有教無類 的英文怎麼說
中文拼音 [yǒujiāowúlèi]
有教無類
英文
make no social distinctions in teaching; provide education for all people without discrimination; with education there is no distinction between classes or races of men. 名詞 ; proper education levels all social classes-
In recent years, research on learning activities has prevailed the world and found its way in some front subjects, however much of its production has not been introduced to the pedagogic study and practice. problems stand out in that there is low learning efficiency in study of students at large and the pattern of the course design, teaching approach, and education evaluation method are comparatively demoded with the coming of the information age, historic changes in both life style and learning style are highlighted
近幾年來，對人類學習活動的研究雖然已經發展成為當今世界多學科交叉的前沿課題，但多數研究成果尚未引入教育理論與實踐中來，教育行政部門、學校和教師幾乎沒有考慮如何通過培養來提高學生的學習能力，致使目前學習方式與課程、教學、教育評價模式都比較落後，學生學習效率普遍比較低，無法適應時代的要求，這種狀況在我國表現得很突出。Traditional sports and folk sports are of great variety, which may be used as pe resources. but such contents are absent in the pe textbooks. so it is natural that the pe classes can not arouse interest of students ; the number of the playground and sports apparatus can not meet the standard. neither can they satisfy the demand of students ; it ' s practical to take advantage of the local geographical resources in pe curriculum ; extracurriculum and after - school activities can not meet the demand of students, which should be developed and utilized to a greater extent ; the structure of pe teachers is far from satisfactory
結果顯示，甘肅少數民族地區小學體育課程資源存在著課程內容中民族傳統體育和民間體育活動項目豐富，然而教材內容沒有考慮地方和實際情況，很難引起學生的興趣；各級各類學校體育場地、器材的要求相差甚遠，現有體育場地器材都無法滿足教學要求和學生的體育需求；自然地理財富作為一種體育課程資源來開發很具有價值和實際意義；課外體育活動和校外體育活動還不能滿足學生的需求，尚須大力開發和利用；體育師資結構不合理，學歷結構偏低，且相當一部分是民辦教師轉正等問題。Thus, or words to that effect, said zarathustra, sometime regius professor of french letters to the university of oxtail nor breathed there ever that man to whom mankind was more beholden
69此言，或其他有類似含意之言語，系出自曾在牛尾大學開法國文學欽定講座之查拉圖斯特拉70教授。此人賜與人類之恩惠，無人企及。In the third part, the chapter puts forward three dimensions of causality and discusses the relationships between the attribution and expectancy, and the emotions, and achievement motivation. and two kinds of theory of achievement and motivation - self efficiency theory and learned helplessness theory concerning the attribution are given. in the fourth part, the definite conclusion has been come from the data stat and the resolution analysis in the base of the status investigation of students ' s math learning attribution by the students and the teachers in high schools
全文共分為六個部分：第一部分簡述歸因研究的理論背景，提出所要討論的問題第二部分對歸因、數學學習歸因及其含義進行闡述；第三部分首先指出了原因的三個分類維度，從原因的分類維度出發討論歸因與期望、情緒、情感及成就動機之間的關系，同時指出兩種與歸因有關的成就動機理論?自我效能理論和習得無助理論；第四部分是有關中學生及中學數學教師對學生數學學習歸因的狀況調查，通過數據統計及結果分析得出了一定的結論。I find that the difference between male and female teacher is significant on their conception of sustainable development, and the male teachers holds prior opinions. because of different sense on student development and student cognition, primary school teachers are differentiated from other group of teachers ; teachers with secondary school education background are differentiated from teachers with higher education background ; although there is no obvious difference on sustainable development resulted from age difference, there are teaching motives and emotional and physical quality differences in various age groups ; the aspect influenced mostly by age factor is the conception of teaching effectiveness ; school type is not related with the sustainable development of teacher. based on my research, i make the following suggestions to the practical scheme ( the life - long continuous education ) aimed at improving of sustainable development of teacher ' s quality
第三，通過對來自14所學校的272位教師問卷調查，統計分析發現：因學生發展觀和身心素質不同導致男女教師可持續發展系統水平產生差異，男教師優于女教師；因學生發展觀和學生觀不同導致小學教師與其他學段教師可持續發展系統水平產生差異，小學教師低於其他學段的教師；因學生發展觀和學生觀不同導致中專畢業的教師與其他學歷的教師可持續發展系統水平產生差異，中專畢業的教師與他學歷的教師有差距；雖然不同教齡段的教師可持續發展系統水平差異不顯著，但進一步比較發現，在教學動機和身心素質方面還是有差異的，並且與教齡變化最緊密的是教師的教學效能感；教師可持續發展系統水平與學校類別無關。The primary causes of the regime shortage are the state monopoly and the state control over the education. the primary cause of the structure shortage is that the budgetary appropriations are not in favor of the compulsory education and the underdeveloped district. then this article puts forward some suggestion to alleviant these kinds of educational shortage : to raise the repay of human capital ; to initiate a system of public financial regulation ; to increase the government appropriation for education ; to relax the state control over education ; to improve the form of the financial transference expenditure, and so on
總量性短缺的成因主要是我國人口多、經濟發展水平低，教育投資資本邊際效率遞減趨勢、教育投資預期收益相對偏低等；財政性短缺的主要成因是在國家加快推進工業化特別是優先發展重工業的戰略下，政府財政支出的重點必然傾向物質生產部門，而近二十年的財政制度創新都因利益格局的剛性只能作有限突破等；體制性短缺的成因主要是政府壟斷阻礙各類要素往教育領域的流入等；結構性短缺的成因主要是分級分權撥款體制無法保證教育投資的公平等。Combining with knowledge representation and automatic reasoning principle of ai and generic paradigm, the system has these main functions : ? it is able to show different solutions of typical example ; ( 2 ) it can automatically generate problems similar to the example for students to solve by providing them with clues ; ( 3 ) these problems can be studied by demonstrating the complete solution process and answers with the help of automated reasoning, or by providing real - time prompts to students concurrent with the students " solution processes with the help of automated reasoning ; ? it provides exercises and is able to call a program produced by the group ( the translator ), which transfers apla programs to executable programs so as to verify its correctness ; ( 5 ) it let teacher to add examples in the database ; etc. hi the course of systematic research, we deeply investigated the relevant knowledge of the system and made some innovation : about teaching content, we select par method as the main content
本系統選用薛錦雲教授的par方法為主要教學內容，應用人工智慧的知識表示和自動推理原理及泛型思想，使得系統具有以下核心功能：展示幾種典型例題的解；以泛型思想為指導，實現了無限題庫，可以自動生成與典型例題類似的問題給學生求解並給予提示；對于這些題目，計算機可以自動推理出由問題到程序的全過程供學生學習；也可通過自動推理根據用戶的實際做題情況實時給出提示，互動式地幫助學生學習演算法程序設計；學生可以從問題庫中獲得練習，並調用轉換器，將自己的apla程序轉化為可執行語言程序，運行以檢驗其正確性；對教師而言，可以對已有的實例庫、問題庫進行添加操作等。在系統的研製過程中，我們深入研究了系統的各方面相關知識，並進行了多方面的創新：在教學內容方面，首次選用par方法為主要內容。This reasonable attitude creates such a forgiving kind of philosophy that, at least to a cultured, broadminded scholar who lives according to the spirit of reasonableness, any human error or misbehavior whatsoever, legal or moral or political, which can be labeled as " common human nature " ( more literally, " man ' s normal passions " ), is excusable
這種合理近情的態度造成了一種寬恕的哲學，覺得人類的任何錯誤和謬行，無論是法律的，道德的，或政治的，都可以認為是「一般的人類天性」 （或「人之常情」 ） ，而獲得寬恕，至少有教養的，心胸曠達的，依合理近情的精神而生活的學者是抱這種態度的。Regard man as a mine rich in gems of inestimable value. education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom
人可視為一座富含無價寶石的礦藏，唯有教育能讓它展示其珍寶，並讓人類從中獲益。Not all manage to learn as much as they should
縱能做到有教無類，卻做不到因材施教。Instruction knows no class distinction
教育無貴賤之分。 /有教無類。The no child left behind act has worked for america ' s children - and i ask congress to reauthorize this good law
《有教無類法案》已經有利於美國的兒童? ?因此我要求國會就這項出色的法律重新授權。Indeed, most parents then did believe in the ideal that education should ignore distinction between social classes
當時，多數父母相信學校都是有教無類的，甚至認為只要有書讀就很不錯了，哪會考慮這么多？Extre - class continuation is one of the important measures for realizing each student ' s all - round development
新課程關注每一個學生的全面發展，強調有教無類，注重因材施教，課外補習是實現每一個學生全面發展的重要措施之一。One of mr bush ' s domestic successes, the no child left behind act, requires schools to test pupils more and publish the results
布希在國內取得成功的體系之一， 「有教無類」法案，需要學校更多的對學生進行測試並將結果公布出來。We need to better nurture the various talents or exceptional abilities of students. this we can do by implementing curriculum reforms that accord better with a student s abilities and thus provide a more equitable learning environment
我們要更好地栽培具備各種才華和有特殊潛質的學生，落實課程改革，真正實現因材施教和有教無類的理想。By interpreting meng - gua of " book of change " and the educational outlook derived from " what confucius said ", it was observed that the teaching approaches such as inspiration, teaching for all walks of life, teaching students in accordance with aptitude, peer learning, and indefatigable teaching, etc., could be applied to the modern physical education pedagogy
經分析探討各章節后發現， 《易經》蒙卦和《論語》中孔子的古典教育觀，如啟發式教學、有教無類、因材施教、學習貴乎專心、同儕學習、自我反省、誨人不倦、以身作則，從運動中培養德行等教育思想，均適用於現今體育教學。The goal is for future educational reforms to give equal emphasis on the ideals of providing education for all without discrimination and teaching students according to their ability. by identifying each student s individual needs and ensuring their right to learn, the government must strive to improve curriculum and teaching methods, as well as encourage multicultural education. the ultimate goal is to guide the development of each student to maximize full potential
期望今後的教育改革，能夠兼顧有教無類與因材施教的理想，由確認學生的主體性及保障其學習權入手，改革課程與教學，推展多元文化教育，俾以因勢利導每位學生，助其發揮潛能，不讓學校之內再有未受充分照顧的相對弱勢者。But just as looking at the ants hurrying about a ruined ant - heap, one can see by the tenacity, the energy, and the multitude of the busy insects that though all else is utterly destroyed, there is left something indestructible and immaterial that was the whole strength of the colony, so too moscow in the month of october, though without its governing authorities, without its churches, without its holy things, without its wealth and its houses, was still the same moscow as it had been in august. everything was shattered except something immaterial, but mighty and indestructible
然而，與此相類似的是，當我們觀察在被毀壞了的蟻穴周圍散布的螞蟻時，雖然蟻穴已完全被毀壞，但是，從挖洞的昆蟲那種毫不鬆懈充滿活力和無限的數量可以看得出來，雖然一切都被毀掉了，但是，那種營造蟻穴的全部力量是堅不可摧的，是非物質的東西，卻依舊存在著，莫斯科的情形正是這樣，十月間，雖然沒有政府，沒有教堂，沒有神聖的東西，沒有財富，沒有房屋，然而依然是八月間的那個莫斯科。Clustering, which is used to differ and classify the things according to their comparability, is a process in which there is no one to guide them. so it is a non - supervising classifying
聚類就是按照事物間的相似性進行區分和分類的過程，在這一過程中沒有教師指導，因此是一種無監督分類。分享友人