進步主義學校 的英文怎麼說

中文拼音 [jìnbùzhǔyìxuéjiào]
進步主義學校 英文
winnetka system
  • 進 : 進構詞成分。
  • 步 : Ⅰ名詞1 （步度; 腳步） pace; step 2 （階段） stage; step 3 （地步; 境地） condition; situation; st...
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 校 : 校名詞1. （學校） school 2. （校官） field officer3. （姓氏） a surname
  • 進步 : 1 （向前發展） advance; progress; improve; step foreward; move foreward 2 （先進的） （politicall...
  1. While building school educating moral system, we should deeply learn the prime of chinese traditional morality, and further excavate the greatest education resources which has been hidden in it, such as keeping behavior, goading oneself, filial piety, understanding morality, sincerity and credit, etiquette and compromise, pursuing public affairs, charity etc. they are all the quintessence of traditional morality. so up till now all these things are worth emphasizing and carrying forward. we should take the good opportunity of the ex - actuating between succeeding and creating, combine the times spirit, properly adjust and extend chinese traditional morality, increasingly arouse the teenagers " nationality confidence and sense of pride, and strengthen their love of country and the aspiration to reward their own country

    文章認為今天的中國是歷史的中國的一個發展，建設學校教育的道德體系，應深刻認識中華傳統道德精華，深入挖掘中華傳統美德所蘊藏的巨大教育資源，如傳統道德中的持節、自強、孝悌、明禮、誠信、禮讓、奉公、仁愛等都是傳統道德中的精華，其在今日，仍然值得我們去重視、去弘揚，主張以「傳承」與「創新」互動為契機，融入時代精神，對傳統美德加以適當的調整和拓展，進一步激發青少年的民族自信心和自豪感，強化青少年的愛國之心和報國之志，使傳統美德真正體現其作為學生道德思維活動的理想價值和實踐意義。
  2. Because of audiovisual education ' s integrating into the educational reform of progressive education, it became a movement in school systems during the early 20 century

    由於視聽教育有機地融入了20世紀初的美國進步主義教育改革中，因此，在美國學校教育中興起了一場視聽教育運動。
  3. Secondly, " significance for managing middle and primary schools complying with law ". the significance of the " managing schools complying with law " to managing state affairs complying with law, to consolidating " two fundamental principles " further pushing compulsory education, to promoting education project, to improving synthesis national power, and to middle and primary schools " self development and self construction, is conceretly stated

    第一部分「中小學依法治校的主體定位、本質含義及基本內容」 。第二部分「中小學依法治校的意義」 。具體闡述了中小學依法治校對國家實施依法治國、鞏固「兩基」進一步推行義務教育、推動教育事業發展、提高綜合國力及對中小學自身發展建設等方面的意義。
  4. In order to strengthen and improve this work, the journalists in universities should combine their running of the newspapers with the ideological and political education of university students, with the work of cultivating the new generation of socialistic builders and successors so that they have both ability and moral integrity, have ideality, morality, culture and discipline

    為進一步加強和改進大學生思想政治教育，大學校報要把辦報與大學生思想政治教育結合起來，與培養德智體美全面發展的有理想、有道德、有文化、有紀律的社會主義合格建設者和接班人結合起來。
  5. Winnetka plan ; winnetka system

    進步主義學校
  6. In chapter two, the transition of the campus space form and the campus commercial space ’ s development in recent years have been analyzed first, and then the research on hunan university which is one important composition of yuelu university town. in chapter three, the discussion of the rise of university town and the character of the campus commercial space at that time is the main content. chapter four is the focal part of this thesis for a concrete analysis about the campus commercial space in yuelu university town combining the whole domestic environment has been made

    第一章緒論部分，主要介紹了課題的研究背景、研究內容、研究意義、研究方法和國內外的相關研究等;第二章，首先分析了近年來我國高等學校校園空間形態的轉變及其周邊商業的出現，然後以嶽麓山大學城中的重要組成學校之一的湖南大學為例，從這兩個方面進行了分析研究;第三章，主要探討了大學城在我國的興起和此時校園商業空間的主要特徵，並列舉了國內外多種校園商業空間的實例;第四章為全文的重點，在結合國內大環境的基礎上，對嶽麓山大學城校園商業空間做出了具體分析和研究，並提出了具體的改進意見，並對嶽麓山大學城校園商業空間的進一步建設提出設想;第五章，基於前面研究的內容和成果，對大學城校園商業空間的未來發展做出展望。
  7. The methodology on change in that period are summarized as changing the schools in the way of innovation, enriching the strategies for change with the experimenta1 methodoiogical thoughts. surpassing the antithesis between two extremes with the tl1inking principle of continuity. the author then dissects some exal11ples of change in europe and the u. s. from the 50s to the 70s, such as the curriculum reform guided by the structuralistic curriculum theory the successfui or t l failing cases of the progressive experimental schoo1s lasting in the 50s, oecd ' s poxter - - coerci ) e strateg } -, rational - mpirical strateg } " and normative - - re - educativ ' e - strateg } "

    然後對歐美50 - 70年代以結構主義課程論為指導思想的課程改革、進步主義實驗學校延續到50年代以後的失敗的或成功的案例、歐洲經濟合作與開發組織oecd在「 prdd 」戰略中開發的權力?強制策略、經驗?合理性策略、規范?再教育策略等變革實例進行了剖析；同時也對一些側重於「思想探險」的案例進行了評論，這些案例如伊里奇的「非學校化社會」理論和四種學習網路、古德曼的「六條替代性建議」 、 《學會生存》關于以自學為原則的學習化社會的描述等等。
分享友人
分享到 Line

分享到臉書