重教 的英文怎麼說

中文拼音 [zhòngjiāo]
重教 英文
shigenori
  • 重 : 重Ⅰ名詞（重量; 分量） weight Ⅱ動詞（重視） lay [place put] stress on; place value upon; attach im...
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  1. 1 teachers often bemoan the lack of respect from students

    老師們經常感嘆學生們缺乏尊師重教的精神。
  2. Sixth, about the founder of education, herbart suggested that students should not only rely on teachers and we should not confine them to school. so the whole society including family, school, community etc should participate in education as a founder. thus, herbart ' s thought about education broke the idea from comenius that the teacher is all - powerful. but many people think that herbart only emphasized " teach " but looked down on " study "

    在辦學主體上，赫爾巴特主張學生的學習不能只寄托在教師身上、學生的發展不能只局限在學校，這就打破了從誇美紐斯以來的「教師萬能論」 ，而很多人認為赫爾巴特只重「教」不重「學」 。
  3. The guiding ideology for patents publicity should be fixed rationally according to the inner system ' s spontaneously generating theory and evolving rules and different education about the patent system should be offered to the public 、 enterprises 、 lawmen according to their different needs. at the same time, we should make active efforts on the patents " arbitration 、 patents " agency and patents consulting institutions in order to guarantee the evolution of the patent system

    在內在制度上，依據內在制度自發生成的理論和演化規律，提出，一方面理性定位中國專利宣傳教育的指導思想，對社會公眾、企事業單位、法律人階層進行有所側重教育，使之達到生成專利內在制度的臨界人數；另一方面，在專利的仲裁、代理、咨詢機構方面積極發展，形成制度演化的依賴路徑。
  4. Mainly expressed on : they both pay highly attention on the great impact on the education to the improvement and prosperity of the nation ; they are both aware that the ideological and political work is on the important position during the course of training the successor of the communist party ; they both advocate the innovation of the education system and teaching method ; they both advocate to strengthen the international exchange and cooperation in education ; both advocate to " respect the teacher and intellectuals ; both advocate the student must get all - round development in their education career ; both advocate the education should have to connected with the production labor, eco nomic construction and the social requirement of the talent

    主要表現為：都高度重視教育對于中華民族進步和國家富強的巨大作用；都充分認識到思想政治工作在培養社會主義事業接班人的過程中的重要地位；都主張教育體制和教育教學方法要改革；都主張教育要加強國際交流與合作；都主張尊重教師和知識分子；都主張學生應該在教育過程中得到全面發展；都主張教育要與生產勞動、與經濟建設實際、與人才社會需求相結合。
  5. The engineering ethics in the united sates : consisting of " microethics " and " macroethics " in contents and objects ; bringing engineering ethics into an education system through three kinds of curriculum models for engineering ethics education those consists of stand - alone engineering ethics course, across technical course and across non - technical course ; changing the teaching direction by the abstract preachment of morals theories to practice analytical case teaching, and paying attention to the development of the teaching resources and the usage of the internet

    摘要美國工程倫理教育，在內容與目標上包括關注個體職業責任問題的「微觀倫理」和關注工程整體發展責任問題的「宏觀倫理」 ；課程上以獨立工程倫理課程、工程倫理與技術課程整合、工程倫理與非技術課程整合三種模式將工程倫理成分納入工程教育體系中；教學上由道德理論的抽象說教轉向實踐分析的案例教學，並注重教學資源的開發和網際網路的使用。
  6. The main ways of growth is imitating, self - exploring and self - summarizing, through these ways, they accumulate some experience of preschool education, but there is clearly shortcomings in those experience : ( 1 ) educating method is simple, that is to say, the ways of interaction between teacher and children is only language, the objects of interaction is only between teacher and children, the background of interaction is in collective activities, the means of interaction is only in classroom and collective activities directed by teacher. ( 2 ) paying specially attention to teaching knowledge and ignoring play, also paying specially attention to result but not the course of study, all that make kindergarten have the tendency to primary school in teaching style. ( 3 ) the basic educational quality of these teachers is at a low level, e. g

    研究發現：一、貧困民族地區民辦回族幼兒教師在成長中以愛心為基點，充分發揮了奉獻、吃苦耐勞的職業品質，成為她們成長的內在動力；二、被研究教師在實踐中通過模仿、自我探索、自我總結的主要途徑，積累了一定的教育經驗，但也存在明顯的不足； （一）教育方式方法單一，即相互作用的手段僅限於言語傳授；相互作用的對象僅限於教師和幼兒之間；相互作用背景僅限於班級集體活動中；相互作用的途徑僅限於作業課和教師指導的集體活動中； （二）重知識傳遞、輕游戲活動，重教育結果輕活動過程，小學化傾向嚴重； （三）教師基本教育素質偏低，表現在文化知識水平低下，專業技能技巧缺乏，不能滿足幼兒全面發展的需求。
  7. The essay deeply analyzes the elementary theory of the developing teacher - assess system and points out its intrinsic essence and basic principle, goes into the base in theory which consists of 5 respects and finally makes the comparison between the developing teacher assess and present - day teacher assess. the developing teacher assess system, with the purpose of the promotion, is a kind of formative evaluation which is based on the aim, stresses the process and the timely feedback. it does not consider the result of the assess as the base of prize or reproach. its direction is to face the future, its aim is to promote the all - round development of all staffs, its function is centered on the lead - in, inspiration, development, and its means is the formative teacher evaluation. it pays special attention to the desire of teachers and esteem the requirement of teachers as its motive and power of the assessment. however, the present teacher assess is the closed - ending one whose feature is mainly to stress the daily performance before the evaluation and accordingly judge whether they possess the conditions of being rewarded or reproached

    其方向? ?面對未來，目的? ?促進全體教師的發展，功能? ?導向、激勵、發展為主，方式? ?形成性的教師評價制度，在啟動方式上注重教師自己的成就期望，把教師的需要當作評價的動機和力量。而現行的教師評價是終結性評價，其特點主要是面向過去，特別注重教師在評價前的工作表現，並根據教師的工作表現，判斷他們是否已經具備獎勵或處罰的條件。為了全面了解現行教師評價制度存在的問題，做到有的放矢，本研究對濟南市156名高中教師進行了調查，通過分析反映出以下問題： 1 、大多數教師對教師評價認識不清，引不起全體教師的共鳴，容易走過場。
  8. At last, this article has drawn such conclusion : we should attach importance to the text - books " humanistic value as well as the knowledge value, which is an ideal teaching state we are chasing

    最後，本文提出，我們在關注教材的知識價值時，也應注重教材的人文價值，這是我們所應追求的教學境界。
  9. That nasty shock cured him of his inquisitiveness for ever

    那一沉重教訓根除了他凡事愛打聽的毛病。
  10. The loss results from those factors, which are divided into three groups : the first one, drought, agriculture proportion and education index, is positively related with the loss of technical efficiency. the second, arable land per capita, weight of irrigation area and weight of new maize breed, is negatively related with it, and the last, water disaster and planting area of maize, is irrelated with that

    在影響玉米產出的各個因素中，旱災、農業比重、教育指數和效率損失呈正相關，人均耕地面積、灌溉、新品種應用和效率損失呈負相關而與技術效率正相關，水災、玉米種植比重兩個變量沒有表現出和效率損失有明顯的相關性。
  11. The traditional chinese culture is noted for its many luminous ideas : the philosophical precept of " harmony without uniformity ", the political belief that " people is the foundation of the nation ", the educational guideline of " respecting teachers and valuing education ", and the moral ethic of " do not do to others what you would not have them do to you "

    中國傳統文化中有許多精華，例如： 「和而不同」的哲學思想， 「民為邦本」的民本思想， 「尊師重教」的教育思想， 「己所不欲，勿施於人」的社會倫理思想，等等。
  12. Respect education includes rich humanistic spirit

    尊重教育蘊含著豐富的人文精神。
  13. Having taught nei jin for fifty years, professor lin yaoxing is famous in her teaching research and reform in our country

    摘要凌耀星教授從事《內經》教學50年，她注重教學的研究和改革，其教學效果聞名全國。
  14. I don ' t wanna have to undo all that

    我可不想全部重教一遍
  15. This article concerns that after losing the support of traditional merchant and clan of huizhou, the area of huizhou takes on another look about the situation and the values of education in the new political and economical background of contemporary social changes. then the article compares them with the traditional education of the same area, and analyses the change in sociological point

    本文所關注的是有著崇文重教傳統的徽州地區在失去了傳統徽商及宗族對當地教育的強大支持之後，在當代新的政治、經濟背景下其農村社區所呈現出的教育狀況及教育價值觀念，並試從社會學的角度將之與其傳統教育進行比較與分析。
  16. 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。
  17. Viewing the cultural tradition of respecting teachers and regarding education in south of shanxi province from local vocabulary of

    等方言詞看晉南尊師重教的文化傳統
  18. This measure is designed to demonstrate to the general public the importance of the teaching field, to create an atmosphere of respect for teachers and education in society, to increase awareness of the value of the education profession throughout society, to produce large numbers of outstanding teachers, and to encourage prominent educators to run schools and more outstanding young people to become lifelong educators

    這個具有示範性的舉措，就是要進一步形成尊師重教的濃厚氛圍，讓教育成為全社會最受尊重的事業；就是要培養大批優秀的教師；就是要提倡教育家辦學，鼓勵更多的優秀青年終身做教育工作者。
  19. This article will take up the question of student as main body in chinese teaching in high school in the following four respects. firstly it takes for example the lack and loss of taking student as the main of education in such respects as seeking short - term success and quick profits and attending to trifles and neglecting essentials in siting chinese teaching goal ; paying too much attention to the basic knowlegde and skill and ignoring the humane intension ; stressing teacher " s instruction to student ' s participation ; the long unimplemented position of student as main body in teaching relation

    本文對此從以下四個方面進行了論述：首先從當前中學語文教育的現狀出發，列舉了主體性教育缺失的四種現象，主要有在語文教育目標的定位上急功近利，舍本求末；在語文教學內容上重「雙基」教學，忽視人文性內涵；在語文教學的方法上重教師講授輕學生的主動參與；在師生關繫上學生主體地位沒有真正得到落實。
  20. The general direction and the target classification unfit the present day educational development ; the assessment index lacks scientific basis ; formalism overflows ; emphasizing the classroom teaching skills excessively ; overlooking the development of students and the pursue in the overall teaching goal, and the realization of it lacking monitor system. all the above mentioned problems are negative factors in the professional development of teachers, analyzing the problems and the teaching enthusiasm teaching efficiency and teaching development and putting for some suggestions in improvement in the teaching assessment of primary schools and middle schools

    指出，當前中小學教師教學評價實踐中存在的主要問題有，教師教學評價缺乏正確的導向；目標分類不符合素質教育和新課程改革的要求；評價指標缺乏科學依據；形式主義泛濫，過分注重教師的課堂教學技巧，忽視學生的發展及教師在教學中整體目標的追求與實現，缺乏監督機制不利於廣大教師的成長與專業發展。
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