passive acceptance 中文意思是什麼
passive acceptance
解釋
被動接受(的態度)- passive : adj (opp active)1 被動的;守勢的。2 不抵抗的;默從的;消極的。3 【語法】被動語態的;被動式的 (...
- acceptance : n. 1. 接受;驗收2. 答應,承認;(政黨候選人)接受提名。3. 【商業】承兌,認付(期票)。
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Passive acceptance of the teacher's wisdom is easy to most boys and girls.
被動地接受教師的智慧,對于大多數男女孩子是容易的。 -
This process falls into four stages : passive acceptance, reluctant acceptance, active acceptance and habitual formation
養成教育的動態過程可分為被動接受期、勉強接受期、主動接受期和習慣養成期。 -
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。 -
The point of the constructivism is that learning is an active constructivist process that is based on the knowledge and the experience the students learned, rather than a passive acceptance process where the students learn what the teachers teach ; moreover, constructing activities are performed in a certain social background, which has the society character
建構主義理論的核心是:學習是以學生已有的知識和經驗為基礎的主動建構過程,而非學生對于教師所授予的知識的被動接受,並且建構活動要在一定的社會背景中進行,具有社會性。 -
Middle school mathematics one most important characteristic of reform in education, carry forward student make for the modern ' s independent spirit, ensure subject status of student, change person who find voluntarily of knowledge into student from passive acceptance person of knowledge, thus favorable to student ' s forming of self - consciousness and independent personality
中學數學教學改革的一個最重要特徵是,弘揚學生做為現代人的獨立精神,保障學生的主體地位,將學生由知識的被動接受者轉變為知識的主動發現者,從而有利於學生自我意識和獨立人格的形成。 -
By analyzing problems existing in the traditional education in china such as teacher ' s speaking for knowledge, student being the passive acceptance machine, an unequal teacher - student relationship, ignorance of practising, this paper explained the origin of dewey ' s thought on education, realistic foundation and basic content, then found out the characteristics of our traditional education, attempting to probe dewey ' s education thought in basic educational reform in china
摘要針對我國傳統教育中存在的幾個問題,如:教師是知識的代言人、學生是被動的接收器、不平等的師生關系、忽視實踐等,通過闡述杜威的教育思想的起源、現實基礎和基本內容,忽視個性化教育,試圖探索杜威教育思想對我國基礎教育改革的借鑒意義。 -
To more contemporary music, " apparently on the theory that familiarity breeds passive acceptance. or those, often the same well - meaning souls, who remind the composer of his " obligation to the public, " while the public s obligation to the composer is fulfilled, manifestly, by mere physical presence in the concert hall or before loudspeaker
或那些,經常是同一些善意的靈魂,提醒作者,當大眾對作者的義務-顯然地,就是坐在音樂廳中或喇叭前-盡到了后,作者"對大眾的義務" -
Chapter one : the definition and types of experience, mainly on the definition and analysis of personal experience was described, including the initiative experience and passive experience ; experience through acceptance and creation ; experience in tension and protection ; experience through anticipative and recall
一體驗的定義和類型。主要闡述了對體驗的界定,分析了體驗的類型:主體維度包括被動體驗和主動體驗;內容維度包括接受性體驗與創造性體驗;空間維度有緊張性體驗與庇護性體驗;時間維度有期待性體驗與追憶性體驗。
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