life curriculum 中文意思是什麼

life curriculum 解釋
生活課程
  • life : n （pl lives）1 生命，性命。2 一生；壽命；【原子能】（亞原子粒子的）生命期；使用期限，耐久性。3 ...
  • curriculum : n. （pl. curriculums, -la ）1. （一個學校，專業，或學科的）全部課程。2. （取得畢業資格等的）必修課程。
  1. It ' s the author ' s micro or local observational view. by using different methods such as questionnaires, casestudy, interview and so on, the author mainly discussed four important educational topics : learners " living space, educators " discourse space, curriculum and knowledge, interaction between teachers and students. in the mean time, she tried to pay more attention to the students " confusion happened in their daily life

    這一部分是研究者的地方觀察視野，主要通過對四個重要教育主題：學習者的活動空間、教育者的話語空間、課程知識的張力和師生課堂互動空間的分析，詳細展開研究者通過切身觀察與體會而描述的具體生活圖景，通過以問卷調查、個案研究、藏族中學生內地教育的跨文化研究?教育人類學的觀察方式訪談等多種研究方式的綜合，試圖較為詳細深入真實地再現學生的日常生活，同時對這一年齡階段學生在高中學業、生活、交友等方面遇到的困惑予以較多的關注。
  2. The fields object of physical education and health curriculum are : the field of physical fitness - to realize the importance and formative factor of physical tness, form correct body gesture, master the method of developing physical fitness, ccognize the influence of nutrition, environment, bad behavior on physical fitness ; the field of the knowledge and recognition of physical education - figuring out the correlation between exercise with physical, psychological and social health, mastering the knowledge and method of how to exercise ; the field of exercise technique - grasping some leisure skills and many kinds of exercise techniques, obtaining the basic technique of outdoor exercise and proceed safely to have physical activity ; the field of participating exercise - to understand the correlation between exercise and modern life style, form the attitude and action of joining actively physical activity, become a capable attendance of exercise and an admirer of sports ; the field of psychological and social health - appreciating the pe ' s function over psychological health, learning to control emotion by the way of exercise, understanding correctly the relation with others, studying the technique of association, harmonizing the relation of association developing good spiri

    3 、通過比較研究，結合我國國情，提出了我國基礎教育體育與健康課程目標的初步構想?體育與健康課程目標:認識與理解體能、健康、體育的重要性，獲取有關體育與健康的知識;發展體能、掌握與運用有關體育與休閑技能;形成對體育的興趣，養成運動的習慣，獲得終身參與體育的能力;提高人際交往的技能，發展競爭與合作精神;形成樂觀開朗、充滿活力的生活態度，豐富體育與健康生活。體育與健康課程學習領域目標:體能領域?認識體能的重要性及構成因素;形成正確的身體姿勢;掌握發展體能的方法;認識營養、環境、不良行為對體能的影響。體育運動的認識與知識領域?理解、體驗體育運動與身體、心理和社會健康的關系;掌握科學進行體育活動的知識與方法。
  3. This paper carries on an investigation in compiling theory of the new teaching material of the course, life science for grade eight applied in the second curriculum and textbooks reform of shanghai in theory and practice aiming at providing all - round popularization of the new teaching material with reference evidence

    本文對上海市二期課改八年級《生命科學》新教材的編寫理念進行了理論分析和實踐研究，旨在為新教材的全面推廣提供可借鑒的參考依據。
  4. Life curriculum theory of tao xingzhi and the new curriculum reform

    陶行知的生活課程理論與新課程
  5. The general studies curriculum is being revised to strengthen science and technology learning, healthy life habits, personal and social education and life - wide learning

    常識科課程現正進行修訂，以加強科技學習、健康生活習慣、個人及社會教育和全方位學習等內容。
  6. An emba is a life - long investment of both time and money. to decide which programme is the best for an applicant, the applicant needs to consider factors including reputation, location, curriculum, faculty, student body, alumni network, and career development

    歡迎申請者參觀位於上海浦東的中歐校園以及北京、深圳代表處，與emba辦公室的招生人員就課程詳情和申請程序等方面進行面對面的交流，為報考做好充足的準備。
  7. In this paper, according to the fully time compulsory education curriculum standards of chemistry ( experiment draft ) which requests that the students should be able to pose some valuable questions from their daily life or from their chemistry learning and express their questions clearly, the author discussed the inquiry value of the questions in chemistry instruction based on the theory of scientific epistemology, cognitive psychology and ability psychology. furthermore the parameters for measuring the students " questioning ability are also talked about from the perspectives of the motivations of questioning, the cognitive foundation, the value of the questions, the ability of posing questions by themselves and the ability of expressing their questions. after reading many literatures and interviewing some experienced chemistry teachers, the author proposed instructions strategies in cultivating the students " questioning ability in chemistry instruction from five aspects, they are : to stimulate the students to question ; to construct the cognitive foundation of questioning ; to augment the value of the questions ; to make the students pose their questions by themselves ; to cultivate the students " ability of expressing their questions

    本文在研究的過程中，採用了文獻閱讀和向任課教師訪談的方法，以《標準》中對「提出問題」要素的要求「能從日常現象或化學學習中，經過啟發或獨立地發現一些有探究價值的問題；能比較清楚地表述所發現的問題」為主線，運用科學認識論、認知心理學及能力心理學的相關理論作為理論基礎，結合中學生化學學習的特點，從問題的遷移價值、思維價值、能力培養價值和情感價值四方面深入探討了化學教學中問題的「探究價值」 ；通過對化學教學中學生「提出問題」能力的涵義及結構的分析，從提問動機、提問的認知基礎、所提問題的價值、提問的自主性和表達問題的能力五個方面建立了衡量學生「提出問題」能力的指標體系；在此基礎上相應從五方面提出了化學教學中學生「提出問題」能力培養的教學策略，分別是激發學生「提問」動機的策略、建構「提問」認知基礎的策略、提高問題價值的策略、提高學生「提問」自主性策略和培養學生「表達問題」能力的策略。
  8. Based on the analysis of current situation of compulsory education and the social development characteristics in guangxi by taking the reference from foreign countries and the advanced experience in other regions in china, new curriculum system of guangxi compulsory education can be drawn out in five directions as followed : first, the traditional and obsolete curriculum concepts that curriculum is the process of learners " constructing their knowledge actively ; that curriculum is not only the carrier of the specified knowledge system but the show of the learners ' real life ; that curriculum is the whole world " s prospect, not the mixture of separated disciplines and that curriculum is not only the medium of transferring the national culture

    針對廣西自身的經濟社會發展特點和義務教育課程現狀，借鑒國際及國內其它地區課程改革的先進經驗，我們認為，廣西義務教育課程體系的未來發展方向是：第一，改變教師傳統、陳舊的課程觀念，樹立課程是學習者主動建構知識及意義的過程、課程不只是特定知識體系的載體還應該體現學習者的現實生活、課程是世界的整體圖景而不是分科知識的雜糅體、課程不僅是傳承而且是創新民族文化的手段的課程觀念。
  9. From the view of the curriculum development, the standards of knowledge classification should be unification of closeness with opening, the logic standard with value standard, life value of the knowledge and curriculum objectives, learning contents with curriculum objectives

    從課程編制的角度看，課程知識分類應是封閉與開放的統一，邏輯標準和價值標準的統一，知識的生活價值與課程目標、學習內容與課程目標的統一。
  10. This paper is trying to permeate the philosophical speculation to the critical analysis of the changes of curriculum ideology, trying its best to reflect the traditional curriculum ideology on infant education from the view of a humanist with the guid of the eulogy the present aesthetics singing to life ontology and the critique the present aesthetics critisizing to rational ontology. meanwhile, the paper is trying to analyse the persuit of all sorts of modem curriculum ideology on infant education. at last, the paper constructed the new century curriculum ideology on infant education and pointed out that it is our fundamental choice to head for aesthtics, to head for life, to head for understanding, to head for dialogue with the reference to the conception changes of postmodernism

    本文把哲學思辯滲透于課程理念變遷的分析與批判中，力求以當代美學對生命本體論的贊揚以及對理性本體論的批判為啟示，對傳統幼教課程理念? ?古代幼教課程理念、近代幼教課程理念進行人文反思，並對現代流行中的各種幼教課程理念的實質進行分析，最後在結合知識觀、課程觀后現代轉型的基礎上構建出作者關于新世紀課程理念的基本路徑，明確指出走向審美、走向生活、走向理解、走向對話是21世紀幼教課程理念的基本選擇。
  11. Theories, literature, as well as the rationale stated in the national curriculum guide suggests that the three curricular components should be further organized to make it more life - based

    不論從課程總綱、生活課程基本理念或有關文獻看，藝術與人文、社會、自然與生活科技，皆宜打破原學習領域界限，組成統整、有意義而能夠培養在生活中學習之能力的課程。
  12. In the present paper, the author discusses the issues and problems concerning the development and practice of the arts and humanity program within the elementary school life - curriculum in regard to curriculum integration

    摘要本論文從課程統整的觀點，探討生活課程中的藝術與人文課程設計與實施問題。
  13. And gradually to change the role from the instructor of knowledge learning to the future life designer ; from the people who imparts knowledge to the people who constructs the knowledge system ; from the people who carries out the teaching materials to the people who researches the curriculum teaching ; from the people who manages the education to the artists who is good at social contact ; from the people who supervises the learning to the people who promotes the learning ; from the life - long teacher to the life - long learner

    在實現角色轉換過程中，逐步做到從知識學習指導者轉變為未來生活設計者；文化知識傳授者轉變為知識體系建構者；課程教材執行者轉變為課程教學的研究者；教育教學管理者轉變為人際關系的藝術家；學習的督促者轉變為學習的促進者；終身教書者轉變為終身學習者。
  14. To support schools in implementing the curriculum framework, the curriculum development institute ( cdi ) will continue to provide training programmes for teachers including web - based courses, promote life - wide learning, facilitate the development of desirable learning environments, conduct relevant research and development projects, and disseminate effective curriculum practices

    為了支援學校推行這套課程架構，課程發展處將會陸續為教師舉辦不同的培訓課程，包括網上自學課程；此外，還會推廣全方位學習，協助建立良好的學習環境，進行有關的研究和發展項目，以及推廣有效的課程實踐經驗。
  15. . the latent gender culture in school, the manners of teachers both inside and outside classroom and the different gender roles in school life, as the hiding curriculum, stipulate girls ` gender behavior potentially.

    學校潛在的性別文化、教師課堂內外的言行舉止和男女兒童在學校生活中的角色劃分作為學校的「隱藏課程」 ，潛在的規約著女童的性別角色行為。
  16. An efficient curriculum based on the theory is set up, which includes reciting literature treasures, appreciating famouse works, enjoying the classical films and getting source materials from everyday life

    設置了語文自主學習活動課程?背誦精品、鑒賞名品、瀏覽佳片。建立了課內自主閱讀課型。
  17. Come back to the real life world - value orientation of curriculum

    中小學課程改革的質性研究啟示
  18. This curriculum focuses on gradually teaching children to develop good habits in the aspects of daily life, daily behaviors, morality, creative thinking, and study

    完備的養成教育課程：關注幼兒的生活習慣、行為習慣、道德習慣、創造性思維習慣、學習習慣的養成。
  19. The " nine year joint curriculum " based on the humanistic ideology of " student - centered, holistic education " aiming at making all young learners develop ten basic life competencies, is to make fundamental changes in domestic practice of school curriculum and instruction

    《教學創新?九年一貫》強調學生?中心、基本能力、學校本位課程、生活化統整課程、創新教學的課程教學特色，而其評量必須與這些特色結合，才能確實發揮這套課程教學的功能。
  20. Finally, on the basis of upper two parts, it summarized six characteristics of the elementary curriculum of the province of british columbia : learning outcomes are specific ; curriculum contents connect with life ; curriculum design is integrated ; curriculum resources are abundant ; curriculum implement is flexible ; curriculum assessments are standard, various and respective

    第三部分是在前兩部分探討的基礎上，總結出加拿大b . c省小學課程的六大特徵：學習結果的明確性；課程內容的生活化；課程設計的綜合化；課程資源的豐富性；課程實施的靈活性；課程評價的標準化、多樣化與個別化。
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