灌注師 的英文怎麼說
中文拼音 [guànzhùshī]
灌注師
英文
perfusionist-
The traditional teaching theory is mainly teacher - centered, paying attention to the impartation of knowledge, neglecting the students and their language creativity
傳統的教學理論在教學上表現為以教師講為主，注重知識的灌輸，忽視學生是主體，忽略了學生的語言創造力。But due to the influence of exam - oriented education, at present in many senior high schools, phenomenon such as the backwardness of the teaching thought the outmoded teaching methods and the singleness of the exchanging way between the teachers and students are still existing. pouring, duck - filling teacher - centred and book - centred methods still control the class. so the students " principal status is neglected and the development of the students " personality is killed
但由於長期受「應試」教育的影響，在目前的高中教學中，仍然存在著教育觀念落後，教學方法陳舊，師生間信息交流方式單一的現象，注入式、滿堂灌，以教師為中心、教材為中心，從而忽略了學生學習的主體地位，扼殺了學生個性的發展。Out arch-humorist imparts more of his personal quality than in anything else he has done.
我們的幽默大師比他在他的任何作品中所灌注的個性都多。An obsidian construct brought to life accidentally by the lich king ' s necromancers, this heartless monstrosity stays animate through devouring magic in the world around it
這頭冷酷的異獸本只是一尊黑曜石雕像，卻被巫妖王的死靈師們意外灌注了生命，並僅能透過不斷吞噬魔法以維持之。Within the range of traditional epistemology, because knowledge is thought as objective, value - neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement ; in terms of function, teaching evaluation is represented by social guidance ; in terms of method, teaching evaluation is characterized by empirical feature, etc. the deficiency are represented as follows : because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself, there is still much room for improvement
在傳統認識論視野中，由於人們將知識視為客觀的、價值中立的，教師和學生都將課程知識等同於真理，而真理是不能改變，也不需要改變的。因此，教學的核心任務就是正確地傳遞和掌握課程知識，教學的方式則以客觀知識的灌輸為主，教師與學生僅僅是知識的傳遞者與學習者… …在上述影響下，該時期的教學評價呈現出如下特點與不足：從內涵上講，教學評價等於教學測量；從功能上講，教學評價呈現出一種社會導向的功能；從方法上講，教學評價體現出實證化的持點等。其不足則表現為：由於教學評價等同於教學測量，並認為教學評價的對象是可以被測量的，從而把「價值」排除在外；教學評價所關注的是作為客體的知識，而不是人，這就使得教學評價的主客體關系本末倒置，評價主體所要評價的對象是學生所要學習和掌握的知識，學生既不是評價主體也不是評價客體，而是完全地被懸空于教學評價過程之中；從評價方法本身來看，也存在著諸多不足。But the institution of moral education in middle normal school does not take its duty and ignore the moral construction of teacher. the object and plan can not grasp the traits of time and students well. oppositional, the way of moral education still concentrates on the style of " instillation "
但由於受「產品教育」和「應試教育」狹隘觀念的影響，我省中師德育工作機構和隊伍沒能發揮其應有的作用，學校忽視了對師德師風的有力建設，學生德育工作未能緊跟時代和學生發展的實際，德育目標陳舊教條，德育內容空洞單一，德育方法仍以「灌注式」為主，封閉、粗放。This began an earnest discussion in which master replied that she is too shy to talk about what happens when she blesses the food, but that perhaps people feel it is so special because she only showers the food with goodness - good wishes of health, happiness, enlightenment and compassion. she added that, since she started her preaching activities in asia, asian practitioners may have had more time to test and experience the blessed food, so perhaps they appreciate it more
師父回答說，她一向不好意思談論有關她加持那些食物時會有什麼改變之類的事，但大家覺得加持物很特別的原因，也許是她灌注在那些食物上的都是善意-健康快樂開悟慈悲等好的祝福，又因為師父是從亞洲開始弘法，亞洲的同修可以有較多的機會來試驗並體驗加持物，所以也許比較珍惜。Life philosophy attaches importance to individual life, endows experience with life ontological meaning, opposes to measure and treat life based on rigid criteria requires that teaching is aimed at the comprehensive growth and the promotion of quality of individual life. post - modem theory is opposed to the practice of degrading people into things and focusing on lecturing more than on helping students to think independently and develop their own creative power. according to post - modern pedagogy, teaching is a humanistic process and plays the role of promoting the spiritual growth
生命哲學關注個體生命、賦予體驗以生命本體論意義，反對用機械化的標準來衡量、對待生命，啟示著教學應著眼于個體生命的全面成長、個體生命質量的提升；后現代理論反對把人降為物，採用壓制的手段進行灌輸性的教學，認為教學過程是一個人性化的過程，教學具有促進人心靈成長的價值，主張師生在對話中、在共同的創造活動中探求知識，理解世界的意義；人本主義心理學認為人不僅是思維的存在，同時也是情感的存在，人的心理活動是知、情、意協同作用的結果，強調教學應注重學生完整人格的培養，注重學生的情感體驗，使學生認知世界的過程同時也成為他們自我教育、整體發展的過程。分享友人