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- So, inlaying the way in the situation according to the content in the situation type headmaster training divides into "true situation", "situation reproduced", "situation expanded". 因此，依据内容镶嵌到情境中的方式，情境式小学校长培训模式把情境创设的基本类型分为“真实的情境”、“再现的情境”、“扩充的情境”。
- Construction of Headmaster Training Pattern With Students as Core 以学员为中心的校长培训模式的构建
- The Object, Content and Method of Evaluating the Work of Headmaster Training 中小学校长培训工作评估的对象、内容及方法
- Promoting the Efficiency of Headmaster Training: A People- oriented Approach 论以人为本提高中小学校长培训的实效
- I had a long talk with the headmaster about my son. 关于我儿子的问题我与校长谈了很长时间。
- The headmaster caned the boys for disobedience. 校长用藤条责打不听话的男学生。
- I'm acting as deputy till the headmaster returns. 我在校长回来前代行他的职务。
- The headmaster gave the boys a scolding. 校长训斥了那些男生。
- The headmaster patted the pupil on the shoulder. 校长轻轻拍拍那个学生的肩膀。
- The whole school likes/like the headmaster. 全校师生都喜欢这位校长。
- Hard training will fit them to run long distances. 严格的训练将使他们能跑长距离。
- The headmaster has the final say. 校长说了算数。
- She earned her place in the team by training hard. 她由于刻苦训练而在队里取得了地位。
- The headmaster confiscated her radio. 校长没收了她的收音机。
- Our headmaster is a despotic person. 我们的校长是个专横的人。
- She demanded to see the headmaster. 她请求见校长。
- I have to admit that we need further training. 我得承认，我们还需要进一步培养。
- It has proved of great assistance in such training. 事实证明，在这类训练中，它很有好处。
- I've had some training in cooking. 我受过些烹饪训练。
- The children all rose up when the headmaster came in. 校长进来时，孩子们全都站了起来。
