教育隔離 的英文怎麼說

中文拼音 [jiāoyùgélí]
教育隔離 英文
educational segregation
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 育 : 育動詞1. （生育） give birth to 2. （養活; 培育） rear; raise; bring up 3. （教育） educate
  • 隔 : partitionseparate
  • 離 : Ⅰ動詞1 （離開） leave; part from; be away from; separate 2 （背離） go against 3 （缺少） dispens...
  • 教育 : 1 （按一定的目的要求 對受教育者的德、智、體諸方面施以影響的一種有計劃的活動 一般指學校教育 泛指一...
  • 隔離 : keep apart; isolate; segregate; isolation; isolated; apartheid; enclosure; enisle; severance; seg...
  1. Racial segregation has always blocked equal access to education.

    種族隔離常常堵塞通向教育平等的道路。
  2. Desegregation in school merely provides fin essential condition for african - americans pursuing equal education. only by eradication of racial discrimination can african - americans achieve the goal of education equality pursued for generations

    指出取消學校種族隔離只為黑人獲得平等教育提供了一個必要的條件，只有徹底消除種族歧視，黑人世代所追求的教育平等的目標才能夠真正實現。
  3. This dissertation takes blacks education in the 20th century as the research subject. from the standpoint of education equality, and with desegregation and integration in school as the main thread, it explores the dynamics and resistant forces of blacks education in the wider social, political and economic background

    本論文以20世紀的黑人教育為研究對象，以黑人追求教育平等為切入點，以取消學校種族隔離，實現學校種族一體化為主線，在廣闊的社會政治經濟背景之中探討了黑人教育發展的動因和阻力。
  4. Traditional stereotypes of females as inferior to or weaker than males frequently appear in all types of textbooks. even in teacher - student interaction, studies have found teachers to be inclined to give more attention and learning opportunities to male students. female students from the lower strata of society, or from aboriginal families, also suffer a greater amount of unequal treatment at school

    此外，在質的方面，國內的相關研究發現，學校教育的過程當中，正式及非正式課程均有性別劃分或隔離的現象，教材中亦常出現男尊女卑男強女弱的刻板印象，甚至在師生互動時，教師也傾向提供男生較多的關注及學習機會，而低階層或原住民女孩，在校期間顯然遭受更多不平等的待遇。
  5. This thesis studies the issue of racial segregation and integration in the american educational systems of urban public school after world war ii

    本文主要研究戰后美國城市的教育隔離和種族合校問題，側重於探討美國城市公立學校種族合校的困境。
  6. The last chapter examines the reasons, which push the racial integration in schools into dilemma, and gives an analysis for the aftermath of the racial segregation in schools

    第四章主要分析種族合校出現困境的原因，並對教育隔離的後果作了扼要評述。
  7. It is evident that educational segregation would badly affect the quality of the education, therefore the employment of african - americans. that is to say, they cannot obtain opportunities in the urban labor market because of their poor education

    教育隔離的結果必然影響公立學校的教育質量，這樣就使得受到教育歧視的黑人在就業領域不能得到公平的雇傭機會，從而又影響了他們的社會經濟地位。
  8. There is also a nature trail for visitors to learn about the natural ecology and the names of plants while enjoying their walk in the area. the trail is about 700 feet long with signposts installed to denote the particular features along the way

    該處並設有一條自然教育徑，供遊人遊山玩水之餘，學習大自然生態和一些植物的名稱。自然教育徑長約700公尺，沿途相隔若干距離，便設有註上號碼的標柱，指示該處有趣的特徵。
  9. In fact, our starting point was schools which were very substantially differentiated and segregated, because many of the chinese were in chinese schools, many of the malay children were in malay schools, and the english schools catered to a minority of the population

    其實開始的時候，我們的學校在相當大的程度上是互相分化和隔離的，因為很多華人報讀華校，馬來族學童在馬來學校受教育，英校則是為人口中的少數而開設的。
  10. In fact, our starting point was schools, which were very substantially differentiated and segregated, because many of the chinese were in chinese schools, many of the malay children were in malay schools, and the english schools catered to a minority of the population

    其實開始的時候，我們的學校在相當大的程度上是互相分化和隔離的，因為很多華人報讀華校，馬來族學童在馬來學校受教育，英校則是為人口中的少數而開設的。
  11. " following the u. s. supreme court decision in brown v. board of education of topeka ( 1954 ), african american and white supporters attempted to end entrenched segregationist practices.

    隨著美國最高法院對布朗對托皮卡教育局案（ 1954 ）的裁決，美國黑人和白人支持者企圖結束固有的隔離措施。
  12. It firstly gives a brief account of the development of the post - apartheid educational system ; secondly, it investigates the last apartheid state reform efforts and the post - apartheid south africa and curriculum reform, focusing on the formulation of curriculum 2005, its review and revision. thirdly, it explores the characteristics of the new curriculum reform. finally, it analyzes some problems in the process of the curriculum reform in south africa for the sake of enlightening the reform and development of the curriculum in china ' s primary schools and middle schools

    首先，簡要介紹一下南非的概況和新教育體制的確立；其次，考察南非種族隔離政府的課程改革項目，以及新南非政府的課程改革歷程，主要以《 2005課程》的制定、評審和修訂為主線作特別詳細的介紹；接著，對《 2005課程》改革的特點進行探討；最後，試圖揭示出南非課程改革存在的問題以啟示我國基礎教育的課程改革與發展。
  13. This paper takes the conclusion ? human capital can help or promote economy increase as a basic topic. on the basis of t. w. schultz and gray becker ' s human capital theory, in the light of shenyang ' s human resources situation, we further study the problems during the transmission from human resources to human capital in shenyang. at the same time, we analyze and discuss and put forward proposals and strategies : promote the problems of changing the human resources into human capital ; deepen the reform of the system of education and enlarge the decision making power of school running ; according to the capital distribution and compensation principle, carry out the idea of higher education capital compensation system reform ; strengthen the investment of enterprise " human capital ; reform the traditional country and countryside census register isolation system, develop and improve human flow medium ; establish a reasonable, scientific inspiration and restriction mechanism ; enlarge the government ' s investment and management of public hygiene service

    本文的研究是將人力資本投資有利於或能夠推動經濟增長這一結論作為基本命題，在學習吸納現代經濟學特別是西奧多?舒爾茨和加里?貝克爾等人的「人力資本理論」的基礎上，結合當前沈陽市人力資源的實際情況，分析研究沈陽地區人力資源轉化為人力資本工作中存在的問題，同時展開分析討論，並提出一些建議和對策：促進人力資源轉化為人力資本的教育發展問題；深化教育體制改革，擴大學校辦學自主權以有效地培養人才為經濟建設服務；根據成本分擔和補償的原則，實行高等教育成本補償制度改革的高等教育的發展思路；加大企業的人力資本投資力度；改革傳統的城鄉戶籍隔離制度，發展和完善勞動力流動的中介組織；建立一個合理的、科學的激勵與約束機制以及加大政府對公共衛生服務的投資和管理力度等。
  14. The paper also presents five notable characteristics of hakka traditional education, including its rapid development in ming and qing dynasty and its frequent transformation in modern time. besides, the construction of the content of the cultural ecology of hakka traditional education helps to sift its merits from demerits, thus advancing today ' s elementary education. since hakka culture is isolated from elementary education to some extent, elementary education in the hakka regions should bear the important resporsibility of inheriting and innovating hakka culture by making best of the function of the sub - cultural ecology. the efficiency of modern transformation of hakka culture has a direct influence on the differences of the cultural ecology of education and finally on the educational quality in different villages and towns in the hakka regions

    本文認為，客家文化是客家區域基礎教育生存與發展必須適應的文化模式，客家精神是客家區域校園文化建設的基礎與內核，是學校非理性管理天然的生態資源；客家傳統教育具有明清時期發達、近現代轉型快等五個顯著特徵，構建客家傳統教育的文化生態意義，有益於揚棄客家傳統教育，推動當前基礎教育的發展；基礎教育與客家文化之間存在一定程度的隔離，客家區域基礎教育應該發揮其亞文化生態功能，把傳承、創新客家文化當作重要職責；客家文化現代轉型的效益直接導致教育文化生態的差異性，從而影響客家區域不同鄉鎮教育質量的優劣。
  15. As a result, 53 years after brown v board of education ? in which the supreme court declared school segregation to be unconstitutional ? the gulf between blacks ' and whites ' educational attainment remains glaringly wide

    結果，在「布朗訴教育委員會案」 ? ?即最高法院宣布學校種族隔離違憲? ?之後53年，黑人和白人的教育程度差距之大依然明顯。
  16. The mu1ti - level of administration, j the multi - finance investment, the multi - specification of talent, and the mu1ti - way of admission and emploppent. chapter four deals with the general feat - uies of the transformation rather than the specific content, to indicate the fact that the transformation has actua1ly exceeded the development of russian higher education in 70s of 20th century f it has broken away from the monopolization of single ideology, from the planned controi of the state, from the isolation caused by the traditional cu1ture

    該章充分印證了變革實際上是對蘇聯70年高等教育體制的構成與發展在思想上的超越：超越單一意識形態對高等教育的壟斷式影響，超越國家對高等教育的計劃性控制，超越傳統文化對高等教育的封閉性隔離；進而表明俄羅斯高等教育未來發展的基本走向是?一意識形態的多元化、生存的市場化、發展的國際化。
  17. Inadequate education, economic oppression and racial segregation have forced people to stop learning the official language at a level where the proficiency is barely functional

    缺乏教育，經濟壓力，和種族隔離迫使人們在對官方語言的熟練程度僅剛剛達到初級程度的時候就停止了學習。
  18. Negroes are separated by granted equal opportunities and facilities, as for education, transportation, jobs, etc

    隔離但是平等（一種黑白種族隔離政策，黑人白人隔離，但使黑人在教育、交通、就業等方面享受同等待遇） 。
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