educational objective 中文意思是什麼

educational objective 解釋
教育目標
  • educational : adj 教育（上）的；有關教育的。 the educational course 學歷。 an educational worker 教育工作者。 a...
  • objective : adj 1 【哲學】客觀的；真實的；實在的 （opp subjective）; 外界的；如實的；無偏見的。2 目的的；目標...
  1. The rareness of educational resources is the objective reality of the society, it is equally an objective reality ca n ' t be avoided that the poor efficiency of educational resources is used

    教育資源的稀缺性是社會的客觀現實，而教育資源的浪費即教育資源的低效率使用同樣是一個不可迴避的客觀現實。
  2. Therefore, a study should be taken into the new characteristics, rules, requirements, and moves of the personnel training of military academies during the new military transformation to offer right thinking, methods and ways to speed the training of new - type quality military personnel. this is an objective requirement to suit the new military transformation, an urgent need to accomplish the leapfrogging development of our military modernization, an urgent matter to raise the scientific and technological quality of military personnel, and the only way to promote the educational reform of military academies

    認真研究新軍事變革中軍隊院校人才培養的新特點、新規律、新要求、新舉措，為加速培養新型高素質軍事人才提供正確的思路、方法和途徑，是適應新軍事變革的客觀要求，是實現我軍現代化跨越式發展的迫切需要，是提高軍隊人才隊伍科技素質的當務之急，是推進院校教學改革的必由之路。
  3. Ever since 1978, with the objective needs of modernization drive and the deepening reform of educational system, vocational and technological education has rapidly developed

    78年以來，隨著現代化進程和教育體制改革的深入，職業技術教育蓬勃發展。
  4. Aspects like architectural design, environmental quality, software of the social environment ( e. g. constitutional, cultural and educational development, good neighbour relationship ) and enhancement of air, water and land quality should be included under the objective of providing a good quality living environment

    建築設計、環境質素、社會環境的軟體（如法制、文化及教育發展、睦鄰關系） ，以及改善空氣、水質及土地質素等范疇的研究，應納入提供優質生活環境目標內。
  5. The objective teaching which is set up on the theoretical foundation of " educational objective taxonomy " created by benjamin ? s ? bloom, who is educational psychologist in america, requires that we should regard the clear objective as the starting point and the destination, compose the fundamental unit of the objective teaching with the integrative and structural knowledge, arrange the teaching process according to the characteristic of accumulating level, carry out the teaching according the achieving of the goal, give feedback and assessment to the teaching course by using the objective as a guide

    建立在美國教育心理學家布盧姆創立的「教育目標分類學"理論基礎之上的「目標教學」 ，要求以清晰明確的目標作為教學的出發點和歸宿點，以整體性、結構化的知識組成目標教學的基本單元，按層次累積的特點安排教學進度，圍繞目標的達成實施教學，並以目標為導向對教學過程進行反饋和評價。
  6. Sufficient detailed description of each objective has been given so that textbook writers and educational publishers can produce course materials that meet local, cultural, and developmental circumstances

    對每個目標都進行了足夠精細的描述以便教科書編寫者和教育出版機構可以研製滿足各地文化和發展現狀的課程材料。
  7. The paper point out that the conceptions of the faculty in changjiang university tend to be superficial. with the difference of the teachers " age, teaching experience, profession and the title, the conceptions differ from each other. the most important factors affect the teaching method include teaching objective, teaching material, the quality of students, teachers and leaders, the teaching management system, teaching environment, customs and culture and the educational funds

    研究結果表明：長江大學相關人員對高校教學方法之內涵的理解不一致且傾向表淺化；教學管理領導與教師之年齡、學歷、教齡、教學經歷、專業以及職稱等的不同，對高校教學方法之內涵的理解與現狀的認識亦有所不同；影響教學方法的因素主要有教學目標、教學內容、教學管理領導的素質、教師的素質、學生的素質、教學管理體制、教學環境、習慣與文化傳統以及教育經費等。
  8. It regards the master of knowledge as its sole objective and ignores the vitality of teacher and student ; it pursues unified requirements and ignores students " differences and potential development ; it emphasizes linear and static control and ignores dynamics and synthetic aspects of teaching ; it stresses one - way subject - object structure and ignores subjects " multipole interaction, social interaction, two - way structure and dual conformity in subject - object - subject structure in educational communication

    它以知識的掌握作為教育的唯一追求，忽視教師、學生的生命性；追求統一要求，忽視學生的差異性、潛在發展性；強調線性的、靜態的控制，忽視動態的非線性的動態生成性和綜合滲透性；強調單向度的主體一客體，忽視教育交往中主體?客體?主體結構中主體的多極性、社會交往性以及雙向建構和雙重整合性。
  9. The author analyses present situation of dancing studies in normal colleges in jiangxi, such as prefessional extra test, general knowledge test and course arrangement, and then draws a conclusion about educational objective of dancing specialty in normal colleges, which not only should satisfy social needs to provid primary and secondary school and mass art organization with dancing education, but also should train educators with comprehensive qualities who understand dancing art education and educational art in a new big vison

    摘要通過對江西省高等師范院校舞蹈學專業在專業加試、文化測試、課程設置等幾方面現狀進行分析，認為高等師范舞蹈學專業的教育目標，不僅要面向社會，根據中小學舞蹈教育及群眾文藝等非職業舞蹈教育的需要，同時要站在國際舞蹈教育大視野的角度，培養具備舞蹈藝術與教育藝術以及人文綜合素養的跨學科的教育者。
  10. It is also an inevitable outcome from administering country by law to administering educational institutions by law, and then to administering educational litigation by law. thirdly, the author finds the legal basis from laws and rules in force that the educational rights is actionable ; and points out that to bring the educational - rights into the scope of administrative litigation accords with not only the spirit and objective of legislation, but also the principle the spirit and objective of legislation, but also the principle of expanding the scope of administrative litigation ; and then makes a concise exposition the educational rights is actionable

    再者，從現有法律、法規規定中「咬文嚼字尋找出受教育權是可訴的法隴據，並指出將受教育權納入行政訴訟受案范圍，既符合行政訴訟法的立法精神和宗旨，也符合行政訴訟受案范圍逐步擴大的原則，並接著對受教育權的可訴性進行了簡要論證。最後，對橢行政訴訟案件類型進行歸類，以進一步明確我國教育行政訴訟的受案范圍。
  11. The dimension of objective resources is composed of the composition of inf luencer, the level of education, the professional composition, the economic and social status, learning conditions at home, living surroundings and of books, newspapers, and audiovisual material etc. the dimension of subjective resources are composed of the positive, neutral and negative educational factors, particularly consists of learning support, protection, learning atmosphere in family, humiliation, parenting idea, social attitude, family atmosphere, noninterference, punishment, educational belief, spoiling, warm feeling and parenting emotive etc. 2

    客觀性資源維度是由影響者構成、文化程度、職業構成、經濟與社會地位、學習條件、居住條件及書報音像資料等7個因素或成分構成；主觀性資源是由積極教育因素、中性教育因素和消極教育因素構成，具體由學業支持、保護、學習氣氛、羞辱、教育觀念、社會態度、家庭氣氛、放任、懲罰、教育信念、溺愛、情感溫暖和教養動機等13個成分構成。
  12. Campus culture contains dominant and recessive, subjective and objective and comprehensively educational functions. the second is function of ideology cultivation, i. e. training and developing students " good morality

    大學校園文化顯性隱性並駕、主體客體共融、多方知識匯通，在培養「四有」新人方面具有綜合教育功能;二是思想修養功能，即培養和提高學生思想道德素質的功能。
  13. According to bloom ' s educational object classifying theory, author classify the experimental teaching objective to learning objective, affection object, operating objective, and give the correlated relation between them and the mode of the experimental class

    根據布盧姆（ bloom ）的教育目標分類理論，本文將實驗教學目標分為認知領域、情感領域、動作技能領域三個目標。
  14. Pedagogy and educational psychology are the guiding theory of this research. in terms of the preceding situation this thesis, on the basis of inspecting the corresponding learning difficulty research, uses the questionnaire, analyzes the cause of mathematics learning difficulty according to the students ' questionnaires of some high schools in yongzhou, generalizes the mlds ' s affective characteristics and argues the relevant objective of affective cultivation and its corresponding tactics

    本文即針對這種情況，以教育學習理論、教育心理學為指導，在考察了國內外已有的研究基礎上，採用問卷調查的方法，對永州市幾所高中進行了抽樣調查和分析，從中概括出了高中數困生的情感特徵，並由此提出了相應的情感培養目標及其教育對策。
  15. According to the standards such as educational requirement of subject, educational conception of subject, the objective claims of educational principles, the current and possible conditions of development and usage of resources, the suitable degree between resources and the special situation, uniqueness, etc. the current states of countryside curriculum resources in taojia town mainly have natural resources, social resources, cultural resources, informational resources, experience resources, situational resources according to the current states, the following developing model can be selected nimbly : " teacher - based core ", " school - based core ", " promotion by project ", " inter - school cooperation ", " headed by administration ", " headed by experts "

    其以有待創生、潛在、現實存在和已開發待利用四種狀態存在，具有待開發性、人為命定性、多樣性、動態性等特點。在不同的地域，鄉村課程資源的鑒別標準及存在形態是動態變化的。依據主體的教育需求、教育觀念，教育規律的客觀要求，資源開發利用的現實可能條件以及資源與具體情境的適切度，獨特性等標準，陶家鎮鄉村課程資源的現實狀態主要表現為自然資源、社會資源、文化資源、信息資源、經歷? ?體驗資源、契機? ?情景資源等幾大類型。
  16. Schools usually set as their educational objective the attainment of a balanced development of the person

    學校常常把實現人個均衡發展作為它們的教育目標。
  17. Individual - versus - individual competition can be a highly motivating device as long as the contenders are fairly matched and the conflict does not overshadow the educational objective

    只要這些競爭者公平競爭同時雙方的沖突不影響教學目標那麼這對個體之間的競爭將是一個極大的促進方案。
  18. And thirdly, principle of judicial review emphasizes the core status of court supervision in all exterior supervision ways for educational administration. lastly, the principle of proportion requires the means of management be proportional to educational objective

    再次，在司法審查原則的表述中，強調了對教育行政行為進行外部監督的眾多形式中，法院對其的司法審查居於核心的地位。
  19. Starting with the educational objective of mathematics, the current situation in mathematics study as well as relevant solutions, this paper has analyzed the necessity of launching the studying study of mathematics in mvs ; secondly, it delves further into the theory of the studying study of mathematics and also the orientation of goals concerning the launch of studying study in mvs ; and finally it deals with the monographic study of launching the studying study of mathematics in mvs

    本文首先從中職數學教育目標、中職學生數學學習現狀及對策入手，分析了在中職開展數學研究性學習的必要性；其次對中職數學研究性學習理論和中職開展數學研究性學習的目標定位進行了探討；最後對在中職開展數學研究性學習活動的實踐做了專題性研究。
  20. This part establishes the basis of constructing the ecologism curriculum objective : educational objective, the curriculum philosophy and the origin of the curriculum objective, discusses the ecologism curriculum objective from the point of emotion, attitude and value, process and method, knowledge and skill, analyses three kinds of declarative styles of the ecologism curriculum objective

    確立了教育目的和課程哲學、課程目標的來源作為建構生態主義課程目標的依據;從情感、態度與價值觀領域、過程與方法領域以及知識與技能領域討論了生態主義課程的目標;並分析了生態主義課程目標的三種陳述方式。
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