integrated personality 中文意思是什麼

integrated personality 解釋
統合人格
  • integrated : adj. 完整的，完全的。 an integrated iron and steel works 鋼鐵聯合企業。 an integrated oil company 大型石油（聯合）公司。
  • personality : n 1 人的存在；個性，【心理學】性格；人格，品格，做人，為人；容貌。2 （有名）人物。3 〈常 pl 〉人...
  1. On the methodological bases of simpatico comprehension and positive rational criticism, this thesis combs and explains liang shuming ' s ideas of ultimate concern from multi - dimensions, especially from the three perspectives of confucianism, buddhism and taoism, analyzing his related practical activities and investigating the reasons for forming his ideas such as the influences of families, times, and social cultural traditions. thus, the ideas of ultimate concern of " the last confucian " and his latent worrying mentality are showed clearly, and his hard train of thought for pursuing for the confucian ideas, that is, the inside integrated personality and the outside activities reforming society, was returned to original condition

    本文以同情的理解和（積極意義上）理性的批判為方法論依據，對梁漱溟終極關懷思想，特別是從儒釋道三方面資源進行了多角度梳理和闡釋，並系統分析了他的關實踐活動，考察了其思想形成的原因? ?包括家庭、時代、社會文化傳統等方面的影響，從而凸顯出這位「最後的儒家」的終極關懷及隱藏在背後的憂患意識，還原了他追求儒家「內聖外王」的艱難心路歷程。
  2. Reason plays an important role of the development of individual and society and greatly develops one ' s criticism consciousness, survival ability and integrated personality

    理性對于個體和社會發展有重要價值，理性教育對于主體人的批判意識、生存能力和完整人格的構建具有重要意義。
  3. At the same time, associating with the features of the senior history education and subject teaching, the article discusses the training ways of students " integrated - ability by first cultivating students " learning knowledge, ability of thinking, ability of subject and the inter - subject, practice ability, etc. it also advocates adopting the teaching methods that emphasize students " subjectiveness, and cultivate students to learn to solve the history and reality problems with subjects knowledge and methods, promotes students to develop their knowledge, ability and personality comprehensively in the history learning

    同時本文還結合高中歷史教育和學科教學特點，聯系高中歷史教學的實踐，討論了學科教學中培養學生綜合能力的方法，提出從知識學習、思維能力、學科和跨學科能力、實踐能力等幾個方面入手培養學生的綜合能力，倡導在能力培養過程中採取以學生為主的教學方式，培養學生學會運用多學科的知識和能力解決歷史和現實問題，促使學生在歷史學習中達到知識、能力、人格方面的整體統一的發展。
  4. 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。
分享友人
分享到 Line

分享到臉書