situational school 中文意思是什麼

situational school 解釋
情境學派
  • situational : 處境的
  • school : n 1 學校；〈美國〉（大學的）學部，學院；學系；校舍；講堂，教室。2 研究所，訓練所，養成所。3 〈不...
  1. This research was based on the theory of the formation process of value, which was put forward by value clarification. in the research a questionnaire was used with 403 primary and middle school students aged from 10 to 16 year - old as subjects and four moral situational stories were compiled as stimulus materials to study " cheng xin "

    本研究以價值觀辨析學派關于價值觀形成過程的觀點為依據，圍繞「誠」和「信」編撰了四組道德情境故事，以此作為調查材料，對403名10 - 16歲中小學生組成的樣本進行了測查，來調查我國兒童誠信價值觀的現狀。
  2. Discussion on situational teaching in vocational high school

    淺談職高語文的情境教學
  3. More impoatly, drawing insights from the literature of skilbeck ' s ( l983 ) sanational analytic model and banks " ( l989 ) concept of school as a social system. i have worked out a conceptual framework which consists of five components f a ) situational analyses, b ) cutriculum plaxming, c ) organization and implementaion, d ) evaluaton, and e ) reconstruction

    根據skilbeck （ 1983 ）的情境分析模式和banks （ 1989 ）的學校社會系統概念，研究者提出了多元文化課程發展架構，包括情境分析、課程計劃、課程組織與實施、課程評估、和課程結構重建五部分，並按此架構進行了研究。
  4. 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。
  5. The effects of motivational sets and situational factors on the academic help - seeking of school children with different self - control levels

    動機與情境對不同自控水平兒童學業求助的影響
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