developmental education 中文意思是什麼
developmental education
解釋
發展教育學- developmental : adj. 1. 發展的，開發的。2. 促使成長的，發育上的；進化的。
- education : n. 1. 教育；訓導；培養。2. 教育學，教授法。3. （蜜蜂、蠶等的）飼養；（動物等的）訓練。
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Secondly, from the view of legal text, the paper points out that the government, which has changed from a dominator role during the totalitarianism period to a driver role under financial shortage, has had the responsible subjects of education degraded and constituted new objects for education modernization to direct the developmental orientation of village education
然後，從法律法規文本的角度，本文解釋了國家一方面將教育責任主體下移，另一方面不斷制定新的教育現代化目標來引導鄉村教育的發展方向，逐漸從「全能主義」時代的主導者轉變為「壓力型體制」下的驅動者。 -
On the basis of the comparison of successful experiences of running agricultural education in developed counties, such as usa, japan and france, this paper put forward following viewpoints : in order to visualize the strategic status of hae, necessary protectionism must be offered through lawmaking and hortative policies, peasantry - undergraduates facing agricultural production must be cultured in the process of expanding and developing hae. the opportunities of developing higher agricultural vocational and technical education must be grasped in the process of realizing the transit from elite - education to popularization - education. existent and developmental room of hae must be unceasingly widened basing upon the road of distinctiveness, integration and internationalization
文章在比較美國、日本、法國等國家發展高等農業教育的成功做法和經驗的基礎上，提出了要通過立法或制定鼓勵政策來彰顯高等農業教育的戰略地位，為高等農業教育的發展提供必要的政策性保護；要在大力擴張高等農業教育的過程中培養面向農業生產一線的農民身份的大學生；要在實現農科精英教育向大眾化教育轉軌的過程中抓住發展高等農業職業技術教育的機遇；要通過立足走特色化、綜合化和國際化的道路來不斷拓展高等農業教育的生存和發展空間；要正確處理精英教育與大眾化教育的關系，明確各類農業高校的生態位等發展高等農業教育的觀點和思路。 -
In this article, on the basis of analysis and presentation of the history and future intendancy of american teachers " continuing education, the author reveals its problems, pursues its developmental principles, draws lessons from it and finally, proposes its inspirations for chinese teachers " continuing education
作者力圖在分析、探討美國教師繼續教育歷史及未來發展趨向的基礎上，研究其存在的問題，揭示其發展規律，總結其經驗教訓，並為我國教師繼續教育的改革發展提供借鑒和啟示。 -
Section iv is " developmental intendancy of american teachers " continuing education ". through understanding teachers " continuing education in u. s. a and that in the world, the author predicts that american teachers " continuing education will be more complex, that training courses will be more various and systematical, that training form will be in closer combination with teaching practice, and that training organization will turn out to be universalized and multiplied
在第四部分「美國教師繼續教育的發展趨勢」中，通過對美國及世界教師繼續教育現狀的把握，筆者預測了未來美國教師繼續教育的培訓目標將更趨全面復雜、培訓課程將更加多樣系統、培訓模式將更趨于與教學實踐的結合，以及培訓機構將傾向于大學化、多元化等方面的發展趨向。 -
There are also educational, preventive and developmental acitivities organized by the centre, such as seminars on emotions, youth education talks, parent - child activities, basic counselling training, etc
此外，中心會舉辨預防性發展性及教育性活動，例如：青少年成長專題講座情緒講座親子活動家長工作坊及基本輔導訓練課程等等。 -
Chapter three : a descriptive analysis of three kinds of developmental models for continuing education
第三章，對中外三種典型的繼續教育課程開發模式進行描述、分析。 -
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。 -
A developmental approach to the post - war vocational education in south korea
戰后韓國職業技術教育立法的發展軌跡 -
In a word, this text through several main aspects " narration of the border area ' s chinese education ' s innovation to reveal the developmental law and feature of the district ' s chinese education and it also concisely tells its position in chinese educational history and its enlightenment to the modern chinese ' s education
總之，本文通過對陜甘寧邊區語文教育革新的幾個方面的論述，揭示了邊區語文教育發展的規律及其特徵，並簡要論述了它在新中國語文教育史上的地位及其給現代中國語文教育的啟示。 -
From the angle of humanities and social science, this thesis systematically applies sustainable natural view, the view of value, economic view, the view of science and technology, the view of knowledge education and the social view, to explore the sustainable developmental way of man - water system and its main countermeasures. the author has the following conclusions. 1. the developmental impetus of the yangtze river valley is not only in the economic system, but in the contradictory movement between water resources and economic development of the region
從人文和水科學角度，系統地從自然觀、價值觀、經濟觀、科技觀、知識教育觀和社會觀方面，探討了長江流域「人水系統」的可持續發展及其主要措施，進行分析研究后得出以下結論： （ 1 ）長江流域發展的動力不只在經濟系統內部，更在於流域水資源與區域社會經濟發展的矛盾運動。 -
The issue of combination of humanistic education and science education is everlasting theme of the human education, and also is the developmental trend of the world higher education nowadays and tomorrow
繼而生存論哲學在批判觀念論片面強調理性之維的同時，又走向了另一極端，即把人的發展完全等同於人的非理性的片面發展。 -
As far as its essence is concerned, the international trade in education presents a process of interaction between nationalization and internationalization of education and a common desire from people who want to share high quality education in order to enrich their countries. it is an essential developmental stage of international education assistance as well
就其實質而言，現代國際教育貿易彰顯的是教育本土化和國際化的雙向流變過程，體現了知識經濟時代人們積極追求優質教育資源共享、實現國家富強的一種美好和強烈的願望，同時，它也是國際教育援助發展的部分質變。 -
The developmental trend of higher education in macao
澳門高等教育的發展路向一建立一所具有國際學術水平的重點大學 -
Basing on this research, we put forward that the relation between " education and development " should be established as the thought of developmental education as soon as possible, according to the requirement of the times. we should be put the thought into practice by developmental mental health education in five - year normal school, which becomes power to direct our action
基於本課題的研究，我們提出要根據時代的要求，把「教育與發展」的關系盡早確立為發展性教育的思想，並通過五年制師范發展性心理健康教育實踐了這一思想，把發展性教育理念變成了指導行動的力量。 -
Thus, it is urgent and necessary to study and experiment this research. this research acclimates to the current of the relation between " education and development ' ', basing on the theory of scientific psychology and pedagogy, regarding developmental idea as its main line, relying on multiple research method, which explores scientifically and deeply theory and practice of the developmental mental health education in five - year normal school, strives to construct an integrated system, directly serving for today ' s training objectives
本課題順應了世界上「教育與發展」關系的潮流，以科學的心理學、教育學理論為依據，以發展性理念為主線，以多元化的研究思路為依託，對五年制師范發展性心理健康教育的理論與實踐作了科學而深入的探討，力圖構建一個完整的五年制師范發展性心理健康教育的體系，直接服務於今天的五年制師范素質教育培養目標。 -
In personnel training, we should seize the developmental opportunities for the integration of humanistic and medical education ; update teaching quality and talent concepts so as to advance with the times ; focus on the integration of humanistic and medical education ; thus bring forward the ways and means for promoting the educational integration
在人才培養方面，抓住我國人文教育與醫學教育融合的發展機遇，更新教學觀、質量觀和人才觀，與時俱進，注重人文教育與醫學教育的融合，提出了推進人文教育與醫學教育融合的途徑和方法。 -
Drawing upon findings from brain research, evolutionary biology, piaget " s studies of developmental and cognitive psychology, mi challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by iq tests, emphasizing the role of culture and education condition in the development of children " s intelligences. his theory was improved based on the project zero
加德納借鑒吸收了腦科學、智能生物學的研究成果，並對腦損傷病人、白癡學者等特殊人群進行了深入研究，同時在批判傳統智商理論和挑戰皮亞傑認知發展理論的基礎上，批判性地吸收了他人智力學說的合理成分，突出強調了社會文化因素和教育條件對兒童智力發展的影響。 -
Enrolling postgraduates by contract had more obvious effect on local postgraduate education development. in the part of strategic targets, this dissertation put forward the overall target, the developmental target and the training target, forming a closely connecting targets system
在戰略目標中，本文分別提出的我國研究生教育發展的總體目標、發展目標和培養目標，形成了一個既相互區分又緊密聯系的不可分割的目標體系。 -
Based on the contemporary students " autonomous learning behavior in colleges and universities, and campus as an object of reference, this paper dates back to the developmental requirements of modern h igher education to campus space under the alteration of university concept and analyzes the connotations of autonomous learning space from diverse aspects by means of environmental behavioristics, psychology and other architectural theories. it emphasizes that its essence is to provide functional space in which students can study individually and meanwhile conduct public communications, thus two contradictory functional spaces are compromised. that is : one is introvert private learning space and the other is space for open discussion, communication and rest
本論文將現代高校大學生自主學習行為作為研究起點，以校園為參照物，通過追溯大學理念的演變下的現代高等教育模式對校園空間的發展要求，運用環境行為學，心理學和其它建築理論，從不同橫斷面剖析了高校自主學習空間的涵義，強調其本質是能夠提供大學生個體學習和公眾交流的兩種體驗，能夠融合兩種互相矛盾的功能空間：即內向私密性的學習空間和開敞的討論、交流及休息的公共空間。 -
Some ideas were shown that the developmental speed was not stable ; the dimensions needed to be largened ; the postgraduates " quality was out of control and the structure of academic degree was not so reasonable. meanwhile, the developmental speed of postgraduate education of hubei province was mainly controlled by central government ; the scale and the benefit were better
提出了我國研究生教育的發展速度不穩定、發展規模有待擴大、培養質量沒有保障、結構層次不盡合理等問題: 』而湖北省研究生教育發展速度主要受國家計劃調節的影響，具有較好的發展規模和辦學效益，其中委託培養對區域研究生教育發展有較為明顯的影響。
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