理性教育論 的英文怎麼說

中文拼音 [lǐxìngjiāoyùlún]
理性教育論 英文
rationality education theory
  • 理 : Ⅰ名詞1 （物質組織的條紋） texture; grain （in wood skin etc ） 2 （道理;事理） reason; logic; tru...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 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
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 理性 : reason
  • 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...
  1. In order to enlighten the educational researches and practice, this text discuss the educational theories of the enterprise and its meanings in the magna didactics, which is johann amos comenius ' magnum opus

    論文探討了誇美紐斯的代表作《大教學論》中的首創性教育理論及其意義，以期對教育學研究和教育實踐有所啟發。
  2. Many explanations which are given in cognitive developmental theory, counseling psychology, pedagogics, social cultural science, developmental psychology and social psychology have a certain reasonableness, but some limitations exist in research angle, theory and methods

    認知發展階段理論、咨詢心理學、教育學、社會文化學、發展心理學和社會心理學對此作出了各自的解釋，都有其合理性，但也都存在研究視角、理論和方法的局限。
  3. The rationale of the present study comes from constructivism, clt, and reflective teaching. the core belief is that learning is a process that learners actively construct new knowledge upon pre - existing knowledge and experience according to their own needs and interests. in a constructivist approach, a teacher educator should base their teaching on student teachers " practical knowledge and draws on their personal experience to develop their professional teaching ability and communicative ability in a holistic way

    作者對在職教師繼續教育的研究根植于建構主義，交際語言教學論和反思性教育理論，其核心理念是：學習是學習者根據個人興趣與需求在原有知識經驗的基礎上主動建構新知識的過程，教師教育者應充分利用教師的已有經驗和教學實際均衡發展，不斷引導他們進行學習與教學的反思，培養教師自主。
  4. On the dialectical unification of rational and non - rational education of ideological - political work

    論思想政治工作理性教育與非理性教育的辯證統一
  5. True and false debate on educational theory of intersubjectivity

    主體間性教育理論真假辯論
  6. Nowadays, there is still lacking real research on hidden method

    但時至今日，理論界尚未有對隱性教育法系統深入的研究。
  7. Thus, it is urgent and necessary to study and experiment this research. this research acclimates to the current of the relation between " education and development ' ', basing on the theory of scientific psychology and pedagogy, regarding developmental idea as its main line, relying on multiple research method, which explores scientifically and deeply theory and practice of the developmental mental health education in five - year normal school, strives to construct an integrated system, directly serving for today ' s training objectives

    本課題順應了世界上「教育與發展」關系的潮流，以科學的心理學、教育學理論為依據，以發展性理念為主線，以多元化的研究思路為依託，對五年制師范發展性心理健康教育的理論與實踐作了科學而深入的探討，力圖構建一個完整的五年制師范發展性心理健康教育的體系，直接服務於今天的五年制師范素質教育培養目標。
  8. Then, the article summarizes marx " human theory, trying to understand the quality education under the guidance of its main viewpoints and contents, and reaches a series of conclusions that the quality education is humanity education or big education, which has various natures of eternity, subjectivity, reality, and that the relationship between education and development is the logical prerequisite of the quality education ' s value approach. these conclusions are organically linked together, they commonly demonstrate that the quality education bases on marx " human theory

    因而，文章通過綜述馬克思的人學思想，並嘗試以其主要觀點、內容為指導，去理解素質教育，從而得出，素質教育是人性教育（大教育） 、是永恆性教育、是主體性教育、是真實性教育、是現實性教育，而且教育與發展的關系是素質教育價值取向的邏輯前提這樣一些結論，這些結論實際上又是緊密相聯、有機統一的，共同表明了馬克思的人學思想是素質教育的理論基礎。
  9. Having referred to many cultural heritages, i made a deep and creative study of the measurement - evaluation for geography teaching applying the theories of education, psychology, psychology of education and educational measurement and evaluation on the base of extensive investigation and research

    本研究參閱了大量文獻，在廣泛調查研究的基礎上，應用教育學、心理學、教育心理學和教育測量與評價的理論對高中地理測量與評價進行深入和富有創見性的探討。
  10. This article, from education thought history ' s angle, rearranges the idea of activity education, sums up the feature of activity education, emphasizes that students should be the subject of activity education. it focuses on some problems, such as, the value activity education seeking on education aim, its content and its teaching methods, etc. the parts concerned with activity teaching mainly analyze several typical teaching methods of science education and culture education, in order to make the theory of activity education more practical and activity teaching methods more theoretical. this direct aim of this article is to activity the teaching process more smoothly, of which the principle is through the activity education to train the students as the subject of the real - life activity

    本文從教育思想史的角度梳理了活動教育的觀點，全面地奠定了活動教育論的理論基礎，界定了活動教育的概念，論述了活動教育的特徵，提出了培養現實活動主體和過程目標的觀點；分析了活動教育在教育目標上的價值追求，提出了適宜於活動的課程內容的新構想。在教學方法上，主要分析了科學教育和人文教育中存在的幾種典型活動方法，以便使活動教育理論具有更強的實用性，使活動教學法具有一定的理論性。本文研究的直接目標是使教育過程更順利地活動化，宗旨是通過活動教育把學生培養成為現實活動的主體。
  11. Students have no chance to apply their language skills in classroom. the situation in english classroom teaching, the requires of training men for profession and the demands of our country ' s english teaching reform project show that it ' s necessary to carry out this study. meanwhile, this study also analyses its research significances in theoretical and practical sides

    在第一個部分，筆者從現實初中英語課堂教學存在的不足、實施主體性教育的需要以及英語教學改革發展的要求三方面著手，分析了構建初中英語課堂互動教學模式，革新傳統英語課堂教學的必要性，同時還探討了本研究在理論與實踐兩方面的意義。
  12. Part three clearly defines literacy - oriented education and information literacy education, subjectivity instruction and constructivism teaching theories as the theoretical basis of constructing the four - step classroom instructional model of it course in elementary schools, further points out the literacy and subjectivity are the two indivisible parts of human development, introduces and analyses the two major problems existing in the current teaching models of it course : unsuccessful task - oriented instruction, and the difficult control of the differentiation among students. in order to resolve the problems, the four - step classroom teaching model set the following three teaching objectives : general development, everyone development, and characteristic development. also, the four steps, " situated task, teaching and exercising, activity groups, works evaluation ", the actual instructional process and concrete implementation principles are systematically elaborated

    第三部分，明確了中小學信息技術課四步課堂教學模式的理論基礎是素質教育與信息素質教育，主體性教育思想與建構主義教學論，並指出，素質與主體性是人的發展的兩個方面；提出並分析了現有信息技術課課堂教學中存在的任務驅動法難以貫徹、學生差異難以兼顧的問題；針對信息技術課堂教學中存在的問題，中小學信息技術課四步課堂教學模式確立了全面發展、全體發展、個性發展的教學目標；系統闡述了「情境任務?講練結合?活動分組?作品評價」的四步教學過程及其具體實施要求。
  13. From the perspective of activity moral education model and the subjectivity moral education, the thesis elaborates the moral education strategy and anal yzes the advantages of moral education based on the just community strategy by kohlberg

    本文從活動道德教育論和主體性道德教育論的角度對此策略進行了理論論證，利用科爾伯格的「公正團體策略」對此模式蘊涵的德育資源及其優勢進行了德育價值分析。
  14. The thesis is based on the human concerns. it has achieved a pilot position in researches concerning preschool educational theory studies

    本論文立足於人文關懷，對幼兒性教育做了深入研究，填補了幼兒教育理論研究中的空白。
  15. Their interest in emotional learnings are at latent stage ; 2 ) while teachers emphasize more conditional knowledge learning than noumenal knowledge learning at conceptive level, in reality they focus on acquiring practical knowledge ; 3 ) while teachers are eager to acquire the latest knowledge and theories at conceptive level, in actual training process they emphasize the effectiveness of training, their perceived learnings and teaching skill improvement

    就具體的學習內容而言，觀念上教師們最想學的是教育教學理論知識和學科前沿知識，但是在具體的培訓中，他們又很強調培訓的實效性，非常注重自己的實際感受，強調學科教學技能學習的重要性，教育科研能力則被認為是自己最缺乏又最需要學習的內容，思想觀念的更新並不像人們想象的那樣被重視。
  16. The paper is divided into five parts. part 1 is about such content : putting forward the problem ; the significance of theory and practice ; the method of study, the way of thinking - the student - centered education

    全文由五部分構成，第一部分是問題的提出，研究的理論和實踐意義、研究的方法及研究所依據的思想，即主體性教育。
  17. On one hand, according to the problems that have existed for a long time in high school politics teaching and the new curriculum standard, the thesis comprehensively constructs a high school politics teaching mode activity - research - development teaching mode, which is based on the marxian theory of practice, leontjef s theory of activity, student oriented educational theory and constructivism learning theory. the construction of this teaching mode has also taken other aspects into consideration, such as connotation definition, function effect, the possibility and necessity of implementation, teaching principles, teaching procedures, teaching strategies and the conditions of implementation, etc. through free research activities between the groups, the students can develop their capabilities, comprehensive qualities and personalities

    一方面，本文以長期以來中學思想政治課教學中存在的問題以及新《課程標準》為由，以馬克思主義實踐論，列昂捷夫的活動心理學理論，主體性教育理論，建構主義教學理論基礎為依據，從內涵界定，功能作用、實踐的可能性與必要性，教學原則，教學程序，教學策略，實施的條件等方面，全方位地構建了中學思想政治課活動-探究-發展教學模式。
  18. In the second part, the thesis draws main management strategies of soft mangegment theory, and expounds the reasons for improving ideal education of middle school according to soft management theory. in the third part, from the point of view of soft management theory, the thesis perspects the roles that hard management plays in all problems and puts forward improvement strategies

    闡述本研究要解決的問題；其次通過對有關文獻資料的整理，梳理出柔性管理理論的主要管理策略，論述了用柔性管理理論來改善中學理想教育的理由；最後一部分用柔性管理理論這一嶄新的視角全面分析了中學理想教育過程中主要因素在剛性管理之下所出現的不足，並提出改進的策略。
  19. Based on this, the dissertation puts forward four strategies of soft management. the strategies are that school set up soft educational aim and enrich various ideal education content and strengthen symbol management of manage and value the environment construction of campus culture and show concerns for the building of campus relationship

    在此基礎上，提出運用柔性管理理論，改善中學理想教育的五條策略：構建柔性化的教育目標、充實多樣化的教育內容、加強管理者的形象管理、重視校園文化環境建設、關注校園人文環境創設。
  20. The thesis deals with the essential matters of psychological education by rational rethinking and therefore rationally criticizes it ' s theoretical achievements. it develops in a clue of " rethinking, criticizing, absorbing and constructing ", and takes advantage of " phenomenology pumping " and " hermeneutic logic " for reference. it analyses the main problems of psychological education existing nowadays in a multi - subject view of history, philosophy, psychology, education, sociology, culture, etc. by the possible means of systematical and scientific thinking for solving problems, it brings up and discusses the ideas of integration, initiates the trends of interacting and multi - existing, maintains the study of psychological education in a multi - subjects view, and then constructs conception and patterns of its own

    本文以「反思、批判、吸收、建構」為主線，借鑒「現象學追問」和「解釋學邏輯」 ，從分析目前心理教育存在的主要問題入手，分別選取歷史學、哲學、心理學、教育學、社會學、文化學等學科視野，對心理教育的基本問題進行理性反思，對心理教育的理論成果進行理性批判，運用系統科學的思維方法論觀照解決問題的可能路徑，提出並論述了整合論心理教育觀點，倡導開放互動、多元共生的心理教育發展路向，主張從多學科整合的視野研究心理教育，建構適合中國自己的心理教育理念和模式。
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