教化者 的英文怎麼說
中文拼音 [jiāohuàzhě]
教化者
英文
culturist-
It ' s the author ' s micro or local observational view. by using different methods such as questionnaires, casestudy, interview and so on, the author mainly discussed four important educational topics : learners " living space, educators " discourse space, curriculum and knowledge, interaction between teachers and students. in the mean time, she tried to pay more attention to the students " confusion happened in their daily life
這一部分是研究者的地方觀察視野，主要通過對四個重要教育主題：學習者的活動空間、教育者的話語空間、課程知識的張力和師生課堂互動空間的分析，詳細展開研究者通過切身觀察與體會而描述的具體生活圖景，通過以問卷調查、個案研究、藏族中學生內地教育的跨文化研究?教育人類學的觀察方式訪談等多種研究方式的綜合，試圖較為詳細深入真實地再現學生的日常生活，同時對這一年齡階段學生在高中學業、生活、交友等方面遇到的困惑予以較多的關注。Educationl idealization is such a fact that the educationl ideal devised by minority according to their will is absolutized and generalized, meawhile a perfect " modality of relation " living in imaginary world is given, and consequently, the educated are coercionary displaced from their original position and put in the given " modality of relation "
教育理想化是一個將根據少數人的意志設計的教育理想絕對化和普遍化、並據此在現實生活之外給定一個完美的人格模式或筆者所稱的「關系形式」 、然後強制性地將受教育者位移到這個模式中去的思想和行為過程。They liked to imagine the inhabitants of the new continent “ as denizens of a golden age of sylvan innocence, or as implausibly superior savages ? moral exempla for the implicit chastisement of civilised vice
後者樂于見到新大陸的居住者是「森林精靈黃金時代的居民，或是難以置信的高等蠻人? ?作為例證，說明了對受過教化的惡習不容置疑的懲罰」 。The process of participant observation and the field notes being taken into the frame of academic thinking, the dissertation will analyze the lingual and non - lingual communication, cultural conception and cultural identification, as well as the features of human nature when civilized, in the clues of language, culture and education. it also compares the changeable and unchangeable modalities, surface discontinuity and deep discontinuity
為了使在學校內外的參與觀察過程和田野筆記方便納入筆者的學術思維框架，本論文將在語言、文化和教育的三條線索之中，以大量實例和分析說明日本人在語言與非語言交流、文化的理念與認同、以及人性及其教化的特徵。Via the investigation on the subjects such as philosophy of moral education, semasiology, logic, anthropology, psychology and so on, the author thinks that the ultimate goal is to cultivate the value character of our students. this character is an " attitude " dynamic system which consists of the subsystems such as " moral cognition ", " moral emotion ", " moral behavior ", etc. it is built on the basis of our traditional culture, which focuses on three dimensions of " learn to be ", " learn together " and " learn to act ". and it embodies the respect - responsibility ( individual to himself, to others, to society, to nature and so on ) value which is the students " core character as well as the goal of education that our moral education should pursue
透過道德教育哲學、語義學、邏輯學、人類學、心理學等多學科的考察，論文認為，學校道德教育的根本目的在於培養受教育者的德性品質（品格） ；受教育者的品格是由「道德認知」 、 「道德情感」 、 「道德行為」等子系統組成的「態度」動力系統；建立在傳統文化基礎上，圍繞「立身」 、 「處世」 、 「行事」三個維度，體現「尊重?責任」關系（生命個體對自己、他人、社會、自然等）價值觀，既是受教育者核心品格，也是學校道德教育應該追求的教育目標。The educators shold be broadminded, giving each student space to develop into all that he / she can be
教育者當擁有一顆寬廣博大的心，家長和教師都要給學生以最大的發展空間，包容和播種其未來發展與變化的各種可能性。Ultra groups ( notably the curva nord irriducibili ? the indomitable north curve ) don ' t agree with the way lotito is running the club and probably would like to have the same ‘ fringe benefits ' they were supposed to have enjoyed during the sergio cragnotti golden era
一些激進球迷組織（最著名的：不可教化派? ?北看臺的主導者）並不認同洛蒂托對于俱樂部的管理方式，他們更喜歡從主席那裡獲得一些『額外的好處，從這里可以看出，他們很享受在克拉尼奧蒂當政的黃金時期內獲得的好處。Radio and television stations ( centers ) shall offer educational programs designed to help enhance the ideology and moral character and cultural, scientific and technological qualities of educatees
廣播、電視臺（站）應當開設教育節目，促進受教育者思想品德、文化和科學技術素質的提高。Nabokov ' s masterpiece lolita presents his readers a shocking abnormal love, rebuking the vulgar cultural medium, disorders of school education, loopholes in the nonage laws and the freudians in the united states
摘要納博科夫的代表作《洛麗塔》展示給世人一段驚世駭俗的畸戀，譴責了美國庸俗的文化媒介、混亂的學校教育、漏洞百出的未成年人保護法和弗洛伊德性學說的異化者們。So that we can exploit students " intelligence capacity, implement our party " s education policy, make students with socialism consciousness knowledge, love of country and organization, scientific idea and spirit, and labors who can propped social productive forces
以此開發學生的智力潛能，更好地貫徹黨的教育方針，使受教育者成為有社會主義覺悟、有文化、愛祖國、愛集體、有科學思想和科學精神，能推動社會生產力發展的勞動者。Our educational policy must enable everyone who receive an education to develop morally, intellectually, physically and become a worker with both socialist consciousness and culture. ( n. ? adv
我們的教育方針，應該使受教育者在德育、智育、體育幾方面都得到發展，成為有社會主義覺悟、有文化的勞動者。The reform and development of education should fix on moral cultivation, innovative spirit and practical ability to steadily enhance educators " qualities of thought, science and culture
而教育的改革和發展應是以德育為核心、以創新精神和實踐能力為重點的素質教育模式，不斷提高受教育者的思想和科學文化素質。The differences are : ( i ) they holds that it is different for people to transfer the possession of rights more or less, so they entrust the state with different functions : locke thinks that men only transfer the possession of partial rights to the state, and the state must not infringe upon individual elementary rights, the state, as a certain of necessary " evil ", only bears worldly affairs ; but rousseau thinks that men transfer all rights to the state, and the state embodies men " s general wills and represents men " s common interests, so its power is limitless
不同點在於： （ 1 ）兩者認為人們在簽訂契約時所轉讓的權利的多少不同，從而賦予國家的職能不同。洛克認為人們轉讓的只是部分權利，國家不得侵犯個人的基本權利，國家權力從外部受權利的制約，國家作為一種必要的惡，只承擔世俗事務；而盧梭認為人們轉讓全部權利給國家，國家體現人們的公共意志和代表人們的共同利益，其權力是不受任何限制，國家除承擔世俗事務外，還負有道德教化的任務。Such as : the trend of " extensive politization ", the " two pieces of wrappers ", the false trend of thought in the field of ideological - political theory, and the lack - behind of ideological - political education etc. for the educators, to reform and improve the effect of ideological - political education communication, we have to make theoretical analyses to those negative effects and those factors that restrict the ideological - political education communication, which include the five factors of educators, the educatees, the communication contents, the communication pipelines, the medias and the environment
比如：思想政治傳播中的「泛政治化」傾向、 「兩張皮」現象、思想政治理論領域中的錯誤思潮、思想政治教育傳插的滯后性等導致的負效果現象。對教育者來說，要想改進和捉高思想政治教育的傳插效果，就要對這些負效果現象以及影響和制約思想政治教育傳摘效果的囚素進行理論分析。The paper give brief introduction of scientific and technological news present condition in our country ; give macroscopic microscopic analysis toward the favorable background and develop restrain of scientific and technological news. we believe that comparing with economic. sports, and society news. scientific and technological news has subject. customer and society obstacle in the profession work. scientific spirits is its soul. which is our means to achieve edifying effect and make science of social, straightaway is its life. which can help us to achieve the effect of the communicate and make society of science. this paper also analyses and discusses how to achieve scientific. spirit and popular spirit of scientific and technological news on such opposite aspect of theory and practice, macroscopical and microcosmic. content and form
本文簡述了我國科技新聞的現狀，對科技新聞的受寵的時代背景及發展瓶頸進行宏觀與微觀的分析，認為科技新聞與政治新聞、體育新聞、經濟新聞相比，在采寫編評等各個方面存在著諸多障礙。著重論證了「科學性」是科技新聞的靈魂（或稱第一生命） ，只有實現「科學性」 ，才能更好地實現教化作用，從而實現社會的科學化； 「通俗性」是科技新聞的第二生命，只有實現「通俗性」 ，才能更好地實現傳播效果，從而實現科學的社會化，兩者相互聯系，互為促進。並就如何實現科技新聞的科學性與通俗性，作了虛與實、微觀與宏觀、內容與形式等方面的分析與探討。It includes two procedures : the equal communication between teachers and students, and the educatees " assimilating and internalization of education
它包括師生之間的平等交往過程和受教育者對教育影響進行自主加工吸收並內化的過程。How to optimize the group intelligence level of quality educators
優化21世紀素質教育者群體智力水平結構研究" ( michel foucault, 1970 : 216 ) to answer this question, the archeology ( genealogy ) of knowledge was developed out, by which foucault took granted the tragic experience conflicts in western societal space since 18th century as the aftermath of ( institutionalized ) knowledge discursive practice : driven by " the will to truth ", a speaker or social action endeavors to analysis, define and cultivate human being " s life, however the result in what he has done is but rather to impose human beings of " a system of exclusion ", which was most famously illustrated in the work of madness and civilization, that all kinds of crazy ideal and performance, which had been existing and being cherished as the very authentic nature and feelings of human beings in societal space or art composing before 18th century, were categorized into irrational items ( insanity ), then, pu t into an alienated space gate - headed with so called " civilization ", which was founded on psychology, psychoanalysis and other modern knowledge ( michel foucault, 1973 )
他首先將西方十八世紀以來的經驗及其沖突理解為「知識話語」實踐的後果，言外之意，可以透過「知識化的話語」 ，來觀察西方教化/社會空間中的經驗沖突：在「求知意志」 （ thewilltoknowledge ）或「求真意志」 （ thewilltotruth ）的驅動下，話語者試圖認識、界定和改造人類的經驗，但實際上，這樣做的後果卻是將「排斥機制」 （ asystemofexclusion ）施與人類，即否定所有不符合「求真意志」及其話語構成規則的各種異類想象、感受、慾望與活動，使之統統以知識話語所描繪的狀態存在。在這一點上，最明顯的例證莫過于將各種「瘋狂」言行與體驗一併界定為「非理性」 ，然後對其實施「理性的控制與改造」 （ michelfoucault ， 1973 ） 。And gradually to change the role from the instructor of knowledge learning to the future life designer ; from the people who imparts knowledge to the people who constructs the knowledge system ; from the people who carries out the teaching materials to the people who researches the curriculum teaching ; from the people who manages the education to the artists who is good at social contact ; from the people who supervises the learning to the people who promotes the learning ; from the life - long teacher to the life - long learner
在實現角色轉換過程中，逐步做到從知識學習指導者轉變為未來生活設計者；文化知識傳授者轉變為知識體系建構者；課程教材執行者轉變為課程教學的研究者；教育教學管理者轉變為人際關系的藝術家；學習的督促者轉變為學習的促進者；終身教書者轉變為終身學習者。On the role diversity of social work educator in the socialization of social welfare
社會工作教育者在社會福利社會化過程中的多元化角色定位分享友人