要素主義教育 的英文怎麼說

中文拼音 [yāosùzhǔyìjiāoyù]
要素主義教育 英文
essentialism in education
  • 要 : 要動詞1. （求） demand; ask2. （強迫; 威脅） force; coerceⅡ名詞（姓氏） a surname
  • 素 : Ⅰ形容詞1 （本色; 白色） white 2 （顏色單純） plain; simple; quiet 3 （本來的; 原有的） native Ⅱ名...
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 育 : 育動詞1. （生育） give birth to 2. （養活; 培育） rear; raise; bring up 3. （教育） educate
  • 要素 : essential factor; key element; part; element; factor
  • 教育 : 1 （按一定的目的要求 對受教育者的德、智、體諸方面施以影響的一種有計劃的活動 一般指學校教育 泛指一...
  1. The first, review gu qiaoying ' s growing up process from four aspects which are the accumulation of knowledge and the rudiment of speciality sense, the exploration of the idea " teaching and learning vividly " and the forming of teaching style, the maturing of educational ideas and the sublimation of speciality charm. the second, on the base of striving to comprehend gu qiaoying ' s educational ideas connotation, make a theoretical carding and interpretation on her " teaching and learning vividly " idea from three aspects which are the " dead " teaching material taught by " living " person, teaching vividly in order to learn vividly and teaching " biology " as " biology ". the third, make a systematic induction and summary on gu qiaoying ' s biology teaching reform and practice on her lesson preparation, conception teaching, experiment teaching, extracurricular scientific and technological activities teaching, elicitation method of teaching, object teaching, fostering students " learning interest and the capacity of problem solving

    第一部分，對顧巧英的專業成長過程，從知能的積累與專業意識的萌芽、生物學教學的適應與職業意識的確立、 「教活學活」的探索與教學風格的形成、教育思想的成熟與專業魅力的升華四個方面進行了評介；第二部分，在力求體悟顧巧英教育思想內涵的基礎上，從「死」教材「活」人教、教「活」是為了學「活」 、把「生物學」教成「生物學」三方面對其「教活學活」思想進行了理論梳理和闡釋；第三部分，對顧巧英的備課、概念教學、實驗教學、課外科技活動教學、啟發式教學、直觀教學、對學生學習興趣與問題解決能力的培養等生物學教學改革與實踐進行了較系統地歸納與總結；第四部分，對影響顧巧英專業發展的主要因素，從其人格力量、專業知能基礎、專業發展的社會環境等方面對進行了理論分析；第五部分，在以上研究的基礎上，進一步指出了顧巧英教育思想對我國生物學教學論課程建設及其專業發展與教學經驗對我國中學生物學師資培養的理論和實踐意義。
  2. The content can be either a further catechesis in a brief and condensed manner, or an explanation of the different elements of the liturgy, or the meaning of the day s readings. on the other hand, in some special sundays, we can let the faithful share their testimony of the word in a formal manner, e. g. families could do so on the feast of the holy family, teachers on the education sunday, workers on the labor sunday etc. it may be better if those giving testimonies are parishioners, and they should have been well prepared

    適當地善用最多人參與的禮儀主日感恩祭來推行培育，在不影響禮儀整體性的原則下，加添信仰培育的因素，例如在領聖體后或在感恩祭開始前，向教友提供簡短的培育，內容可以是濃縮的教理重溫感恩祭中各部分的意義當日聖經章節的意義等另一方面，在一些特別主日安排教友證道，如安排家庭在聖家節，教師在教育日，工友在勞動節等作證道，證道的教友最好是本堂區的教友，要預備充足，將當日的聖經選讀消化，並用自己的生活印證，神父適宜在證道后，作簡單總結。
  3. In this part, the writer first gives a definition of moral personality from the perspective of ethic, revealing its characteristics, structure, and functions. and then the writer gives a detailed illustration of the significance of cultivating moral personality from four aspects, i. e. the requirement of college moral education, the requirement of promotion of quality - oriented education, the requirement of the construction of civic virtues and the requirement of fostering socialism builders and successors

    這部分首先從倫理學角度界定道德人格的含義，揭示其特徵、結構和功能，然後從四個方面論述當代大學生健康道德人格培養的意義，即它是實現高校德育目標的需要、是大力推進素質教育的需要、是加強公民道德建設的需要、是培養社會主義建設者和接班人的需要。
  4. Dewey and bacuwa ^ arekcapobuy cyxouy h cku u " s educational theories and the modeling, i present the teaching aims that correspond to the sustainable development strategy and demands of quality - oriented education, and develop the students " critical ideas, and develop their speaking, organization and writing abilities. developments of cooperation ; and students " consciousness of caring environment and society, are all important strategies when teaching sustainable development and the quality of using sustainable development strategy to settle all kinds of problem. i propose two educational models for implementing sustainable development strategy

    本文在杜威的教育思想、蘇霍姆林斯基的教學思想以及建構主義的指導下，提出了符合可持續發展思想與素質教育的要求相一致的教學目標：培養學生的思維能力，尤其是批判性的思維能力；培養學生的口頭表達能力、組織能力以及書面表達能力等多方面能力；培養積極的合作態度；培養學生關注自己周圍的環境、關心社會的意識以及運用可持續發展的思想去認識、分析問題的素養。
  5. The author investigated the basic circumstance about college chemistry in part of universities, so sums up its innovation and features, and analyzes the key problem in the foundation chemistry in university, which have important significance for the chemistry course to reorganize adapted to the reform and development of higher education, for student becoming person with high ability and for us to persist in the schooling idea of our university

    摘要筆者調查了國內部分高校「大學化學及實驗」課程的教學基本情況，總結了「大學化學及實驗」的教學上的創新和特色，分析了我校基礎化學課程中存在的主要問題，這對基礎化學課程進行重組設計，從而使之能夠更好地適應高等教育改革和發展，培養學生成為具有創新能力的高素質人才，堅持我校「特色加精品」的辦學理念，具有十分重要的理論和實踐意義。
  6. In general, environmental disposal during the course of architectural design of kindergartens can mainly divided into two different parts : the first is based on the up to date evolution in modern infants ’ education theories, its desire is that we must create cultural surroundings which is beneficial to infants ’ all - round by means of architectural arrangement and spatial combination in the course of kindergartens ’ architecture design ; the second is architectural environment disposal commonly, it, based on modern sustainable development ideas, thinks that we should create a peripheral natural environment which benefits infants ’ evolution through full considering on the day lighting, ventilation and virescence about the building

    總體而言，幼兒園建築設計中的環境處理主要可以分為兩個層面:一個是基於現代幼兒教育理論的最新發展產生的，它要求營造有利於幼兒身心全面發展的人文環境，人文環境因素是決定建築差異、形成建築風格的主要因素;另一個則是通常意義上的建築與自然環境關系的處理，它主要是基於現代的可持續發展理念，旨在創造有利於幼兒健康成長的自然環境，自然環境因素是影響、制約建築構成的基本要素。
  7. This text is divided into totally three part, the first part clarities mainly the connotation of credit, the meaning transformation and present application. emphasizing on the importance of the corpus credit diathesis in modem society based on the foundation of existing theoretical outcome. furthermore. the text delimitates the connotation of the credit diathesis, induces the feature of using the credit, namely the three greatest features that are made up of objectivity and subjectivity, explicit ages and plasticity ; the author analyzes closely the credit diathesis of students that is very beneficial for further modem social safety, healthy development, building of the fashion of credit moral, purifying educational and academic circumstance and so on

    本文共分三部分，第一部分主要在認真吸取現有理論成果的基礎之上，經過分析和調查研究闡明了信用的內涵及其含義的演變，以及在今天生活中的應用，突出主體信用素質在現代社會的重要性，在此基礎之上比較科學地界定了信用素質的內涵，歸納信用素質的特點，即客觀性和主觀性、鮮明的時代性和可塑性三大特點。第二部分比較深入的分析了培養大學生信用素質對于促進現代社會的健康發展、信用道德風尚的建設、凈化教育環境和學術環境等具有的巨大價值，以及對培養合格人才具有非常重要的意義。
  8. Postmodernist perspective of student thinks, student is the creative being, education should esteem student ' s creation, develop student " creative potential, protect student ' s creative ardor, develop student ' s creative ability, the highest idea of quality education is to develop student ' s creative ardor and student ' s practical ability, student is original being, education should esteem student ' s multi - aspect differences, remove all kinds of discrimination, listen to different voices, especially, the voice of disadvantageous groups, concerns students on minor status or the edge ; student should become sustainable developmental human, education is an enterprise to develop human ' s potential

    后現代主義學生觀認為：學生是創造性的存在物，教育應尊重學生的創造，開發學生的創造潛能，保護學生的創造熱情，發展學生的創造能力，素質教育的最高理想是培養學生的創造熱情和實踐能力；學生是獨特性的存在物，教育應尊重學生的多方面差異，要清除教育中的各種歧視，主張傾聽不同聲音，特別是弱勢群體的聲音，要關注處在次要或邊緣地位的學生（如落困生、少數民族學生、殘疾青少年等等） ；學生應該成為可持續發展的人。教育是開發人的潛能的事業。
  9. First of all, the paper, based on the semantic analysis of experience and the comparison between the interpretation of experience by such disciplines as philosophy, psychology, aesthetics and pedagogy, indicates that experience is characterized with ontology, personal experiencing, affectivity, integrity, generativity, autonomy, and individuality. the paper then expounds the basic characteristics of experienced teaching from the viewpoints of the nature and goal orientation of teaching process, teacher - student relationship and course. the paper, based on the review of the main problems of current teaching theories and on the exploration of the relationship between experienced teaching, qualification education and innovative education, finally emphasizes the theoretical and practical significance of the experienced teaching research

    首先通過體驗的語義分析，通過比較哲學、心理學、美學、教育學等學科對體驗的詮釋，揭示出體驗具有本體性、親歷性、情感性、整體性、生成性、自主性、個體性等特點；在此基礎上，從教學過程的本質、目標取向、師生關系、課程內容等方面闡述了體驗教學的基本特徵；然後通過審理現有教學理論中的主要問題以及探尋體驗教學與素質教育、創新教育的關系，說明體驗教學研究的理論與現實意義。
  10. It emphasizes three parts : make up the chinese teachers " quality of advanced educational idea which are wide chinese educational idea, human educational idea, all - life study educational idea, information educational idea. it also analyzes the creative ability quality of chinese teachers. that ' s to say, teachers should improve the own creative ability, emphasize to make the students " creative ability, make the own teaching unique, use the ability quality of modem educational technology which is using the muti - media technology and the ability of information technology

    第一部分也談高尚的思想品德素質，但注入了筆者一些新的思考；第二部分重點從大語文教育觀、人文主義教育觀、終身學習教育觀、信息教育觀三方面的內容構建語文教師先進的教育理念素質；第三部分闡述語文教師必須具備的知識結構；第四部分重點闡述語文教師創造性的能力素質，既創造型教師的特徵、創造型教師的職能、教師要形成自己鮮明的教學特色；教師應用現代教育技術的能力素質，既利用多媒體技術、信息技術的能力。
  11. Pushing the innovations, deepening the reformation, optimizing the structure, reasonably configuring resources of education, improving the quality and management level of education, cultivating millions of highly qualified laborers, experts and talents are clearly indicated and emphasized by the 16th people congress. the task and target for the higher education also have been stated explicitly

    為適應國際現代化需要，社會的發展趨勢，建設中國特色的社會主義，黨的十六大明確指出要堅持教育創新，深化教育改革，優化教育結構，合理配置教育資源，提高教育質量和管理水平，全面推進素質教育，造就數以億計的高素質勞動者，數以千萬計的專門人才和大批拔尖人才；明確地提出了高等學校培養高素質人才的任務和目標。
  12. Then the author introduced three famous human capital incentive theories, such as abraham " maslow ' s w, 3 ! tt 2000 hierarchy of needs theory, herzberg ' s motivation - hygiene theory and skinner ' s reinforcement theory etc, incentive methods, such as annual payment system and stock equity system, the primary investment methods, such as, education investment, training investment, work force flow investment, health - care investment, learn and work investment and the social interaction investment etc. the author followed the previous conclusion that human capital was very crucial to the economic growth and connected it with the practices to form the model that human capital investment greatly influenced the economic growth

    扼要介紹了一些著名的人力資本激勵理論：馬斯洛的需求層次理論、赫茨伯格的雙因素理論和斯金納的強化理論等、激勵方式：年薪制和股權制等和主要的投資方式：教育投資、培訓投資、勞動力流動投資、衛生保健投資、 「干中學」投資和人際關系投資等。沿襲前文的結論?人力資本在經濟發展中的重要地位，作者結合中國的實際，構建了人力資本投資對經濟增長的績效分析模型，採用教育經費法和年限法論證了全體勞動力平均受教育年限對經濟增長的意義。
  13. The ideological and political qualities are the most important, among which patriotism ; collectivism and socialism are the soul of the quality education

    思想政治素質是最重要的素質，愛國主義、集體主義、社會主義教育是素質教育的靈魂。
  14. Firstly, transfer the research study theory to physics education. the conception, meaning and possibility of the research study in physics education have been discussed, the difference between it and the tradition physics teaching explored, and the reason for building up energy knowledge framework as the subject of research study expoun ded. secondly, general teaching design being combined with characteristic of physics, the conception, characteristic, meaning, principles, preparation and basic factors of the research study teaching design in physics explored based on constructivism, humanism, scientific philosophy theory, curriculum and new education philosophy, the theory of lifetime education

    從理論層面上研究了兩方面的問題，第一，把研究性學習的基本理論遷移到物理學科教學之中，對物理學科教學中研究性學習的概念、特點、特徵、意義、物理教學中開展研究性學習的可能性、它與傳統物理教學的區別等問題作了探討，並闡述了本課題選擇建構能量知識結構作為研究性學習主題的理由；第二，以建構主義學習理論、人本主義學習理論、系統科學、新的教育哲學觀，科學哲學理論、終生教育理論為依據，結合常規教學設計理論和物理學科的特點探討了物理學科研究性學習教學設計的概念、特點、意義、遵循的原則、設計前的準備工作、教學設計的基本要素等理論問題。
  15. The education in patriotism should cultivate younger generation ' s national quality and national spirit in essence

    愛國主義教育在本質上是要培育年輕一代的民族素質和民族精神。
  16. There are always obstacles, such as the educational philosophy of nationalism, the narrow ideas of the education wams from the society, etc. actually, cfhe is the needs but not the wants of society

    這與國家主義教育哲學、片面的教育需求觀等復雜的社會因素相關，但關鍵在於批判功能自身的特點：它是社會所需要的，卻不是社會所歡迎的。
  17. Part three clearly defines literacy - oriented education and information literacy education, subjectivity instruction and constructivism teaching theories as the theoretical basis of constructing the four - step classroom instructional model of it course in elementary schools, further points out the literacy and subjectivity are the two indivisible parts of human development, introduces and analyses the two major problems existing in the current teaching models of it course : unsuccessful task - oriented instruction, and the difficult control of the differentiation among students. in order to resolve the problems, the four - step classroom teaching model set the following three teaching objectives : general development, everyone development, and characteristic development. also, the four steps, " situated task, teaching and exercising, activity groups, works evaluation ", the actual instructional process and concrete implementation principles are systematically elaborated

    第三部分，明確了中小學信息技術課四步課堂教學模式的理論基礎是素質教育與信息素質教育，主體性教育思想與建構主義教學論，並指出，素質與主體性是人的發展的兩個方面；提出並分析了現有信息技術課課堂教學中存在的任務驅動法難以貫徹、學生差異難以兼顧的問題；針對信息技術課堂教學中存在的問題，中小學信息技術課四步課堂教學模式確立了全面發展、全體發展、個性發展的教學目標；系統闡述了「情境任務?講練結合?活動分組?作品評價」的四步教學過程及其具體實施要求。
  18. Based on the application of special study frame of the comparative education between nations and the factor - based analysis method of sociology of education and some other research methods such as literature method, description method and comparison method, and guided by the method of logic and history, the dissertation, following the profound analysis to the limitations of the traditional instructional theories, makes a integration and analysis to the main content, the essential characters and the application and effects to the practice about the instructional theory of constructivism

    本論文主要運用比較教育學國別專項研究框架和教育社會學的因素分析法以及文獻法、描述法、比較法等研究方法，並以邏輯與歷史方法相統一的原則為指導，在分析傳統教學理論局限性的基礎上，對建構主義教學理論的基本內容、基本特徵和應用效果等進行了統整與分析，特別是站在辯證唯物主義立場，對該理論進行了比較全面、客觀而系統的評析。
  19. It is on the base of the specific historical tradition and the background of society and culture, according to the needs of society and its own condition and directed by the specific idea of run a university, independently and creatively, could win over, integrate and optimize higher education resources and then gradually has an unique and steady integrative trait with comprehensive competitive. the trait is called the individuality of university. higher education resources are the sum total of the essential factors invested by the government, society, the people who receive education and the university itself, which can improve the function of higher education

    探討大學個性與高教資源配置關系的前提是釐清個性、大學個性、高教資源以及高教資源配置的內涵，得出的結論如下：個性在不同學科具有不同的含義，教育學所說的個性可理解為個體的主體性表現；大學個性是指大學在一定歷史傳統與社會文化背景基礎上，依據社會需求及自身條件，在一定辦學理念指導下，自主地、創造性地爭取、整合、優化高等教育資源，逐漸形成綜合競爭力的獨特而穩定的整體性特徵；高教資源是指政府、社會、受教育者、高校自身共同投入高等教育領域的一切能增進高等教育功能的要素的總和；高教資源配置則是對高教資源在不同使用方向上的分配。
  20. The kind of pragmatic view of education shown in chinese teaching is : we can have some chinese or little, or according to the needs of the secondary school student ' s profession we can make chinese more precise and practical. because of the above mentioned, chinese ability and humane accomplishment are being weakened increasingly

    這種實用主義教育目的觀表現在語文教學上就是：語文課大可少開或不開，或者是根據中專生的職業需要開得精一點，實用一點，中專學生的語文能力、人文素養也因此日見弱化。
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