非自主發育 的英文怎麼說

中文拼音 [fēizìzhǔfāyù]
非自主發育 英文
non-autonomous development
  • 非 : Ⅰ名詞1 （錯誤） mistake; wrong; errors 2 （指非洲） short for africa 3 （姓氏） a surname Ⅱ動詞1 ...
  • 自 : Ⅰ代詞（自己） self; oneself; one s own Ⅱ副詞（自然;當然） certainly; of course; naturally; willin...
  • 發 : 名詞（頭發） hair
  • 育 : 育動詞1. （生育） give birth to 2. （養活; 培育） rear; raise; bring up 3. （教育） educate
  • 自主 : 1 （自己做主） act on one s own; be one s own master; decide for oneself; keep the initiative in ...
  1. Developmental educational evaluation aims at promoting the future development of evaluated objects. the third chapter deals with the values of developmental evaluation, the types of values and how to realize these values. the fourth chapter reveals the practical views of developmental evaluation based on the analyses of statism and non - statism practical conception w hich approaches the practical model of developmental evaluation on universities

    首先，本文通過國家主義和非國家主義兩種高等教育評價實踐觀的比較分析，認為兩種實踐觀都有把高等教育評價作為發展工具的傾向，應該相互借鑒各自的優勢；其次，本文從評價制度、評價內容和評價指標和方法三個范疇構建了發展性高等學校評價的實踐模式。
  2. Associated with the constructions reality in xigang district especially its autonomous organization, the principal problem was put up here, that is unperfect in its administrative system, it is weak in its managing function, it i s s imp le i n serv ice, it is small and narrow in its scope, unreasonable in the community location, lower qualiffed staffs, poor working conditions, profit - making and non profit - making organizations are not well - developed and also analyzed the facts in law, economy, environment, and before - known elements which affected the community autonomy

    本文結合西崗區社區建設尤其是社區自治組織建設實際，提出了西崗區社區自治存在的主要問題，即管理體制不健全、社區自治組織體系不完善、管理功能較弱、服務手段簡單、轄區規模小、居委會設置不盡合理、人員素質低、工作條件差、非營利組織和中介組織發育不良等，並分析了影響社區自治的體制因素、法制因素、經濟因素、環境因素、認知因素。
  3. The moral predicament during the transformational period of the society is prominently manifested in the loss of the standard for moral evaluation, the confusion of value - orientation, the overflow of immoralism, the weakening of morality - regulating mechanism of the society, and the distortion of moral education, etc. these predicaments seriously hinder the development of socialist material and spiritual civilizations, and its appearance is inseperable from the specific social and historical circumstances of the transformational period ; meanwhile, the negative effect resulting from the initially established market economy, cultural changes, cultural mingling and conflict, and the choice of moral subject all contribute to the moral crisis of china presently

    社會轉型期道德困境突出表現為道德評價失范、價值取向紊亂、非道德主義泛濫、社會道德控制機制弱化和道德教育扭曲變形等幾個方面。這些困境，嚴重妨礙著社會主義物質文明和精神文明的發展，它的產生，和轉型期這個特定的社會歷史條件是分不開的；同時，我國初步建立市場經濟所帶來的負效應，文化的變遷、文化的交融與沖突及道德主體自身的選擇也是導致當前中國社會道德危機的重要原因。
  4. The cultural construction work in the transition period left a lot of important historical experience for us. they are : ( 1 ) we should establish the directing role of maxism in all ideological fields and using it to criticize various wrong opinions, but we should distinguish the researching problems from the political problems which belong to two contradictions of different quality ; ( 2 ) we must insist the ccp ' s leading role for all cultural and educational work, but the researching dispute, should not be judged by individual but be solved by observing the regularities of the culural development ; ( 3 ) we must determine the cultural construction serve the people and socialism, but we must correctly recognize and estimate the intellectual of our country, and work out correct policies and stick to them ; ( 4 ) we must establish the security of law and system for cultural construction

    認真總結這一時期的文化建設工作，它給我們留下了非常重要的歷史經驗：既要確立馬克思主義在意識形態各領域的指導地位，注意對各種錯誤傾向的批判和糾正，又要嚴格分清學術問題和政治問題的界限，分清人民內部矛盾與敵我矛盾的界限；既要堅持黨對整個文化教育事業的領導，又要尊重文化自身的發展規律，而不能由個人對學術問題作出「裁決」 ；既要堅持文化建設為人民服務、為社會主義服務的方向，又必須正確認識和估價我國的知識分子隊伍，制定和堅持正確的知識分子政策；確立文化建設的法制保障。
  5. This paper reported that started with the necessity of training students " the ability character and mentality character in teaching chemistry, conbining the present conditions and problems which the secondary vocational schools trained the students " ability character and mental state character, put forward the teaching reforms and measures to adapt the development of secondary vocational education, through the limplicit learning to improve the students " ability, through the cultivation of the students " non - intellegence factors, through the practice of making a science inquiry in teaching actively, the practice result showed this kind of teaching reform and measures not only pays attention to training high - quality talented people who have firm foundation, wide knowledge, good study character with the chemistry and high creativity, but also makes a good effort on cultivation of non - intellegence factors, strengthening the students " self - confidence, independence and ability of self - mediating

    本文從化學課程教學中培養學生能力素質、心理素質的必要性出發，結合當前中專學校培養能力素質、心理素質的現狀和問題，通過對內隱學習提高學生的能力素質；重視中專學生非智力因素開發和積極開展科學探究教學活動等方面進行了探索與實踐，提出了與中專教育發展相適應的教學改革和措施。表明它既注重培養基礎扎實、知識面廣，具有良好學習素質、化學素養、創新能力強的高素質人才同時，在學生非智力因素的培養，增強學生自信、自主、自我調節能力等方面取得積極的效果。
  6. Training plan, practice design, network administration system build a foundation for teachers " continuous education to meet the requirement of subjective development. school - based training, curriculum development, non - curriculum study and education via internet are ways of teachers " subjective development. plan and development assessment can effectively stimulate teachers " subjective development

    培訓規劃、實施方案、網路管理系統為適應主體性發展的教師繼續教育自組織體系奠定基礎；校本培訓、課程開發、非課程化研修、網路教育是發展教師主體性的途徑；工約計劃與發展性評價則能有效激勵教師的主體性發展。
  7. African american : from africa ； black skin ； black and curly hair ； sports, music and dancing

    黑種人：來自非洲，黑皮膚，黑色捲曲頭發，主要從事體育、音樂和舞蹈。
  8. Normal education in universities and normal colleges ate the two major forma of normal education in china of which the former stresses normal education while the later puts more emphasis on diversifying specialities, majors and personnel cultivation patterns on the basis of traditional normal education

    陜西省應從封閉型走向開放非定向型的師范教育體系，形成綜合院校辦師范教育和師范院校主辦師范教育相結合的師范教育大格局，前者須注重師范教育特性，後者須在保持師范教育優勢傳統的基礎上實現學科、專業的多科性和人才培養模式的寬口徑轉變，從而發揮各自優勢，以培養適應21世紀基礎教育的高素質師資。
  9. Labor intensive industries adapting to local situation should be developed and enhanced, such as township enterprises, for providing off - farm opportunities to on - spot labor transferring, along with the rural industrialization and urbanization. at the same time, relevant departments should pay more attention on human resources investment, through enhancing farmers education and their quality for improving the capacities of farmers to choose and find jobs. another important solution is to organize the labor transferring, from transferring without plan and purposes to transferring with confirmed purposes, to increase the transferring efficient and transferring ratio

    在以上分析的基礎上，提出本文的建議：應該大力發展和鞏固適應農村特點的勞動密集型二、三產業，尤其是鄉鎮企業，在推進農村工業化和城鎮化的同時，增加大量非農就業機會，促進勞動力的就地轉移；同時，從人力資本投資角度出發，通過多種多樣的形式，加強農民的教育，逐步提高農民的素質，幫助他們掌握一技之長，增強農村勞動力自主擇業和從業的能力；同樣重要的是，加強農村勞動力轉移的組織，從嘗試盲目的轉移到有目的的轉移，提高農村勞動力的轉移效率，從而促進轉移比例的提高；對于不同的社區，推進勞動力轉移的進程中，要注意對一些特殊群體? ?比如女性勞動力的轉移採取一系列的促進工作。
  10. In the poor district rural junior high school, because the educational conceptions are behind the times, and the effect of test - oriented education has lasted for many years, the attention paid to the students " feelings is extremely not enough in the activities of managing students, the ways to manage students informal communities are simple and constrained, it can not satisfy the requests of the new century ' s students which is to develop the abilities of independent development, the stronger cooperation and discovery

    在貧困地區農村初中，由於教育觀念落後，加之多年來應試教育的影響，在學生管理活動中，對學生情感關注極為不足，對學生非正式群體的管理較為簡單而具有強制性，不能滿足新世紀教育培養學生自主發展、具有較強的合作能力和探究能力的要求。
  11. Breakthrough is a non - profit - making organization dedicated to serving young people through cultural and educational activities and services. its main income comes from donations from the community, funds, commercial sponsorship, product sales and service charges etc. to further develop our youth work and expand the scope of our services, we rely very much on he generous support of the society

    為一間非牟利青少年文化教育及服務機構，主要收入來自社會各界人士的捐獻基金會與商業機構的贊助產品銷售及服務收費等，要進一步發展青少年工作及拓展服務范圍，實有賴社會各界的踴躍支持。
  12. The major mission of catholic education is as follows : with christ as the foundation of the whole educational enterprise, to endeavour to present the christian concept of life according to the gospel and the invaluable core of chinese culture, so as to generate human attitudes and help youth and students to cultivate wisdom and virtues, pursue the truth, verify merits and develop into persons who cherish human values and who are sound in body and mind, persons of compassion, and persons with civic responsibility, a discerning mind, moral courage and creativity

    天主教教育的主要使命是：以基督為整個教育事業的根基，致力介紹福音啟示的基督博愛精神和中華文化的瑰麗精髓，藉以指導生活取向和協助青少年及學生培育智慧修身養性追求真理印證價值，並發展成為崇尚人文價值身心與靈性健康富同情心能履行公民責任能獨立思考明辨是非有道德勇氣及自力創新的人。
  13. I have worked on students " affairs for a few years and i have mainly turned to ideology instructing, as a result of my working experience i have recognized its many advantages and they have produced a very important and noticeable effect on teaching and other facets, however, just as every coin has two sides, ideology instructing has its passive effect

    文章立題的背景是自己從事學生工作多年來，主要依靠思想政治工作的手段。思想政治工作是有很多優勢，在對學生教育和其它中發揮了非常重要的作用，功不可滅。但是，思想政治工也須不斷創新。
  14. 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。
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