身教言傳 的英文怎麼說

中文拼音 [shēnjiāoyánzhuàn]
身教言傳 英文
teach by precept and example; instruct sb. not only in words, but by deeds
  • 身 : Ⅰ名詞1 （身體） body 2 （生命） life 3 （自己; 本身） oneself; personally 4 （人的品格和修養） on...
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 言 : Ⅰ名詞1. （話） speech; word 2. （漢語的一個字） character; word 3. （姓氏） a surname Ⅱ動詞（說） say; talk; speak
  • 傳 : 傳名詞1 （解釋經文的著作） commentaries on classics 2 （傳記） biography 3 （敘述歷史故事的作品）...
  • 身教 : teach others by one's own example
  • 言傳 : explain in words
  1. In the second part, it discusses the basic contents of the clinical legal education, defines its connotation and feature, and researches the relationship between case method and clinical legal education. in the third part, the thesis evaluates the clinical legal education as a kind of teaching mode, including its values, defaults and functions. the forth part is the emphasis of this thesis, which is the designation of clinical legal education in our country, relating to its teaching objective, basic principles, fundamental structures, the system of evaluation, the teacher - resources and confirmation of their achievements, and students " identification, etc

    本文引言部分介紹了該文寫作的學科背景及診所式法律教育研究的概況，第一部分梳理了診所式法律教育的歷史發展，探討了它產生的條件，並對它的傳播進行了概要地描述與分析；第二部分討論了診所式法律教學模式的基本內容，明確了它的涵義、特點，並對判例教學模式與診所式法律教學模式之間的關系進行了研究；第三部分對診所式法律教學模式進行了評價，主要包括它的價值、缺失和作用三個方面；第四部分是本文的重點，對我國的診所式法律教學模式進行設計，主要涉及它的教學目標、教學基本原則、基本結構、評估體系、診所教師的來源與教師成果的肯定和診所學生身份的定位等問題。
  2. Which can be summarized as " be a paragon of virtue and learning ". the teacher should become example of children ; then they form correspondin - g role consciousness, and perform accordingly to this consciousness

    這種期望可以集中概括為「為人師表」 ，即要求小學教師身教言傳做好孩子的榜樣；然後是形成與之相符的角色意識，表現出符合期望的行為。
  3. Competency based training was made popular ( kirka 1998 ) in the us in the 70s through the performance based vocational teacher education involvement

    上個世紀70年代，美國的職業教育就強調以實踐技能為教育基礎，要求從事職業培訓教育的老師通過自己的言傳身教將實際工作技能傳授給學生。
  4. The development of cultures depends on the language symbol systems. chinese education as a special mother tongue education passes culture to students through students " learning the language, which makes students sense and experience the excellent chinese culture and help to develop themselves in understanding, accepting and creating cultures

    文化的發展依賴于語言文字元號系統，語文教育作為專門的母語教育，就是要通過學生對語言文字的學習，向學生傳遞優秀的文化，讓學生在文化的熏染、陶冶中感受和體驗文化，在對文化的理解、接受和創新活動中發展自身。
  5. Children are what the mothers are

    耳濡目染，身教言傳。
  6. By and by the teaching media exerting itself by words and action has developed into written materials, and then into textbooks

    表情達意的教學媒介由口耳相傳、言傳身教發展到文字性材料，並逐步形成為教科書。
  7. And i have kept faith with him. i have kept faith with him

    他一直都影響著我.我一直受著他的言傳身教
  8. My parents are christians, and they aways taught me good examples, and the way of the lord

    我的父母都是基督徒，他們總是言傳身教，以主的道路訓導我。
  9. Our parents are always teaching us whether we realize it or not. they teach both in words and by example

    不管我們是否意識到，父母總是不斷地對我們進行言傳身教。
  10. Many teachers in hong kong have a strong sense of mission. for years they have set admirable personal examples for their students

    香港眾多有使命感的教師，多年來言傳身教，為香港培育了優秀的下一代。
  11. It must deal with customers in a whole new way, for only when the mindset of the managerial staff changes can the style of employees be really affected and reshaped

    要擺正與客戶的位置，改變思維方式，只有管理者的思想有所轉變，才能夠言傳身教地影響職工和教育職工。
  12. At one time, he also holds the posts of honors president and chief instructor of yiquan societies in many provinces in china as well as many countries in asia and europe

    姚承光先生在出訪歐洲亞洲數國及國內數省的學術交流中，以驕人的戰績和言傳身教的教學，博得廣泛的贊譽，蜚聲海內外。
  13. In establishing the david leadbetter golf academy ( dlga ) network, david has selected a team of world - class instructors to communicate the leadbetter teaching method to golfers of all ages and abilities

    世界各地的大衛利百特高爾夫學院，擁有一支大衛利百特本人言傳身教的精英教練團隊將他的高球理念傳達給不同水平和年齡高球愛好者們。
  14. Every preachers of every religion should act and preach appropriately

    身為各個宗教的傳道人更是要謹言慎行
  15. We should change our opinion of mathematics instruction from " teaching problem solving " to " learning through problem solving ", promote the construction of knowledge through the process of problem solving, and so promote the development of thinking of problem posing and problem solving of students. we also advocate building community of learners to break the isolate classrooms to promote interaction on problem solving

    就這種意義而言，數學問題解決自身的因素、策略、技能容易被視為靜態、客觀的知識，這導致不少教師的數學教學就是對這種知識的加工、傳遞，其結果是在學生的「數學工具箱」中，除了已經學習過的各種數學事實與數學程序之外，不過是增加了數學問題解決的技巧。
  16. It was a great honor for me less than two months after learning the convenient method to share master s teachings at the fifth irish international mind - body - spirit fair

    在第五屆愛爾蘭國際身心靈展覽會中有機會協助傳播師父的教理，對修方便法不到兩個月的我而言，真是無上的光榮。
  17. Up to now, there has possibilities to understand and explanation on the question of " performance " from four levels : firstly, the level of he communicative skill and teaching skill, because performance is the certain communicative approach and teaching method. performance on this level belongs to technology and instrumental ism ; secondly, the level of symbolism, language, gesture and motion of the performance are considered as the symbols of the expression, delivery. symbol itself has no meaning, its meaning lies in the user who use the symbol and the thing that symbol indicates ; thirdly, the level of methodology, performance and the study to the performance are thought as the basis of education ( especially pedagogy ) ; fourthly, the level of ontology, performance and the understanding to performance is regarded as the human ' s life existence and the educational element matters

    迄今為止，對「表演」問題存在著在四個層次上理解和闡釋的可能性：一是作為交際技藝和教學技藝的層次，表演是一種交際手段、教學方法，因而是技術論和工具論的層次， ；二是將表演的語言和姿勢、動作等視為表達、傳遞事物的符號，符號本身沒有意義，其意義在於符號的使用者和符號所指代的事物上，是符號論的層次:三是將對交往、表演和表演的理解的研究作為教育學（尤其是教學論）的基礎，是方法論的層次:四是將表演和對表演的理解，作為人類生命存在、教育存在的基本事件，因而將其置於本體論的層次上。
  18. The whole essay was divided into five parts : the introduction introduces the background and the range of topic ; chapter 1 discusses the necessity of aesthetic and personality education for the chinese learning ; chapter 2 illustrates that the classical chinese teaching is an important way to carry out aesthetic and personality education ; chapter 3 is the heart of the whole essay. after the counterpoint analysis of the present situation of the classic chinese, some constructive suggestion for new teaching model was offered

    全文分五個部分：引言指出本課題的背景及研究范圍；第一章論述審美、人格教育對于語文學科的必要性；第二章從文言文本身所傳遞的審美、人格教育內容及傳統文言文教材對于古代、近現代人才所起的作用，說明文言文教學是實施審美、人格教育的重要途徑；第三章是全文的重點，對文言文教學現狀作針對性地分析，並試圖建構新型文言文教學模式，以利於當前語文教學改革。
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