非正式教育 的英文怎麼說

中文拼音 [fēizhēngshìjiāoyù]
非正式教育 英文
informal education
  • 非 : Ⅰ名詞1 （錯誤） mistake; wrong; errors 2 （指非洲） short for africa 3 （姓氏） a surname Ⅱ動詞1 ...
  • 正 : 正名詞（正月） the first month of the lunar year; the first moon
  • 式 : 名詞1 （樣式） type; style 2 （格式） pattern; form 3 （儀式; 典禮） ceremony; ritual 4 （自然科...
  • 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
  • 非正式 : unofficial; informal
  • 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. As for the informal constraints, it is necessary to advocate credit among li industries as well as to establish the concept of " keep faith being honorable, breaking faith being blameful "

    從非正式約束來看，既要在壽險業加強誠信教育，也要在全社會強調誠信教育，在全社會建立起「守信光榮，失信可恥」的觀念。
  2. According to the psychology about appreciation of beauty and the educational psychology, this teaching form has many functions : developing non - intelligential elements, such as interest, emotion, and motive ; improving the structre of thought. these are informing with the principle of teaching theory and quality - enhancing education

    從審美心理學和教育心理學的角度上說，這種教學形式具有培養學生物理學習情感、興趣和動機等非智力因素，改善思維結構等功能，這正是符合物理教學論原則及素質教育要求的。
  3. In addition, the ed provides subventions to ngos to organize informal adult education courses

    此外，教育署也提供資助予非政府機構開辦非正式成人教育課程。
  4. Because undugu ' s schools are informal, with a wide range of ages and education levels, students cannot automatically pass to further state education

    因為烏杜固的學校是非正式的學校，年齡層和教育程度都很廣，學生無法自動通過更深入的國家教育。
  5. How to take up the mathematics education well while training the students and how to make the students treat the study and revision correctly are also deeply discussed in the article. it can help the students to know that revision is a process not only to prepare for the college entrance examination but also to form an initial concept of mathematics culture. there is also something that helps the students arouse the active factors, overcome the passive factors and makes the students spend the days in grade three smoothly

    本文分析了影響高三學生數學學習的認知心理與非認知心理諸方面的因素，運用數學教育心理學、普通心理學和教育學原理，探討了在高三數學教學中自覺地把握學生的學習心理，改變傳統的數學模式，因勢利導地順應學生的心理發展過程，從育人的角度做好數學教學工作，使學生正確地對待高三的學習與復習，使復習不僅是應付高考的過程，同時也是形成初步數學文化觀念的過程，達到調動積極因素，克服消極因素，正確度過高三人生，使教師真正起到數學文化傳播者的作用。
  6. Traditional stereotypes of females as inferior to or weaker than males frequently appear in all types of textbooks. even in teacher - student interaction, studies have found teachers to be inclined to give more attention and learning opportunities to male students. female students from the lower strata of society, or from aboriginal families, also suffer a greater amount of unequal treatment at school

    此外，在質的方面，國內的相關研究發現，學校教育的過程當中，正式及非正式課程均有性別劃分或隔離的現象，教材中亦常出現男尊女卑男強女弱的刻板印象，甚至在師生互動時，教師也傾向提供男生較多的關注及學習機會，而低階層或原住民女孩，在校期間顯然遭受更多不平等的待遇。
  7. As a follow - up to the training session in canada, the training program in pengzhou summarized the experiences and lessons in the four piloting sites that have opened farmers field schools. in addition, the program has analyzed the problems and challenges faced by the current training and provided guidance for the improvement of the weak links in the training process. the training courses were focused on the participatory training approaches and informal education methods for adults learning, which included

    培訓內容重點是參與式培訓與成人非正規教育方法，主要包括參與式需求評估方法參與式測評技能bbt票箱法測試農民田間學校的模式怎樣開展農民田間學校輔導員的作用角色扮演怎樣做好輔導員怎樣與不同類型的培訓對象交流怎樣提問團隊的功能和農民培訓中的團隊活動農民田間學校課程設計編寫培訓計劃以及怎樣在參與式培訓中運用游戲來提高培訓對象的興趣等內容。
  8. Informal organizations of college students play an important role in the educational management in colleges and universities

    摘要大學生非正式組織的存在，對于高校的教育管理工作有重要影響。
  9. The author applies the theory of informal organizations into the management practice of college students ' organization, analyzes their types, characteristics, and their influence on formal organizations, and then puts forward some suggestions of how the informal organizations play an active role in students ' affairs and how to restrict their negative aspects

    本文將非正式組織理論運用於高校組織的管理實踐，分析了大學生非正式組織的類型、特徵和對正式組織的影響，並最終提出了發揮非正式組織在學生工作中的積極作用，控制其消極作用的教育管理對策。
  10. Based on the analysis of their characteristics and functions, this paper tries to explore the possible ways to educate and guide these groups to serve the whole class effectively

    分析高校班級中非正式群體的特點及作用，可以探討如何教育與引導這些非正式群體，使之更好地為班級的整體目標服務。
  11. Orientation and regulation of the informal associations of college student

    高校學生非正式群體的教育與引導
  12. Discussion on the informal education and guide to the students in the university

    談高校學生非正式群體的教育和引導
  13. If we combine the two properly, we ' ll get better results. new secondary school curriculum criterion agree with the idea in elt

    中學新課程標準提出，英語教育要改革忽視非正規教育的傾向，形成正規和非正規教育從形式到內容的有機結合。
  14. It was in 1981 that the association became a full member of wagggs. guiding provides non - formal educational programmes to our young members at their leisure or as an extra - curricular activity in school

    香港女童軍總會為青少年會員在課餘時間提供的非正規教育活動，形式活潑而富趣味性。
  15. The second part firstly introduces the history of environmental education in us., then explains experiential details from several points including relative laws, curriculum model, teaching methods, teachers training, irregular channels of education and the theory study of environmental education

    第二部分在介紹美國環境教育發展歷史的基礎上，從相關法律、法規、課程模式、教學方法、師資培養、非正規教育渠道和環境教育理論研究等幾個方面對其經驗進行了較詳細地分析。
  16. Is it possible to provide a kind of informal preschool education to these children

    外來務工人員在城市居住多呈聚落狀態，能不能以非正規形式為這些兒童提供一定的學前教育呢？
  17. In backward countryside, mountain and pastoral areas, which are remote and sparsely populated, while endeavoring to create conditions for running preschool classes, people are opening children ' s activities stations, games groups, mobile groups giving children guidance, and other nonregular forms of preschool education

    一些經濟發展落後、人口居住分散、交通不便的農村、山區和牧區，除了努力創造條件舉辦學前班外，還有兒童活動站、游戲小組和巡迴輔導組等非正規幼兒教育形式。
  18. Informal learning describes a lifelong process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment, from family and neighbors, from work and play, from the market place, the library and the mass media

    非正式學習描述了個體培養態度、收獲價值、學會技能、獲取知識的終身過程，其學習來源可能是日常經歷、教育影響、他或她環境中的資源，也可能是家人或鄰里、工作或娛樂，甚至市場、圖書館或大眾媒體。
  19. In the poor district rural junior high school, because the educational conceptions are behind the times, and the effect of test - oriented education has lasted for many years, the attention paid to the students " feelings is extremely not enough in the activities of managing students, the ways to manage students informal communities are simple and constrained, it can not satisfy the requests of the new century ' s students which is to develop the abilities of independent development, the stronger cooperation and discovery

    在貧困地區農村初中，由於教育觀念落後，加之多年來應試教育的影響，在學生管理活動中，對學生情感關注極為不足，對學生非正式群體的管理較為簡單而具有強制性，不能滿足新世紀教育培養學生自主發展、具有較強的合作能力和探究能力的要求。
  20. The mission of the new college is to foster an intimate and collegial community where students and academic staff learn, share and grow intellectually ; to provide an environment for congenial college life and learning for students ; to provide pastoral care and whole - person education including general education for students ; to broaden and to internationalize the students perspective through college formal and informal education programmes and overseas exchange

    新書院的理念是建立一個關系密切，互相交流學習的師生群體，為學生締造親切融和的書院生活和學習環境，提供關顧輔導和全人教育，並且通過書院正式及非形式教育和海外交流計劃，擴闊學生的眼界和國際視野。
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