具备的专业理想、情操和性向等特质，主要侧重于教师的非智力因素方面。
专业品性方面的要求包括：其一是能够与儿童和青少年建立平等、相互尊重、信任、支持和建设性的人际关系，要对儿童和青少年有较高的期望，努力使他们充分发展自己的潜能；要以身作则，不但对儿童保持高期望，自己也要表现出积极的价值观、态度和行为。
其二是具有法律和政策素质，能够意识到教师所承担的专业责任以及与工作有关的法律、法规、政策和惯例，并为执行法律和政策承担责任。
其三是能够与他人交流和合作，能够与儿童、青少年、同事、家长和监护人有效交流，能够认识到并尊重同事、家长和监护人为促进儿童和青少年的发展和福利做出的贡献，能够努力与他人进行合作以提高学生成就的水平。
教师质量评估英语作文
教师质量评估英语作文Title: Evaluating Teacher Quality.In the modern education system, evaluating the quality of teachers is a crucial aspect that directly impacts the learning outcomes of students. Various methods can be employed to assess and improve teacher quality, ensuring that educators are equipped to provide effective instruction and support to their students.One primary method of evaluating teacher quality is through classroom observations. By observing teachers in action, school administrators and educational experts can assess teaching techniques, classroom management skills, and overall effectiveness in engaging students. Constructive feedback based on these observations can help teachers identify areas for improvement and refine their instructional practices.Another important aspect of evaluating teacher quality is through student feedback. Students are key stakeholders in the education process and can provide valuable insights into their learning experiences. Surveys, interviews, and assessments can be used to gather feedback on teachers, giving them a holistic view of their performance from theperspective of those directly impacted by their teaching.Additionally, peer evaluations can offer a unique perspective on teacher quality. Colleagues within the same department or school can provide valuable feedback based on their observations and interactions with the teacher. Peer evaluations promote collaboration and professional development among teachers, fostering a culture of continuous improvement within the educational community.In conclusion, evaluating teacher quality is essential for maintaining high standards of education and ensuring positive learning outcomes for students. By utilizing a combination of methods such as classroom observations, student feedback, and peer evaluations, schools can support their teachers in delivering quality instruction and fostering a conducive learning environment.中文翻译：评估教师素质。
教师资格证英文介绍
教师资格证英文介绍English:The teacher qualification certificate, also known as the teacher certification or teacher's license, is a credential that validates an individual's qualifications to teach in a specific subject area or grade level. This certificate is usually issued by the government or a professional organization after the individual has completed a series of education and training requirements. The purpose of the teacher qualification certificate is to ensure that teachers have the necessary knowledge, skills, and experience to effectively educate students. It also serves as a form of quality assurance in the education system by setting standards for teacher competency. In many countries, holding a teacher qualification certificate is a legal requirement for individuals to work as a teacher in schools or educational institutions.中文翻译:教师资格证书，也称为教师认证或执教许可证，是一种证明个人在特定学科或年级教学资质的证书。
教师素质评估专四英语范文
教师素质评估专四英语范文In the realm of education, the quality of a teacher is paramount, shaping not just the minds but the very future of students. The assessment of a teacher's caliber is a nuanced and multifaceted process that goes beyond mere academic credentials. It involves a deep dive into their pedagogical skills, their ability to inspire, and their dedication to the craft of teaching. A teacher's impact is profound, and thus, their evaluation must be equally rigorous.The quest for excellence in teaching begins with the teacher's commitment to continuous learning and professional development. A superior educator is one who is not only well-versed in their subject matter but also adept at adapting to the ever-evolving educational landscape. They must be innovative, embracing new teaching methodologies and technologies that enhance the learning experience.Moreover, the ability to connect with students on a personal level is a hallmark of a distinguished educator. A teacher who can empathize with their students, understand their individual needs, and tailor their instruction accordingly, is truly invaluable. This requires a blend of emotional intelligence and pedagogical acumen that is not easily cultivated.Assessing a teacher's effectiveness also involves scrutinizing their classroom management skills. A well-managed classroom is a conducive environment for learning, where students feel safe, respected, and motivated to engage with the material. This involves setting clear expectations, maintaining discipline, and fostering a positive classroom culture.Furthermore, a teacher's ability to assess and provide feedback is crucial. They must be adept at identifying areas of strength and weakness in their students' performance, offering constructive criticism that is both specific and actionable. This helps students to grow academically and personally, pushing them to reach their full potential.In conclusion, the evaluation of a teacher's quality is a complex endeavor that encompasses a wide array of competencies and attributes. It is not just about academic prowess but also about the ability to inspire, motivate, and guide students towards success. As we assess our educators, we must remember that we are, in essence, evaluating the architects of our future society.。
国际中文教育专业英语
IntroductionInternational Chinese language education has experienced remarkable growth in recent years, driven by the increasing global importance of China's economy, culture, and diplomacy. This surge in interest has necessitated the development of a high-quality, high-standard educational framework that ensures effective and efficient language acquisition for learners worldwide. This paper aims to provide a comprehensive, multi-faceted analysis of the key elements and strategies that underpin such an educational model, addressing pedagogical approaches, curriculum design, teacher qualifications, technological integration, cultural immersion, and assessment methods.1. Pedagogical Approaches: Adapting to Learner DiversityHigh-quality international Chinese language education necessitates the adoption of learner-centered pedagogical approaches that cater to diverse linguistic backgrounds, learning styles, and goals. The Communicative Language Teaching (CLT) approach, which emphasizes authentic communication and task-based activities, is particularly effective in fostering functional language proficiency. Additionally, Content and Language Integrated Learning (CLIL) methodologies can be employed to teach content subjects (e.g., history, science) in Chinese, enhancing both language skills and subject knowledge. Blended learning, combining face-to-face instruction with online resources, allows for personalized learning paths and self-paced study, accommodating different learning paces and preferences.2. Curriculum Design: Balancing Structure and FlexibilityA well-designed curriculum is the backbone of high-standard Chinese language education. It should adhere to recognized proficiency frameworks, such as the Common European Framework of Reference for Languages (CEFR) or the Chinese Proficiency Test (HSK), ensuring consistency and comparability across institutions. Moreover, the curriculum should strike a balance between structured, level-specific language instruction and flexible modules catering to learners' specific interests or professional needs (e.g., business Chinese, Chinese for tourism). Integration of cultural components, such as festivals, customs, and social etiquette, is crucial for developing learners' intercultural competence.3. Teacher Qualifications and Professional DevelopmentHighly qualified and professionally trained teachers are indispensable for delivering high-quality Chinese language instruction. Teachers should hold relevant academic degrees (e.g., Teaching Chinese as a Foreign Language, Linguistics), possess native or near-native proficiency in Mandarin, and have a deep understanding of the target learners' cultures. Ongoing professional development, including workshops, seminars, and peer collaboration, is vital to keep teachers abreast of pedagogical advancements, cultural developments, and technological innovations in the field.4. Technological Integration: Enhancing Learning Experience and AccessibilityTechnology plays a pivotal role in elevating the quality and standard of international Chinese language education. Digital platforms and mobile apps offer interactive multimedia resources, virtual tutors, and adaptive learning algorithms, enriching the learning experience and promoting autonomous learning. Online courses and Massive Open Online Courses (MOOCs) democratize access to Chinese language education, transcending geographical barriers. Artificial intelligence (AI) applications, such as speech recognition and intelligent feedback systems, can significantly enhance pronunciation practice and error correction. Furthermore, telecollaboration tools enable cross-cultural exchanges and project-based learning with native speakers, fostering authentic language use and intercultural understanding.5. Cultural Immersion: Promoting Deep Engagement and Long-term RetentionCultural immersion is a powerful tool for enhancing the quality and depth of language learning. Study abroad programs in China provide learners with firsthand exposure to the language and culture, accelerating language acquisition and fostering deep intercultural understanding. Short-term immersion experiences, such as summer camps or cultural workshops, can also be effective supplements to regular classroom instruction. Virtual reality (VR) and augmented reality (AR) technologies can simulate immersive environments for learners unable to travel, offering interactive and engaging cultural experiences.6. Assessment Methods: Ensuring Rigor, Relevance, and ReflectionAssessment in high-standard international Chinese language education should be comprehensive, encompassing formative and summative assessments, as well as self-assessment and peer assessment. Formative assessments, such as quizzes, oral presentations, and writing tasks, provide ongoing feedback to guide learning and adjust teaching strategies. Summative assessments, often aligned with international proficiency tests like HSK, certify learners' achievements and facilitate mobility in academic and professional contexts. Self-assessment and peer assessment foster learner autonomy and metacognitive skills. Incorporating alternative assessments, such as e-portfolios and learning diaries, can capture learners' progress, reflect on their learning journey, and demonstrate their language competencies in real-life contexts.ConclusionAchieving high-quality and high-standard international Chinese language education requires a holistic approach that integrates innovative pedagogies, well-structured curricula, qualified teachers, advanced technology, immersive cultural experiences, and rigorous assessment methods. By continuously refining and adapting these elements to meet the evolving needs and expectations of global learners, we can ensure the sustainable growth and success of Chinese language education on the world stage, fostering cross-cultural understanding and global citizenship in the process.(Word count: 807 words)Note: This response exceeds the original word count requirement due to thecomplexity and depth of the topic. A concise version meeting the 1393-word limit can be provided upon request.。
南昌幼儿园一级教师职称评定条件及流程
南昌幼儿园一级教师职称评定条件及流程英文版Title: Criteria and Process for Evaluating the Title of Level One Kindergarten Teacher in NanchangIn Nanchang, China, the title of Level One Kindergarten Teacher is a prestigious recognition of a teacher's expertise and dedication in early childhood education. This title is awarded to teachers who have met certain criteria and undergone a rigorous evaluation process.To be eligible for the title of Level One Kindergarten Teacher in Nanchang, a teacher must have a bachelor's degree in early childhood education or a related field, at least five years of teaching experience in a kindergarten setting, and hold a valid teaching license. In addition, the teacher must have demonstrated exceptional teaching skills, leadership abilities, and a commitment to professional development.The evaluation process for the title of Level One Kindergarten Teacher in Nanchang typically involves a combination of written exams, classroom observations, and interviews. The written exams assess the teacher's knowledge of early childhood education theories, teaching methodologies, and child development. Classroom observations allow evaluators to assess the teacher's teaching skills, classroom management techniques, and interactions with students. Interviews provide an opportunity for the teacher to discuss their teaching philosophy, professional goals, and contributions to the field of early childhood education.After completing the evaluation process, the teacher's performance is reviewed by a panel of experts in early childhood education. The panel considers the teacher's qualifications, teaching experience, evaluation results, and contributions to the field before making a final decision on whether to award the title of Level One Kindergarten Teacher.The title of Level One Kindergarten Teacher in Nanchang is a prestigious honor that recognizes the dedication and expertise of teachers in the field of early childhood education. Teachers who hold this title are seen as leaders in their profession and are often called upon to mentor and support other teachers in their professional development.In conclusion, the criteria and process for evaluating the title of Level One Kindergarten Teacher in Nanchang are designed to ensure that only the most qualified and dedicated teachers receive this prestigious recognition. By meeting these criteria and successfully completing the evaluation process, teachers can demonstrate their expertise and commitment to the field of early childhood education.南昌幼儿园一级教师职称评定条件及流程在中国南昌，幼儿园一级教师的职称是对教师在学前教育领域的专业知识和奉献精神的认可。
幼师教资作文模板万能2024
幼师教资作文模板万能2024英文回答：Template for Kindergarten Teacher Qualification Essay 2024。
Introduction。
Begin with a captivating hook that grabs the reader's attention.State the main topic of the essay: your qualifications and aspirations as a kindergarten teacher.Body Paragraph 1: Qualifications and Experience。
Highlight your relevant education, certifications, and training.Describe any previous experience working with youngchildren, including practicum or volunteer work.Showcase your knowledge of child development and early childhood education theories.Body Paragraph 2: Skills and Attributes。
Emphasize your communication and interpersonal skills, both with children and adults.Explain your ability to create a nurturing and stimulating learning environment.Highlight your patience, empathy, and love for children.Body Paragraph 3: Teaching Philosophy and Goals。
教师资格评定标准（Teacherqualificationstandards）
教师资格评定标准（Teacher qualification standards）The first assessment standardSenior middle school teachers should have a solid foundation of teaching theory and professional knowledge, has a certain breadth of knowledge; teaching high level of ability, competency cycle teaching, master the basic skills of teaching, master the modern teaching methods and educational skills for all students, improve the teaching quality and to cultivate students' innovative spirit and practical ability, promote students' all-round development has made remarkable achievements; actively participate in continuing education, keep track of education and scientific research information, and actively carry out research activities, education research and teaching ability test; guidance and effective training of young teachers, is the backbone of the school teachers.Second areas of applicationThe qualifications for ordinary high school, middle school, high school, occupation, special education schools and adult secondary education institutions, as well as all levels of staff room, audio-visual equipment, basic education, education related departments of education, school education institutions and educational institutions of professional titles is a series of middle school teachers in-service and obtain the appropriate level of teachers the personnel qualification certificate.Third basic conditionsI. ideological and political conditionsAbide by the laws and regulations of the state, support the leadership of the Communist Party of China, and carry out and implement the party's educational policies and policies. Educational thinking is correct, good ethics, dedication and love, a high sense of professionalism and sense of responsibility. Strict with oneself, care, care for students, teachers, teaching, unity and cooperation, obey the organization, conscientiously perform their duties, to do a good job. Since the current qualifications, annual assessment and performance appraisal must be "qualified" or more.In case of obtaining the qualification, the following circumstances shall be observed, and the declaration shall be postponed on the prescribed time limit:(1) those who have basically passed the annual examination shall be given an extension of 1 years.(two) the annual assessment, the quality of teaching work and the assessment of professional ethics are not qualified, or have been identified as the technical responsible for the accident directly responsible for the extension of 2 years to declare.(three) those who have been warned or punished, who practise fraud, falsify their qualifications or qualifications, and who plagiarize other people's achievements shall be given an extension of 3 years.Two, qualifications, qualificationsOne of the following conditions:(1) having attained a doctorate degree of 2 years and having attained the qualifications of a secondary school teacher and employed as a secondary school teacher for 2 years.(two) a bachelor's degree or above, a bachelor's degree or above, 5 years, and obtain a secondary school teacher qualifications, and employ a secondary school teacher positions for 5 years.(three) junior high school teachers have a college degree or above for 5 years, and obtain a secondary school teacher qualifications, and employ a secondary school teacher positions for 5 years.(four) there are educational performance significantly, true skill and genuine knowledge, outstanding contributions, with the above article (two), (three) at the prescribed degree (degree) under the age of 5 years, or not to have the article (two), (three) at the prescribed degree (degree), obtained a secondary school teacher qualification and post hire middle school a teacher for 5 years; or have bachelor degree or bachelor degree with 5 years, made a secondary school teacher qualification and position a secondary school teacher for 3 years, the performance achieved since the qualifications, conditions and the conditions in accordance with the conditions, as on the seventh requirements, can be an exception reporting.Fourth, professional technical work quality (ability, level)conditionsHaving obtained the qualifications, the following conditions shall be met:A full-time teachers and finished work and school every year the number of class teaching plan; part-time management teachers weekly classes more than 4, more than 10 classes per semester; university leadership class once a week more than 2, more than 15 classes per semester. Teaching staff, audio-visual education and equipment teachers should be thoroughly investigated and studied in the school. They should guide teaching, attend lectures and take classes. Each year is not less than 60 days at the county level, 40 days at the municipal level and 30 days at the provincial level (providing basic certification materials).Two, education for all students, organic combination of teaching content, is good at ideological and political education into teaching,Caring for students, teaching students in accordance with their aptitude, combining with the actual disciplines, forming educational characteristics. According to the needs of education and teaching, we should obey the arrangement of the school and take on the job of the teacher in charge.Three, the use of Putonghua teaching, can use modern teaching methods, teaching of circulation or engaged in junior or senior middle school teaching more than 3 years of occupation; professional teachers must guide and participate in a workshopconstruction, reform experimental methods or new experimental project; teaching and research staff, teacher should bear the municipal the above teaching research work of more than 1 times the test.Four, each year for 1 school level public class teaching or academic report (Teaching and research staff every year to undertake more than 3 times, audio-visual education, equipment teachers every year to bear more than 2 times). We have guided and trained 1 young teachers and achieved remarkable results.Fifth performance conditionsSince he has obtained the qualifications, he has made outstanding achievements in education and teaching and has a greater impact on the scope of his county (District), and has two of the following conditions:One, be judged to be municipal level above discipline leader, backbone teacher.Two, teachers in the Education Department of the organization of the discipline quality courses, courseware, teaching aids, homemade video class, experimental skills, teaching cases and the comprehensive contest won over two provincial or municipal prize prize award. Teaching staff, electrical teachers, equipment teachers, the relevant provincial departments to guide teachers award certificates.Three, guide students to be subject to the approval of the education authorities for the discipline competition orcomprehensive competition, municipal first prize or provincial two prize above reward. Teaching staff, electrical teachers and equipment teachers should receive certificates from relevant provincial departments and teachers.Township (not including Chengguan Town, the same below) of teachers in the Education Department of the organization of the discipline quality courses, courseware, teaching aids, homemade video class, experimental skills, teaching cases and the comprehensive competition won more than two provincial or municipal first prize award; or guide students received the approval of the administrative Department of Education held the discipline competition or comprehensive competition first prize two prize awards at the provincial level or above (a number of teachers to be listed before 2).Sixth papers and treatisesHaving obtained the qualifications, one of the following conditions shall be met:(1) the edition of professional education, teaching works (chief editor or first author; or I wrote more than 3 words).Two, published in the above provincial level of professional education teaching papers 3, or published in the city above the professional education teaching papers 6.In three, above the level of the professional education teaching papers published 4 papers, and above the provincial level in the professional education teaching appraisal by theprovincial two more than 1 pieces of paper or reward in the teaching of the professional education level competitions won the first prize 2.Four, the rural middle school teachers in the teaching journals above the level of the professional education of 4; or won the first prize awards above 1 and won the two prize awards above the level of 2 articles in the professional education teaching assessment; or above the level of a prize award 1 and won 1 first prize in the professional level the teaching appraisal.Seventh exceptional conditionsI. performance conditionsHaving obtained the qualifications, the following conditions shall be met:(a) outstanding achievements in education and teaching, in the District, city, city wide impact, was rated as municipal leaders and backbone teachers, and above the provincial level honorary title.(two) the teaching performance significantly, teachers in the Department in charge of education organization of the discipline quality courses, courseware, teaching aids, homemade video class, experimental skills, teaching cases and the comprehensive competition won the provincial first prize awards above; or guide students by the education department in charge of the approval of the academic competition held or comprehensive the first prize awards above provincial contest(a number of teachers should be listed first).Two, papers and treatises conditionsHaving obtained the qualifications, one of the following conditions shall be met:(I) there are 2 editions (4 or less words) written by the editor in chief or the first author or the author;(two) publish 4 papers on professional education and teaching at the provincial level or above.Total station search [collection] []。
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1. Language proficiency-3
1.3 Vocabulary 1.3.1 How many words do you have now? More than 10,000? 1.3.2 Do you know more words than non-English majors? 1.3.3 Do you know well about the words in the textbooks for you students?
7. Self-improvement
In accordance with the society A society works like a market. It takes up the good and drops down the bad. To make one social is to make one good.
7. Self-improvement
In accordance with the new curriculum Any curriculum acts as a director. When it changes, you have to change too. When it aims at a higher target, your teaching becomes challenged.
Developmental Qualifications for English Teachers of Compulsory Education in China
Dr. Cai Longquan
Professor and PhD Candidate Advisor Dean of Foreign Languages College Shanghai Normal University Member of English Teaching Advisory Board Ministry of Education, China
Did you ever take care of your own students’ learning as a whole and individually?
4. Emotional identification
4. Emotional identification
4.1 them 4.2 me 4.3 us
6. Image and Belief
6.3 Believe learning takes everywhere and at every moment, the strong takes the control, we have to make ourselves strong before we help others.
THANK YOU FOR ATTENTION
GO AND DO MAKES GOOD
7. Self-improvement
In accordance with your school If the school goes high, you are high too. If you are strong, the school can be strong too. If both the school and you are good enough, then both of you are happy.
1. Language proficiency-2
பைடு நூலகம்
1.2 Grammar 1.2.1 Can you speak or write without basic grammatical errors? 1.2.2 Can you speak or write without errors of tense and number? 1.2.3 Can you speak or write without errors of indefinite articles? 1.2.4 Can you speak or write without errors of ‘although’ and ‘but’?
2. Teaching arts-2
2.2 Prepared Teaching 2.2.1 Did you spend a good time to prepare your classes? 2.2.2 Did you spend a good time to read deep into the texts to teach? 2.2.3 Did you use many dictionaries to prepare your teaching?
7. Self-improvement
In accordance with your own expectations For work, income, and life For career For pleasure
7. Self-improvement
In accordance with your students They need help. They are like your own kids. They are your friends too.
3. Research engagement-2
Did you ever take care of the difference between the learning of mother tongue and that of the foreign language?
3. Research engagement-3
100 Guilin Road, Shanghai 200234, P. R. China clq@
0. Challenges
How long have you been teaching? How many English words do you have now? Did you get any training after graduation from universities or colleges? Did you make any change in your teaching towards the new curriculum?
2. Teaching arts
2. Teaching arts-1
2.1 Learning and Teaching 2.1.1 Did you manage to learn after graduation to further your undergraduate studies? 2.1.2 Did you manage to learn when teaching your students?
3. Research engagement
3. Research engagement-1
Did you ever think about the following issues? learning strategies teaching methods textbooks learners teachers
7. Self-improvement
In accordance with your own expectations In accordance with your students In accordance with your school In accordance with the new curriculum In accordance with the society
5. Professional commitment
5. Professional commitment
5.1 personal responsibility 5.2 school responsibility 5.3 social responsibility
6. Image and Belief
1. Language proficiency-4
1.4 Use 1.4.1 What do you say to begin and end your classes day after day? 1.4.2 What do you say to comment your students’ work? 1.4.3 Do you use ‘Okay’ carefully?
6. Image and Belief
6.1 Whoever is without image and belief is dead.
6. Image and Belief
6.2 A good image consists of comfortable appearance, graceful manner, broad knowledge, emphatic temperament.
2. Teaching arts-3
2.3 Instantaneous Teaching 2.3.1 Were you able to answer your students’ questions reasonably? 2.3.2 Were you able to use your students’ answers to expand your teaching?
1. Language proficiency