learning to be 中文意思是什麼

learning to be 解釋
做人
  • learning : n 學，學習；學問，學識；專門知識。 good at learning 善於學習。 a man of learning 學者。 New learn...
  • to : adv 到某種狀態；〈特指〉到停止狀態；關閉。 ★也常和動詞結合，略去其後賓語，而構成成語： The door i...
  • be : 1 Bachelor of Engineering 工學士。2 Bachelor of Economics 經濟學士。3 Bachelor of Education 教育...
  1. He did not milk cows because he was obliged to milk cows, but because he was learning how to be a rich and prosperous dairyman, landowner, agriculturist, and breeder of cattle

    他要擠牛奶並不是因為他非要擠牛奶不可，而是因為他要學會怎樣做一個富有的興旺發達的奶牛場老闆地主農業家和畜牧家。
  2. On the tokyu den - en - toshi line, the tokyo metro hanzomon line. shiko munakata was born in aomori prefecture, japan in 1903. he started learning oil painting on his own hoping to be like van gogh

    棟方誌功，明治36年（ 1903年）出生於青森，他從小就以梵高為目標開始自學，逐漸踏上油畫之路。
  3. Washington - bill and hillary rodham clinton liquidated the contents of their blind trust upon learning it contained investments of 5 million to 25 million that could pose conflicts of interest or prove to be embarrassing to her presidential campaign. .

    經常說錯話辦糗事的美國總統小布希曾被媒體封為美國「頭號喜劇演員」 ，現在他的這一封號總算是有名有實了。 6月13日，一部名
  4. In the coming months we ' ll be learning to be bricklayers

    在隨后的數月里，我們要學習成為磚匠。
  5. Is she serious about learning to be a pilot ?

    她真想學開飛機嗎？
  6. Some cases that laid particular emphasis on " thoughts exploration " are also comnlented. such as illich ' s theory of * ' deschooling society " and four kinds of learning netxxorks. goodman ' s " six substituting proposa1s ", the description of learning society based on self leaming principle in learning to be, etc.

    在上述這些理念與行為的巨大變化背後，是更為深層的思維方式上的轉變，具體表現為：從樸素的經驗與缺少實證的思辨轉向以「假設驗證」為基本程序的實證主義經驗思維，以連續性原則超越二元對立思維方式、以系統思維方式超越線性思維方式，以動態生成觀點豐富穩態系統內部相互作用的觀點。
  7. The author argues that the cognitive - process in vocabulary learning to be meaningful instead of mechanical favored in traditional views and suggests that both teachers and students should modify vocabulary expanding strategies. the author also proposes task - based teaching an immersion approach in vocabulary developing through network, appropriate modification of resources in network according to the students " level ; highlights expanding vocabulary through abundant reading

    在這些教學模式的實踐中，作者以認知主義和建構主義學習理論為依據，充分利用多媒體及網路技術來設計教師的「教」及學生的「學」 ，八碩士學位論文n72kyvv11 』 kh訃us提高了詞匯教學的效率並促成了學生自主學習能力的發展。
  8. And that s one or two subjects for just a very short time, just a very, very ephemeral thing. learning to be in eternity, learning to be a saintly person, to be god - like, and we put only one or two hours a day, see the teacher only occasionally, and we already make excuses

    這一兩個學科，只不過是非常短暫無常的事物，而我們學的是永恆的東西，是要成為聖人，跟上帝一樣，每天卻只花一兩個小時，偶爾才能看到師父，還總是找藉口，你們說這是什麼邏輯？
  9. Among other things opportunity had of late years been denied her of learning to be undignified, for she lived lonely.

    不說別的，她近年以來就沒有走向卑陋的機會，因為她老離群索居。
  10. , report to unesco of the international commission on education for the twenty - first century, tells us that the pillar of education is to make students grasp four flairs : learning to know, learning to do, learning to live together and learning to be in the face of the 21st century

    國際二十一世紀教育委員會向聯合國教科文組織（ uniesco ）提交的報告《教育? ?財富蘊藏其中》中指出：面向21世紀教育的四大支柱，就是培養學生學會四種本領? ?學會認知、學會做事、學會合作、學會生存。
  11. Learning to be an understanding, co - operating member of the family is the biggest sign of growing up

    成熟的最明顯標志是做一個理解別人，合作的家庭成員。
  12. However, as soon as she recognised that behind the confucian insistence on responsibility, civility and decency is the primacy of creativity and transformation as an integral part of one ' s commitment to learning to be human, she put the idea into practice not only as an interpreter but also as an activist

    但過后她發現到儒家所注重的責任感禮貌規矩和高尚品格之背後，有著人類不可缺少的創意和求變。之後她立即實踐這個理念，不但對之加以闡釋，而且還積極提倡。
  13. It ' s learning to be - a natural byproduct of adjusting to a new culture - as opposed to learning about

    這是一種可以從線上游戲這種管道偶然學習到的經驗。
  14. It teaches one that learning to be human is learning to be moral and above all, confucianism celebrates this life and believes in the perfectibility of the human being i now want to make that which has been implicit in my life explicit

    儒家思想教導我們，學習如何做人相等於學習如何做一個有道德觀念的人。最重要的是，儒家思想專注于目前的生命，並深信人是可臻完美的我現在要把藏在心中的東西展示出來。 」
  15. There are five essential components that must be present for small - group learning to be truly collaborative. they are ( l ) clear, positive interdependence among students, ( 2 ) regular group self - evaluation, ( 3 ) interpersonal behaviors that promote each member ' s learning and success, ( 4 ) individual accountability and personal responsibility, and ( 5 ) frequent use of appropriate interpersonal and small group social skills

    要使小組學習真正具有協作性，必須具備五個要素，它們是： （ 1 ）學生之間清晰明顯的相互依賴性； （ 2 ）經常的小組評價； （ 3 ）促進學習成果的組員間交互； （ 4 ）個體任務和職責； （ 5 ）頻繁使用的人際和小組社交技能。
  16. Deal with the cause of stress, e. g. learning to be more assertive, sharing your responsibilities at work, prioritizing your work schedule, organizing your time better

    著手解決壓力的成因，例如鍛練自信、分擔工作的責任、調配工作的先後次序，以及妥善編排時間。
  17. Specifically, she rediscovered that the confucian way of learning to be human involves active participation in society rather than passive acceptance of the status quo

    她重新發現到，儒家思想教導人類應積極地參與社會，而不是默默地接受社會現狀。
  18. Learning to be fully aware of our bodily sensations, thoughts and emotions ? no matter whether they are pleasant or unpleasant ? can help us deal with our stress more effectively

    學會全心意識到自己的身體知覺，思維和感情- -不論是愉快還是不愉快- -都能幫組我們更有效地來應對壓力。
  19. In order to picture the tourist routes, the third part of the dissertation finds out three threads at three different spheres - - the educational system, the educational practice and the educational ideas. they are as follows : from institutional schooling to life - long learning in the constructing of educational system, from teaching - centered to learning - centered in transferring of the focus of educational practice, from learning to be to learning to live together in the deepening of educational ideas. these three scenes and three routes compose of a relatively complete tourist picture

    為了標出遊覽路線，論文第三部分沿著從外到內的思路分別理清教育制度、教育實踐和教育觀念三個層面的發展脈絡：在教育制度層面上，戰后國際教育思潮經歷了教育體系的不斷建構的過程，從制度化學校教育到終身教育再到終身學習：在教育實踐層面上，戰后國際教育思潮經歷了教育實踐重心的轉移過程，從以教為核心到以學為核心；在教育觀念層面，戰后國際教育思潮經歷了教育觀念的逐步深化過程，從學會生存到學會共存。
  20. The four props for the 21st century school education are that " learning to know, learning to do. learning to be. learning to live together ", which requires the citizen in future society to possess the sense of development and capability of development

    從未來社會的發展趨勢看， 21世紀對師范教育提出了更高的目標與要求， 21世紀學校教育的四大支柱「學會認知、學會做事、學會做人、學會共處」要求未來社會的公民都要具備發展的意識和發展的能力。
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