文化啟導課程 的英文怎麼說

中文拼音 [wénhuàqǐdǎokèchéng]
文化啟導課程 英文
cultural orientation course
  • 文 : Ⅰ名詞1 （字） character; script; writing 2 （文字） language 3 （文章） literary composition; wri...
  • 導 : 動詞1. （引導） lead; guide 2. （傳導） transmit; conduct 3. （開導） instruct; teach; give guidance to
  • 課 : Ⅰ名詞1 （有計劃的分段教學） class 2 （教學的科目） subject; course 3 （舊指賦稅） tax 4 （舊機關...
  • 程 : 名詞1 （規章; 法式） rule; regulation 2 （進度; 程序） order; procedure 3 （路途; 一段路） journe...
  • 文化 : 1. （精神財富） civilization; culture 2. （知識） education; culture; schooling; literacy
  • 課程 : curriculum; course課程安排 course arrangement; 課程編排 construction of curriculum; 課程編制 curr...
  1. Based on the comparison and analysis of the purpose, contents, curriculums and teaching methods of moral education at school in both china and the united states, this dissertation puts forward solutions and ideas in five aspects : how to improve the methods of patriotism education, strengthen socialism education, and develop our chinese spirit ; how to carry forward and creatively transform our chinese good moral traditions in a critical attitude, and to borrow and improve the worldwide advanced cultural achievements ; how to reform the rigid and dogmatical curriculums of moral education, and attach importance to indirect moral education in a way of influencing students " morality in every aspect ; how to achieve the goal of moral education imperceptibly through the social practice to strengthen student " personal experience ; and how to bring full play to student " subjectivity during the course of moral education so as to carry out moral - integrity - forming education aiming at personality modernization

    本文內容包括六個部分：導論；中美學校德育目標的比較；中美學校德育內容的比較；中美學校德育課程的比較；中美學校德育實施方式的比較；啟示與思考。論文通過對中美兩國學校德育的目標、內容、課程設置、實施方式等方面進行比較和分析，從五個方面提出了我國德育的對策和思考：改進愛國主義教育形式，強化愛國主義教育，努力培育民族精神；加強對中華民族道德傳統的批判繼承和創造性轉換，並借鑒和改造世界先進文化成果；改革僵化的「教條」式德育課程，重視隱蔽的德育課程，以全方位地對學生實施德育影響；通過社會實踐活動強化學生的情感體驗，在潛移默化中達到德育的目的；在德育過程中充分發揮學生的主體性，實施以人格現代化為目標的德性養成教育。
  2. Instead, student evaluation goes more democratic and practical. at last, the essay specifies a new model of teaching design of chinese lessons, which is characterized by " inspiration - provocation, discussion - mutual participation, advice - encouragement, and motivation and self - motivation. " the model is aimed to bring chinese lessons into student heart, therefore, have chinese lessons in the hearts of students

    本文最後以語文新課程發展性教學的理論為指導，突出體現語文新課程教學與學生生活相聯系的特點，進行了語文新課程教學設計，提出了由「激發- -一啟動、討論- -一互動、點撥- -一促動、激勵- -一自動」四個環節構成的語文教學設計新模式，這一模式旨在傳達語文發展性教學要求，深化生活化的語文教學，即:在學生的心裏上語文課，把語文課上到學生心裏。
  3. From the view of the modern epistemology, with the break of knowledge - authority opinion, everyone can be the spreader and interpreter of knowledge, on base of which, people aware that : teaching should not serve the function of knowledge spreading, on the contrary, knowledge spreading should become the instrument by which to establish the relation of teaching and learning. the goal of teaching should cultivate the awareness of suspect, criticism and research of students by the spreading of knowledge in class ; in the perspective of teaching method, the approaches of discussion. research and implication should be advocated … … on the maxim of t

    教學目標應該是通過課程知識的傳遞來培養學生的懷疑意識、批判意識與探究意識，在教學方法上應大力提倡真正意義上的討論法、發現法與啟發誘導法… …在教學評價的理念上則表現為：由於價值概念的充實， 「判斷」成為教學評價的本質特徵；教學評價主客體之間呈現出主體工具客體的關系；在功能上具有能力導向的功能；在評價方法上則體現出了人文化的特點。
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