自然主義教育 的英文怎麼說

中文拼音 [zìránzhǔyìjiāoyù]
自然主義教育 英文
naturalistic education
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 然 : Ⅰ形容詞（對; 不錯） right; correct Ⅱ代詞（如此; 這樣; 那樣） so; like that Ⅲ連詞[書面語] （然而）...
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 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
  • 自然 : 自然at ease; natural; free from affectation
  • 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. Naturalism education thought of jean jacques rousseau

    盧梭的自然主義教育思想
  2. The origin of the chinese naturalistic education and it ' s enlightenment

    中國自然主義教育的歷史淵源及其現代啟示
  3. In general, environmental disposal during the course of architectural design of kindergartens can mainly divided into two different parts : the first is based on the up to date evolution in modern infants ’ education theories, its desire is that we must create cultural surroundings which is beneficial to infants ’ all - round by means of architectural arrangement and spatial combination in the course of kindergartens ’ architecture design ; the second is architectural environment disposal commonly, it, based on modern sustainable development ideas, thinks that we should create a peripheral natural environment which benefits infants ’ evolution through full considering on the day lighting, ventilation and virescence about the building

    總體而言，幼兒園建築設計中的環境處理主要可以分為兩個層面:一個是基於現代幼兒教育理論的最新發展產生的，它要求營造有利於幼兒身心全面發展的人文環境，人文環境因素是決定建築差異、形成建築風格的主要因素;另一個則是通常意義上的建築與自然環境關系的處理，它主要是基於現代的可持續發展理念，旨在創造有利於幼兒健康成長的自然環境，自然環境因素是影響、制約建築構成的基本要素。
  4. First of all, the paper, based on the semantic analysis of experience and the comparison between the interpretation of experience by such disciplines as philosophy, psychology, aesthetics and pedagogy, indicates that experience is characterized with ontology, personal experiencing, affectivity, integrity, generativity, autonomy, and individuality. the paper then expounds the basic characteristics of experienced teaching from the viewpoints of the nature and goal orientation of teaching process, teacher - student relationship and course. the paper, based on the review of the main problems of current teaching theories and on the exploration of the relationship between experienced teaching, qualification education and innovative education, finally emphasizes the theoretical and practical significance of the experienced teaching research

    首先通過體驗的語義分析，通過比較哲學、心理學、美學、教育學等學科對體驗的詮釋，揭示出體驗具有本體性、親歷性、情感性、整體性、生成性、自主性、個體性等特點；在此基礎上，從教學過程的本質、目標取向、師生關系、課程內容等方面闡述了體驗教學的基本特徵；然後通過審理現有教學理論中的主要問題以及探尋體驗教學與素質教育、創新教育的關系，說明體驗教學研究的理論與現實意義。
  5. While building school educating moral system, we should deeply learn the prime of chinese traditional morality, and further excavate the greatest education resources which has been hidden in it, such as keeping behavior, goading oneself, filial piety, understanding morality, sincerity and credit, etiquette and compromise, pursuing public affairs, charity etc. they are all the quintessence of traditional morality. so up till now all these things are worth emphasizing and carrying forward. we should take the good opportunity of the ex - actuating between succeeding and creating, combine the times spirit, properly adjust and extend chinese traditional morality, increasingly arouse the teenagers " nationality confidence and sense of pride, and strengthen their love of country and the aspiration to reward their own country

    文章認為今天的中國是歷史的中國的一個發展，建設學校教育的道德體系，應深刻認識中華傳統道德精華，深入挖掘中華傳統美德所蘊藏的巨大教育資源，如傳統道德中的持節、自強、孝悌、明禮、誠信、禮讓、奉公、仁愛等都是傳統道德中的精華，其在今日，仍然值得我們去重視、去弘揚，主張以「傳承」與「創新」互動為契機，融入時代精神，對傳統美德加以適當的調整和拓展，進一步激發青少年的民族自信心和自豪感，強化青少年的愛國之心和報國之志，使傳統美德真正體現其作為學生道德思維活動的理想價值和實踐意義。
  6. In geographic teaching, we penetrate moral education mainly from below aspects : first, teachers should conduct dialectical materialism and atheism education to make the students understand materiality of nature, universality of contradiction, ect. second, teachers should conduct patriotism education. for example, educations of nature, policies, natural conditions, territory, national defenses, westen developing strategies, opening policy and market economic system, ect

    第一，辨證唯物主義和無神論教育，使學生認識宇宙的物質性，自然界的規律性，矛盾的普遍性等。第二，愛國主義教育。可通過國情、國策教育，領土教育，國防教育，西部大開發戰略教育，改革開放與市場經濟體制教育等幾個方面進行。
  7. On university talents - a fusion of neo - humanism and neo - naturalism education

    新人文主義教育與新自然主義教育的融合
  8. The three tourist themes are determined by the tourist resources of linyi : nature tour represented by mengshan mountain, culture tour represented by dongyi culture and patriotism educational tour represented by the memorial places of revolutionary regime establishment

    臨沂市的旅遊資源決定了三大旅遊主題：以蒙山為代表的自然風光游，以東夷文化為代表的人文歷史游，以革命政權建設紀念地為代表的愛國主義教育游。
  9. On the chinese educational thought of naturalism

    論中國自然主義教育思想
  10. On the development of the naturalist educational concept in the west

    西方自然主義教育思想發展述評
  11. Rousseau ' s educational thought of naturalism and its practical significance

    盧梭自然主義教育思想及其現實意義
  12. To do this, firstly we must deeply comprehend the historical inevitability of the guiding position of marxism ; secondly, we must comprehend the necessity to insist on and strengthen the rule ; thirdly, we must fully develop socialist economy, politics and culture, make marxism keep up with time, strengthen the innovation of ideological education, and give marxism new power to say

    掌握並自覺運用社會主義意識形態建設的基本規律，始終堅持和鞏固馬克思主義的指導地位，一要深刻理解馬克思主義指導地位的歷史必然性；二要從理論和實踐層面上回答堅持和鞏固馬克思主義指導地位的必要性；三是大力發展社會主義經濟、政治和文化，實現馬克思主義的與時俱進，加強和創新思想政治教育工作，重建馬克思主義話語權。
  13. The methodology on change in that period are summarized as changing the schools in the way of innovation, enriching the strategies for change with the experimenta1 methodoiogical thoughts. surpassing the antithesis between two extremes with the tl1inking principle of continuity. the author then dissects some exal11ples of change in europe and the u. s. from the 50s to the 70s, such as the curriculum reform guided by the structuralistic curriculum theory the successfui or t l failing cases of the progressive experimental schoo1s lasting in the 50s, oecd ' s poxter - - coerci ) e strateg } -, rational - mpirical strateg } " and normative - - re - educativ ' e - strateg } "

    然後對歐美50 - 70年代以結構主義課程論為指導思想的課程改革、進步主義實驗學校延續到50年代以後的失敗的或成功的案例、歐洲經濟合作與開發組織oecd在「 prdd 」戰略中開發的權力?強制策略、經驗?合理性策略、規范?再教育策略等變革實例進行了剖析；同時也對一些側重於「思想探險」的案例進行了評論，這些案例如伊里奇的「非學校化社會」理論和四種學習網路、古德曼的「六條替代性建議」 、 《學會生存》關于以自學為原則的學習化社會的描述等等。
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