education of man 中文意思是什麼
education of man
解釋
人的教育-
The core of zhang chut - ting ' s humanism ideas on education is for man
摘要張楚廷先生人本教育思想的核心內容是：教育根本上是為了人的。 -
He had great respect for education, but he believed it was some kind of hocus-pocus that enabled a man to live without work.
他對文化教育懷有很大的敬意，不過他認為這只不過是使人不勞動能混飯吃的一種花招。 -
Yet, with very few exceptions, the discipline thus misnamed has approach the problem of the social distribution of knowledge merely from the angle of the ideological foundation of truth in its dependence upon social and, especially, economic conditions, or from that of the social implications of education, or that of the social role of the man of knowledge
然而，少有例外的，這種學科處理知識的社會分配問題，卻只從真理意識形態基礎的角度著手，而這種基礎是依從社會，尤其是經濟條件，或是教育的社會意涵，或知識人的社會角色，因此我們可以說，知識社會學命名不當。 -
With the development of chinas reform and opening, in order to meet with the social needs for talents our higher education gradually changes from elite education to popular education, of which talent training mode also needs to be reformed, that is to say, it should be broken up the whole into parts and change single and ambiguous mode into diverse one so as to realize man ' s fully development possibly
隨著我國改革開放事業的推進，為適應社會對人才的多樣性常求，我國高等教育逐漸由傳統的精英教育轉向大眾教育，其人才培養模式也相應的需要做出調整，即需要「化整為零」 ，改單一的或含糊不清的人才培養模式為多元模式，從而盡可能地實現人的全面發展目標。 -
A reflection on the philosophical foundations of radical pedagogy that looks into the vision of man and world, assumptions of episteme, the nature of teaching and learning, reveals what an empowerment education should be
進一步是對暨南大學成教所辦理之新移民婦女識字成長班之課程規劃參考架構（基進教育學）作哲學省思，以釐清賦權教育之哲學基礎人觀、世界觀、知識觀、教育觀。 -
Starting from the discussion of belief connotation, characteristic, function and its relations with moral education and all - round development of man, the article illustrates the significance, the necessity and the imperativeness of belief education in the following four aspects : it is the fine tradition of our party ; the essential and objective requirement of the market economy and spiritual construction ; the path of achieving effectiveness : and the needing for qualified primary school teachers
本文從信仰概念的內涵、特點、功用以及信仰教育與道德教育、與人的全面發展等方面的討論入手，針對中師生信仰教育和德育方面存在的問題，從重視和加強信仰教育是黨的優良傳統，是社會主義市場經濟的本質要求和精神文明建設的客觀需要，是提高中師德育實效的重要途徑，是培養新世紀合格小教師資的需要等四個方面闡述了加強中師生信仰教育的重要性、必要性和迫切性。 -
Mencius more exerted the idea of " humanity ", so his stem of " the education of idea and politics " based the idea that the nature of man was kind, so everyone had the possibility of become kind. if one official had e cneracier of " kind ", he wound become the one who never being beat down
孟子進一步發揮孔子「仁」的思想，其思政教育體系建立在「人性善」基礎上，因為人皆有「仁義理智」四心，所以人都有向「善」的可能，由此在政治上他認為行「仁政」者當無敵于天下。 -
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。 -
Ideal education and the development of man
理想教育與人的發展 -
Education changes not only the mental factors in understanding and emotions but also the physiological factors of man ' s body. education can make the students struggle with nature and bear the productive forces in the future. it can also get the studen ts to bear the existing social relations and adapt themselves to their social lives
教育不僅要變化人的認識、情感等精神因素，也要變化人的身體，生理等因素；教育不僅要使學生在將來能承受社會現有的生產力，與自然作斗爭，還必須使他們能夠承受現有的社會關系，以適應社會生活。 -
The conclusion of this authentic proof research ai. - enlightenment : ( 1 ) in the suitable environment that the substance of the cai in mathematics teaching is student at the modern technology of utilization founded, in the supervising down of first cognition of mathematics, by way of self explores, the mathematics cognition activity of the establishment mentality idea correctly ; ( 2 ) found suitable teaching and the study environment, that is the key of cai gaining success, and reasonably uses the computer medium can help student ' s establishment correctly proper mentality idea ; ( 3 ) how to reasonably scientifically solve the different of man and women in cai is a main obstacle that all students must face the cai ; ( 4 ) the keys which good effect will be gained in the cai are : teacher will change the concept and be brave in exploring in the practice ; the conception which takes students as the center and draw on it to direct the using of education technology
為此，本實驗先選取桂林中學高一四個班作為實驗和調查對象，採取四種不同的教學模式（講授法、 cai法、自主cai 、幾何畫板法）進行「二次函數在給定區間上的最值」內容的教學，然後對測試和調查結果進行分析，揭示課堂教學中計算機輔助教學的學習心理機制；二是學生應用計算機進行探究性學習的認知心理機制的研究。通過對學生歷時一個半月的自主學習的觀察及最終測試的分析，探索計算機的應用對學生認知心理的影響。本研究的結論與啟示： （ 1 ）計算機輔助數學教學的實質是學生在利用現代技術創設的一個合適環境中，通過自己的探索，建立正確的心理表象的數學認知活動。 -
Several theories are mainly thought to strengthen and perfect the administration of higher education from government on the condition of market economy. the theories are : the development of contemporary higher education ' s function ; the theory of market failures ; the theory of the optimal pareto principle of resource distribution the theory of man capital and public sector economics
市場經濟下加強和完善政府對高等教育的管理，主要基於以下幾個方面的理論基礎：現代高等教育功能的拓展；市場失靈理論；資源配置的帕累托最優原理；人力資本理論及公共部門經濟學理論。 -
Mozi ' s main social political theory consists of the view of valuing able and virtuous men, the view of valuing identity, the view of negating attack, the view of universal love, the view of valuing justice, the religion - like conception of man and nature, the frugal conception of consumption and active conception of education
客觀、準確地把握墨子的社會政治思想是本文的立足點，充分認識這些思想的現代價值是本文的根本目的。墨子的主要社會政治思想包括：尚賢論、尚同論、非攻論、兼愛論、貴義論、半宗教性質的消費觀及積極教育觀。 -
The thought of moral education of { { laozi guang shen yi ? written by du guang ting, on the basis of proving the intention of laozi and zhuangzi, include the thought of moral lessons that people can not belong the rules, but must have moral lessons without the rules ; the thought how to be a ethical and cultured man, about sentiment, moral adjust and urge ; the thought of rewarding those ethical and denying those wrong, that have some about buddhism on it
杜光庭《道德真經廣聖義》的道德培養思想。繼承和發展了道家道教道德培養思想，把老莊的自然人性論發展為「性本清靜」的人性論，並在此理論基礎上提出「不執言教」的道德教育思想，對老莊「行不言之教」的道德教育思想實現了理論的突破。杜光庭的道德修養思想，則闡述了心理平和、道德調節、道德意志間的關系。 -
Deep ecology puts forward the subject of the eco - construction of man himself, emphasizes the coexistence and co - prosperity of all living things, which makes it necessary to include educational ecology in higher education philosophy
摘要深層生態學提出了人類自身的生態構建課題，強調所有生命體的共存共榮，因此高等教育哲學中必須以教育生態觀與之適應。 -
How to make the nature and the man develop together ? quality education needs the education of preventing education, the students " ability of living need it too
提出了防災減災教育是素質教育的需要，是學生生存能力培養的需要，也是樹立學生可持續發展觀的需要。 -
Meaning : one day in the 1880 ’ s a big of man with red beard came to visit the french minister of education
那還是在十九世紀八十年代，一天，一個蓄著大鬍子的大個子拜訪了法國教育部長。 -
For a long time, there are some different images of man in education, such as the holy man, the instrumental man, the biological man and the immaterial man
在過去的不同時期，人們對教育中的「人」的共性有過不同的概括，因而呈現出不同的「人」的形象，如神性的人、生物性的人、工具性的人和精神性的人等。 -
Driven by the needs of their own, people form their ideas in the comse of satisfying themselves in relation to the outside objects and manifest their ideas in a unique style, and become part of human beings. second, the contradiction between absoluteness and relativity in the course of satisfying and realizing the needs of man ' s survival and development become the peculiar antinomy of the education of thinking and politics, namely the contradiction between man ' s thinking with its behavior and requirements of social development. this therefore determines the establishment of the systems of the education of thinking and politics and the practicality and inevitability of initiating activities
人的思想的形成從根本動因來講，不是一種外在的強加，也不是一種主觀自生，它源於人的生存與發展的需要，它是人在其需要的驅動作用下，在人們不斷追求其生存與發展需要的滿足和實現的過程中建立起來的對象性關系、對象性活動中產生和形成的，它構成了人所獨有的思想形式及其內涵，並作為人的一個重要組成部分而存在；其二、人的生存與發展需要的滿足和實現過程所具有的絕對性與相對性矛盾，構成了思想政治教育的特殊矛盾，即人的思想及其行為與社會發展要求之間的矛盾，並由此決定了思想政治教育體系的建立和活動開展的現實可能性和客觀必然性；其三、人的生存與發展的需要也決定了在思想政治教育活動中特定的人與人之間的關系，即教育者與受教育者之間辯證的互動關系。 -
Hence, value man, venerate man, act as the base to develop the personality of man with this, form the integrated character of student, it ought to be the significant substance of new century education
因此，重視人、尊重人，以此為基礎發展人的個性，養成學生的完整人格，應是新世紀教育的重要內容。
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