教義至上論 的英文怎麼說

中文拼音 [jiāoyìzhìshànglún]
教義至上論 英文
doctrinism
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 至 : Ⅰ介詞（到） to; till; until Ⅱ副詞（極; 最） extremely; most; utmost
  • 上 : 上名詞[語言學] （指上聲） falling-rising tone
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 教義 : [宗教] religious doctrine; creed
  • 至上 : supreme; the highest
  1. In spite of their unitarian proclivities and their masks of conservative broadmindedness, they were two generations behind interpretative science : their mental processes were mediaeval, while their thinking on the ultimate data of existence and of the universe struck him as the same metaphysical method that was as young as the youngest race, as old as the cave - man, and older - the same that moved the first pleistocene ape - man to fear the dark ; that moved the first hasty hebrew savage to incarnate eve from adam s rib ; that moved descartes to build an idealistic system of the universe out of the projections of his own puny ego ; and that moved the famous british ecclesiastic to denounce evolution in satire so scathing as to win immediate applause and leave his name a notorious scrawl on the page of history

    盡管他們傾向于唯一神教，戴了一副具有保守開明思想的面具，實際上他們已落後于解釋世界的科學兩代之久。他們的思想還處在中世紀階段。同時，他也感到，他們看待生命和宇宙的終極事實的方法還是形而上學的，那種看法阻地球上最年輕的種族的看法一樣幼稚也跟穴居人的看法一樣古老，甚至更古老那看法使第一個更新世的猿人害怕黑暗使第一個匆促的希伯來野蠻人用亞當的肋骨造成了夏娃使笛卡爾通過反射渺小的自我建立了唯心主義的宇宙體系使那有名的英格蘭傳教士用尖刻的諷刺來譴責進化論，並立即博得了喝彩，從而在歷史的篇章里草草留下了一個臭名。
  2. This article includes at least in the following fields : having a keen insight into the historical trace in non - balanced development of compulsory education through recalling the policy changes from yan ' an period to present compulsory education in china ; trying to find a way to the complex root in economical society, decision - making mechanism and the view of value in non - balanced development of compulsory education by analyzing the contradiction between educational supply and need embodied in non - balanced development of compulsory education on the different bedding surface ; describing the theoretical support and outside force of balanced development of compulsory education on the base of theoretical self - examination in non - balanced development of compulsory education ; putting forward a solution to the problem of present non - balanced development of compulsory education and a countermeasure and a suggestion to build itself into a balanced development by combining the our national condition

    論文力圖從回顧延安時期至今我國義務教育的政策演變，洞察義務教育非均衡發展的歷史痕跡；通過分析義務教育非均衡發展所體現的教育供給與需求的矛盾在不同層次的表現，旨在探尋義務教育非均衡發展的經濟社會、政策機制、價值觀念等復雜的根源；在此基礎上，論文對我國義務教育非均衡發展進行了理論反思，闡述了義務教育均衡發展的理論支撐和外在動力，並結合我國國情，提出解決目前義務教育非均衡發展問題，進一步推進其均衡發展的對策和建議。
  3. As to all the disputes, wranglings, strife and contention, which has happen d in the world about religion, whether niceties in doctrines, or schemes of church government, they were all perfectly useless to us ; as for ought i can yet see, they have been to all the rest of the world : we had the sure guide to heaven, viz

    至於世界上所發生的一切有關宗教的爭執糾纏斗爭和辯論，無論是教義上微細的分別，還是教會行政上的種種計謀，對我們來說，都毫無用處。並且，在我看來，對世界上其他人也毫無用處。我們走向天堂最可靠的指南就是聖經-上帝的語言。
  4. In the history of the chinese educational system, for the first time, mr. hu yuan ' s " teaching of su - hu " divided the teaching organizational form into two parts : jing - yi room and zhi - shi room, in the same school ; for the first time, it put practical subjects and confucian classics on an equal footing ; for the first time, it was founded and carried out the teaching of divided subjects and the system of the obligatory and elective courses ; in the history of the world teaching system, the teaching of divided subjects and the system of the obligatory and elective courses founded by hu yuan was earlier than the ones of every other countries of the world for more than four hundred years

    在中國教育制度史上，胡瑗先生的「蘇湖教法」第一次在同一所學校中分設經義齋和治事齋；第一次將實用學科與儒學經典放在同等地位上；第一次創立並實施分科教學和必修、選修制度，在世界教學制度史上， 「早於世界各國400年之久」 。可以說， 「蘇湖教法」是胡瑗先生對中國教育理論和教育實踐乃至世界教育理論和實踐的特別貢獻。
  5. The problems mainly lie in that the previous research mainly focuses on the relation between education and life, especially on that between teaching and life, but little on the connection between moral and life or moral education and life, due to the failure to realize that life is more important for moral education. even if there are some, they are sporadic and unsystematic. most of the studies remain superficial without a radical transformation of the angle, let alone the construction of a theoretical model of moral education based on life to be put into practice

    但綜觀已有的研究，至少在理論上還存在以下幾個方面的問題：以往的研究主要是就教育、尤其是教學和生活間的關系進行的，很少正面闡述道德、道德教育和生活的聯系，而生活對于道德教育來說有著更為重要的意義；即便對于道德教育和生活的關系的探討，也主要還是零散的、缺乏系統深入的思考，大多數仍然停留在問題的表層，談不上研究視角的根本轉換，更談不上在理論上構建以生活為基礎的道德教育模式並轉化為相應的實踐。
  6. From the current situation of chinese education, the internal relationship between the two periods, namely, the earlier period of 20th century and the new period, and the role chinese education plays in the whole educational system and in the society, this paper interprets the purpose and significance of choosing this subject

    本文在立論依據上，從當今語文教育的處境、兩個時期的內在聯系的角度論述立題的目的，從語文教育在整個教育乃至社會中的地位角度論述立題的意義。
  7. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
分享友人
分享到 Line

分享到臉書