價值中立 的英文怎麼說

中文拼音 [jiàzhízhōnglì]
價值中立 英文
value-free
  • 價 : 名詞1. （價格） price 2. （價值） value 3. [化學] （化合價） valence
  • 立 : 動1 （站） stand; remain in an erect position 2 （使豎立; 使物件的上端向上） erect; stand; set up...
  1. Whenever psychological consultors face to cope with the advisee ' s problems of values, he or she should comply with the rules of trying for the advisees ' maximum of benefit, analyzing the specific issues either to keep value neutrality or to carry out value intervention, on the basis of facts of the advisee ' s reality value intervention, which is licit, can be done with verbal means or nonverbal one, and the consultor may intervene in the advisee ' s values with value criteria of general significance

    摘要心理咨詢中咨詢員面臨來訪者的價值觀問題時，應該具體問題具體分析，遵循靈活運用和追求來訪者利益最大化的原則，根據來訪者的實際情況來決定是保持價值中立或者是進行價值干預；價值干預是合法的；咨詢員既可以通過言語形式，也可以通過非言語形式對來訪者進行價值干預；咨詢員可以用具有普遍意義的價值標準對來訪者進行價值干預。
  2. Impossibility and irrationality of value neutrality in college psychological counseling

    高校心理咨詢價值中立的不可能性及非應然性
  3. Value - neutralism of science and its load levels

    科學價值中立說與科學價值負載的層次
  4. Guided by the principle of value neutralization, by using constitutional culture rooted in confucianism as the tool of analysis, this paper attempts to reveal the difference of centralization versus dualization, the belief in the essential goodness versus the belief in the evilness of human nature, and omnipotent reason versus limited reason existing in the chinese and american constitutional cultures in terms of ways of thinking

    摘要在價值中立原則指導下，以植根於我國儒家文化背景的憲法文化為分析工具，可以看到中美憲法文化之思維方式存在著「一元化」與「二元化」的對杭、 「人性善」與「人性惡」的對比以及「全能理性」與「有限理性」的對立。
  5. Technical benefit and assessment in scientific research

    價值中立與教育評價專業化
  6. In the actual process of conducting research, the author maintains a value neutral position, who is outsider to the observe the complex social phenomena, restoring the origninal true state for the community mediation system

    研究方法主要採用社區研究方法，在實證研究中保持價值中立，以「局外人」的態度直觀社會生活本身，對「社區人民調解制度」進行「社會學還原」 。
  7. Analysis the principle of value neutrality in psychological counseling

    試析心理咨詢中的價值中立原則
  8. Possibility of value - neutrality in empirical or analytical

    政治學經驗研究和分析性研究中價值中立的可能性
  9. Integration of visual angle : wertfreiheit and value - implication in mental education

    心理教育中的價值中立與價值蘊涵
  10. Objectivity and value neuttal form the keme1 of modern cwhculum studies

    客觀性和價值中立性是現代課程研究的核心。
  11. Without question, the textbook is not va1ue - neutral, but bear some value - orientation

    所以，教科書不可能保持價值中立，而必然蘊含一定的價值取向。
  12. Merton criticized the defeats of traditional functionalism, and posed the so - called value - free functional analyzing pattern

    默頓批評了傳統功能主義的不足，提出了所謂價值中立的功能分析模式。
  13. The section focuses on the basis of teaching molds of plotting " teaching " on the dominating position or plotting " learning " on the dominating position

    主要分析了以教師「教」為主的教學模式、以「學」為主的教學模式、價值澄清教學法、價值中立主義的理論。
  14. The first is to consider the origin of the value neutrality of science, then pointing out a reasonable remark about the value neutrality of science. the second is to analyze the value loaded of science from three aspects about essence of science, that is, science is regarded as an system of knowledge, an activity and a social constitution. because science is regarded as a piece of knife with two blades, abuse of science will be able to bring the negative role

    首先，從科學的價值中立的淵源來考察，給科學的價值中立說一個合理的評價；其次，從科學本質的三個方面：科學作為一種知識體系；作為一種社會活動；作為一種社會建制，對科學的價值負載進行具體的分析；最後，由於科學普遍被認為是一把「雙刃劍」 ，科學的濫用會帶來負面作用，所以，本文從倫理的角度對現代科學的價值進行考量：一、科學的職業倫理與科學研究的倫理原則；二、對科學的價值負載倫理的反思；三、科學家的社會責任。
  15. Anti - positivists. however, launch a counterattack from many sides such as falsehood of value neutrality, invalidity of the principle of empirical verification and predicament of the inductive method

    而反實證主義者則從價值中立的不真實性、經驗證實原則的無效性、反形而上學的不可能性以及歸納法的困境等方面作出反擊。
  16. Within the range of traditional epistemology, because knowledge is thought as objective, value - neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement ; in terms of function, teaching evaluation is represented by social guidance ; in terms of method, teaching evaluation is characterized by empirical feature, etc. the deficiency are represented as follows : because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself, there is still much room for improvement

    在傳統認識論視野中，由於人們將知識視為客觀的、價值中立的，教師和學生都將課程知識等同於真理，而真理是不能改變，也不需要改變的。因此，教學的核心任務就是正確地傳遞和掌握課程知識，教學的方式則以客觀知識的灌輸為主，教師與學生僅僅是知識的傳遞者與學習者… …在上述影響下，該時期的教學評價呈現出如下特點與不足：從內涵上講，教學評價等於教學測量；從功能上講，教學評價呈現出一種社會導向的功能；從方法上講，教學評價體現出實證化的持點等。其不足則表現為：由於教學評價等同於教學測量，並認為教學評價的對象是可以被測量的，從而把「價值」排除在外；教學評價所關注的是作為客體的知識，而不是人，這就使得教學評價的主客體關系本末倒置，評價主體所要評價的對象是學生所要學習和掌握的知識，學生既不是評價主體也不是評價客體，而是完全地被懸空于教學評價過程之中；從評價方法本身來看，也存在著諸多不足。
  17. The research trends in educational sociology in mainland china are : from the system awareness to problem awareness, from binary to multiple values ; from value neutrality to critical participation ; from only paying attention to academic mission to laying equal stress on academic and social missions

    大陸教育社會學研究的趨勢是：由體系意識轉向問題意識；由二元對立走向多元綜合；由價值中立走向批判參與；由只重學術使命到學術使命與社會使命並重。
  18. This text will regard relation between scientific research and value as the breakthrough point, will investigate to the intension of value neutrality, analyse, put forward one ' s own opinion to the principle of sociology value neutrality on this basis, try to set up one in order to understand objectively " value neutrality " the possible thinking of the real meaning, offer reference for the objectivity studied how to obtain sociology

    本文將以科學研究與價值的關系為切入點，對價值中立的內涵進行考察，在此基礎上對社會學價值中立的原則進行分析，提出自己的見解，試著建立一種更為客觀理解「價值中立」真正涵義的可能思路，為如何獲得社會學研究的客觀性提供參考。
  19. Scientific curriculum research paradigm such as tyler rationale seeks to develop value - free curriculum product, and characters " teacher - proorf. it result in the lose of curriculum adaptation and the failure of curriculum change

    以「泰勒原理」為代表的科學主義的課程研究範式以開發價值中立的課程產品為最終追求，體現出濃厚的「防教師」的性格，導致課程適應性的喪失，課程變革的理想難以落實。
  20. The typical character of this turn is to seek for the objectivity in science based on a scientist ' s neither psychological self - control nor his value - free attitude in the scientific process, but on open critical discussions among the scientists or among the whole society, as well as setting up a social system of critical discussion and making it better

    這一轉向的最大特點，就是對客觀性的追求不是奠基在科學家個體在研究過程中自我心理控制活動的基礎上，建立在價值中立的、排除個人主觀偏見的研究態度上，而是奠基在科學家群體乃至整個社會開放式的「批評性討論」的基礎上，奠基在這種批評性討論社會機制的建立和完善的基礎上。
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