educational aesthetics 中文意思是什麼
educational aesthetics
解釋
教育美學- educational : adj 教育（上）的；有關教育的。 the educational course 學歷。 an educational worker 教育工作者。 a...
- aesthetics : n. 〈動詞用單數〉美學；審美學；美的哲學。
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Part three, discussing the fundamental principles of school education from the aesthetic point of view, argues that, in school education, the value of educational aesthetics cannot be attained unless the basic belief has been established that aesthetics both inspires and unifies truth and good. in this part, the author elaborates on its epistemoiogical foundation, its basic implications and specific contents in school education. to achieve this, the author further affirms that the aesthetic education takes the acquisition of aesthetic perception as its intrinsic psychological condition, affectional education as its medium, artistic education as its foundation and aesthetic educational forms as its additional important conditions
文章論述了以美啟真與以美揚善的哲學認識論基礎以及學校教育中以美啟真與以美揚善的基本內涵和具體內容，重點闡明了學習美感的形成是以美啟真和以美揚善的內在心理條件、情感教育是以美啟真與以美揚善實現的中介、藝術教育為以美啟真和以美揚善奠定豐富的美感基礎、美的教育形式是實現以美啟真和以美揚善的重要輔助條件等多方面的實施策略。 -
The article, based on the theory of modern aesthetic philosophy and technological aesthetics, expounds on school educational activities from the integrated viewpoint of aesthetics and educational theory
本文以現代美學原理，尤其是審美哲學和技術美學的思想為理論依據，在美學與教育學相統一的視野上對學校教育活動展開思考。 -
This paper is based on such theoretical foundations to study the interface making problem : the theory of systematic science, the theory of educational psychology, the theory of aesthetics of transmission, the theory of aesthetics of acception, the theory of linguistics, and the theory of chinese education, etc. from the systematic science ' s point of view, chinese interface is an interface system formed of medias, such as characters, symbols, figures, pictures, cartoons, audios and videos etc. in order to obtain chinese interface system ' s optimum efficiency, to make chinese interface must handle part and whole, orderly and unorderly, structure and function, behavior and purpose relations of interface well
在此基礎上，本文簡單考查了多媒體輔助語文教學界面製作的類型，然後全面深入地對語文界面製作的內容進行了闡述：具體論述了界面整體設計中的三個主體（界面窗口，交互方式，導航策略）和五對關系（形色、動靜、虛實、遠近，背景與前景、主體與陪體，抽象與具體，明暗與質感，動靜與出入）的設計；深入探討了語文界面語言（文字與字體，圖標、圖形、圖像與色彩，動畫，音頻，視頻等）在界面製作中的運用問題。 -
In this part, the author also depicts in depth the componential forms of aesthetic education as well as the existence of school aesthetic field, tentatively reveals the nature of educational aesthetics and its basic characteristics, and criticizes different types of counter - aesthetic phenomena existing in school education
本部分還具體描述了審美化教育的構成形式以及學校審美場的存在，初步揭示了教育美的本質及其基本特性，對學校教育中的種種反審美現象進行了批判性反思。第三部分：美學視野中學校教育的基本準則。 -
This thesis has reviewed the way of chinese poem - teaching in senior middle school according to the theory of literal aesthetics, acceptable aesthetics, educational psychology, language pedagogy and art psychology, etc, in order to develop student ' s visual thought, sentiment, abili ty, concept, and ideal of beauty - appreciation
因此，本文依據文藝美學、接受美學、教育心理學、語文教育學、藝術心理學等相關理論，從審美教育的角度考察了高中語文詩歌教學的意象探討方法。 -
It is composed of five parts : part one, introduction, briefly analyzes the study object of educational aesthetics, and puts forward the key contents as well as the major significance of the research project
全文共分五個部分：第一部分：引言。該部分簡要分析了教育美學的研究對象，提出了課題研究的核心內容及研究的主要意義。 -
Part four, probing into the basic characteristics of the process of educational aesthetics, defines the process as the efforts by educators to develop human personality, integrity and historicity in accordance with the aesthetic laws, the genesis and extension of humanity and the elevation of human morals as well as the diversification of aesthetic perception in the minds of the educated
第四部分:審美化教育過程的基本特徵。該部分把審美化的教育過程界定為是指教育者遵循美的法則為人的個性、完整性、歷史性而努力，致力於人性的生成、擴展和人性境界的提升，致力於培養受教育者的審美心靈的豐富多樣性。 -
Thoughts of implementing medical aesthetics education in medical educational institutions
關于高等醫學院校實施醫學審美教育的幾點思考 -
Opening with the theoretical foundation of this teaching pattern, it proceeds to explore its essential meaning. this dialogue teaching pattern nurtures itself on the educational communication theory, constructionism learning theory and the elements of acceptance aesthetics. it proclaims that understanding and meaning can only be acquired by the subject through active dialogue - like interplay and communication with the outside and the others ( text included ). so teaching process can not depart from dialogue between subjects, instead, dialogue should be deemed the principal teaching pattern which enables subjects to jointly create and find meanings
對話型語文教學以教育交往理論、建構主義學習理論和接受美學理論為基礎，認為任何理解和意義都是主體通過與外界與他人（包括與文本）的對話性相互作用與交流而獲得的，因此，教學作為一種意義生成活動，離不開主體間的對話與溝通，而必須以主體間的對話為主要方式，共同創造意義。
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