匿名使用者
匿名使用者 發問時間: 社會與文化語言 · 1 0 年前

請幫忙翻譯有關教育類的原文!!感激不盡...

以下我稍加翻譯後的內容,但很不通順...請幫忙修改,謝謝!!

We have argued that three major traps complicate the micropolitics of supervision. Organizational norms and relationships between labor and management can inhibit the potential for both teachers and principals to exact important staffing and instructional improvements. Also complicating the process is the macro- and microlevel accountability discourse that obfuscates whether teaching is in fact a profession. Finally, leadership styles and participatory decision making in schools themselves work to affect both the supervisory process and its effectiveness for instructional change.

我們認為,三大陷阱複雜微觀監督。組織規範和勞動關係和管理能抑制潛在的教師和校長確實重要的工作人員和教學的改進。又複雜的過程是宏觀和微觀問責話語是否認為模糊教學實際上是一種職業。最後,領導作風和參與決策的學校本身的工作都產生影響的監督程序和其效力的教學改革。

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  • 1 0 年前
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    We have argued that three major traps complicate the micropolitics of supervision. Organizational norms and relationships between labor and management can inhibit the potential for both teachers and principals to exact important stafing and instructional improvements. Also complicating the process is the macro- and microlevel accountability discourse that obfuscates whether teaching is in fact a profession. Finally, leadership styles and participatory decision making in schools themselves work to affect both the supervisory process and its effectiveness for instructional change.

    我們認為微觀的視導有三項複雜的主要層次:首先,即組織的規範與教學工作者和管理者,能夠壓抑潛藏在教師和校長兩者間確實的工作支持與教學改進之間關係。同時,其複雜的過程,也發生在彼此對於教學是否為一種專業的責任所產生出宏觀與微觀的模糊論述 。最後,在學校行政中的領導風格和參與決策的訂定,也都影響到視導的過程和教學改革的功能。

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