班農本 的英文怎麼說
中文拼音 [bānnóngběn]
班農本
英文
ban nong ben-
Some factors that exited in contemporary huizhou block some young people in huizhou from continuing their study after finishing nine - year compulsory education, these factors involved lack of educational funds, the values that men are superior to women and the influence of parents who think " it is no use studying " on their children. through comparison between the traditional and contemporary education, we find some new problems that existed in the present education of huizhou, and this article tries to pose some suggestions to solve these problems. first, strengthen the function of fundamental organizations of rural community, that is, with the aid of non - profit organizations, the community can develop kinds of rural education, and local political and economic organizations should provide support and encouragement in spiritual and material for the development of local education
本文通過傳統與當代徽州教育及教育價值觀念的比較，從經濟、政治方面對其變遷進行社會學的思考，並試圖提出發展當代徽州農村社區教育的對策與建議： 1 、強化農村社區基層組織的功能：藉助社區事業組織開展多種樣式的鄉村教育，同時，社區政治組織、經濟組織應為當代徽州農村社區的教育發展提供物質上和精神上的支持和鼓勵； 2 、通過對崇文重教行為的宣傳，發揮大眾傳播媒介對人們正確價值觀的樹立及活動的導向和暗示作用，以促進當代徽州農村社區教育文化的建構； 3 、發展農村社區職業教育，興辦一些鄉村手工業技術培訓班，為山區的副業就地開辟一條新路，並充分發揮社會教育的作用，使徽州農村教育社會化與農村社會教育化統一併融合起來，實現徽州農村社區教育與社會的良性互動。This paper draws a general picture of women ' s role in spanish agriculture through the analysis of available census statistics
摘要本文是藉由農業普查資料之分析提供對西班牙婦女在農業中所扮演角色的概括性了解。So, it is the author ' s motive to attempt to seek the ways of changing the poor areas " education status quo. beginning with promoting the language competence of preschool children, the writer tries to study the change of teaching mode and pedagogical ideology. the main causes lie in : 1 ) organize the language education activity to improve the language ability of preschool children ; 2 ) the class is chinese - oriented, but the aim of teaching and children ' s development is unclear ; 3 ) restricted by economy and culture, the language development in these areas is in an unfavorable position ; 4 ) compared with the field of arts, the teachers available now is more qualified for language teaching, so it is easier to change the form of language activity ; 5 ) children ' s language acquisition is not only confined to chinese class - teaching, but also penetrated into the other activities, such as art, handwork, and games
本研究以促進學前班兒童的言語發展為突破口，改變貧困地區農村學前教育的現狀，原因主要有以下幾點： （ 1 ）組織語言教育活動，促進兒童言語發展，是幼兒教育的主要任務之一； （ 2 ）學前班以語文課堂教學的形式實施語言教學，但教學目標和兒童發展的目標不明確； （ 3 ）受經濟、文化等因素制約影響，農村貧困地區兒童言語發展處在不利境地； （ 4 ）與藝術等教育領域相比，現有教師的知識儲備更能勝任語言教育，因此，改變語言活動形式的設想更易實現； （ 5 ）兒童語言教育研究工作者明確提出，兒童語言教育並不僅僅局限於「語文」課堂教學，而應滲透到其它活動當中去，故借開展語言教育活動之際，可以適當地開展藝術、手工、游戲等教育活動，以豐富活動內容。There were a variety of participants, including representatives of farmers, village cadres, staff workers of county agriculture and animal husbandry departments and enterprise employees, totaling more than 20 from pengzhou, zizhong and santai, the three pilot counties of sichuan
來自小農戶項目四川彭州資中及三臺縣等三個項目示範縣的農戶代表村幹部縣農業畜牧部門工作人員及企業工作人員共計20多人參加了本次培訓班。In the initial stage, the center only offers training facility to students of horticulture, agricultural machinery, and farming management majors in our university. since 1995, we started to organize short term one week training courses on topics of horticulture automation management, plants and vegetables automation management, and others during winter vacation under authorization of council of agriculture. until 2001, 16 courses were held and over 500 students, including core farmers, young villagers, farmers cooperatives promoters, and students of agricultural operation and farm management majors have completed the program
初期僅就近提供本校園藝及相關科系學生之實習場地；八十四年起接受農委會、農林廳委託，在寒假期間辦理短期（一周）園藝生產自動管理及花卉、蔬菜自動化管理等訓練，迄今（八十九）年共計有20班700位學員結業，學員背景有核心農民、農村青年、農會推廣人員、以及農工職校教師等。The main features of informal communities at junior high school at rural district are : ( 1 ) forming reason, not only space distance, ability attraction, interests, personalities which are found in the early researches, but also economic condition of the families, living environment ( counties and country sides ), original foundation of relationships ; ( 2 ) the qualities students choose when they look for their partners are positive, healthy, and are basically consistent with their parents " expectations ; ( 3 ) contents of activities, not only study, chat, travel and play, interesting actions, but also doing some rural work to help adults ; ( 4 ) nature, most of the communities " behaviors seldom break disciplines and laws and they seldom have leaders who have obvious position and influence ; ( 5 ) we can consider the students informal communities which are based on interests and hobbies as advantageous condition in the management of class, it ' s difficult to manage the students communities which are drafted apart from class
2 、貧困地區農村初中學生非正式群體的主要特點是： （ 1 ）形成原因上，除以往研究中發現的空間距離、能力吸引、興趣、性格以外，還包括家庭經濟條件、生活環境（鄉鎮和山村） 、原來關系基礎等因素； （ 2 ）學生選擇夥伴時所趨同的品質都是積極上進的、健康的，並基本與家長的期望相一致； （ 3 ）在活動內容方面，除一起學習、閑聊、遊玩、興趣活動以外，還有幫助大人干農活； （ 4 ）大多數學生群體較少有違紀或違法行為，群體中具備明顯地位和影響力的自然頭領較少； （ 5 ）以興趣愛好為基礎結成的學生非正式群體在班級管理中可作為有利條件，與班級關系疏遠的學生非正式群體是班級管理中的難題。It is an important way to develop the preschool education in rural areas by starting preschool classes nowadays, but there are still lots of problems to be resolved in the poor areas, such as " teaching preschool children in a way of teaching primary pupils ", lacking of teachers and neglects of the local education authority
舉辦學前班是現階段發展農村幼兒教育的一條重要途徑。但貧困地區農村學前班存在著教學「小學化」 、專業教師匱乏、地方教育主管部門不夠重視等問題。尋找改變當前農村貧困地區學前班教育現狀的途徑，成為推動本論文研究的動因。分享友人