主体性教育观,subjective educational view
1)subjective educational view主体性教育观
英文短句/例句
1.The Exploration of the High School Mathematics Teaching Patten for the Body-Participation Education;主体性教育观下的中学数学教学模式探究
2.On the Association Views of Subject Bilateral Construction between the Teachers and the Students in the Teaching of Physical Education;体育教学中师生主体性双向建构交往观的探讨
3.The Subjective Outlook of Value and Its Realistic Significance of “Rural Education Campaign”;“乡村教育运动”主体性价值观及其现实意义
4.Inter-subjectivity of Ideological and Political Education from the Perspective of Scientific Outlook on Development科学发展观视域下的主体间性思想政治教育
5.On the Subjective Education Theory in the Cadre Training;主体教育观在干部教育培训中的实践
6.Theory Of Subject Education:From Subjectivity To Inter-subjectivity;主体教育理论:从主体性到主体间性
7.Development of physical exercise initiative of university students with P.E.;在体育教学中培养大学生体育锻炼主观能动性的途径
8.New Visual Angle of the Subjectivity Education--The Teacher s Subjectivity Analysis;主体性教育的新视角:教师的主体性
9.On the Change of Physical Education Teachers Implicit Ideas of Education;试论体育教师个体主观教学观念的转变
10.Study on constructivism being applied in teaching P.E;建构主义教学观在体育教学中的运用
11.Analyses On One′s Own Factors to Restrain the School-Gymnastics-Teaching′s Reform under Quality Education;素质教育下学校体操教改的主观桎梏
12.Study on the Application of the Constructivism Theory in the PE and Health Education;建构主义教育观在体育与健康教育中的应用
13.The Construction of the Subjectivity in Sports Teaching in Colleges and Universities;高校体育教学实施主体性教育的研究
14.Probe into Developmental Physical Teaching under the Idea of the Quality Education;素质教育观下的发展性体育教学探索
15.On Social Moral Education and Subjective Moral Education;论社会性道德教育与主体性道德教育
16.On the Surpassing of the Inter-subjected Education over the Individual-subjected Education;主体间性教育对个人主体性教育的超越
17.On the Educatee s Subjective Role Played by Educator;论教育主体对教育客体主体性的有效发挥
18.The Constructivism Concept of Learning and the Development of Student-oriented Education --Also of the Enlightenment of the Constructivism Concept of Educational Reform;建构主义学习观与学生的主体性发展——兼论建构主义学习观对教育改革的启示
相关短句/例句
the concept of principal part of education教育主体观
1.The paper also expounds the importance to set upthe concept of principal part of education under the background of bringing forth new ideas, Human-Oriented, of education.科学的教育主体观是指教师在教育教学过程中相信学生、尊重学生,重视学生主动性的发挥, 承认学生的差异性。
3)subjective educational concept主体教育观
1.The “subjective educational concept" can be established in the end, which attaches gr.只有当教育回归“生活世界”,教育才能挣脱“唯科学主义”的樊篱,摆脱多年来所深陷的工具价值的地位,确立能够重视人的价值和经验的“主体教育观”。
4)the moral education concept for teacher subject主体性道德教育观念
1.The formation ofthe moral education concept for teacher subject rests with being conscious of giving full scope to the subject of students and improving their ability of moral judgment.教师主体性道德教育观念是指教师根据自身的教育教学经验而形成的对主体性道德教育的个人化见解。
5)subject education主体性教育
1.Based on practical materialism,subject education should train persons as practical subjects in an all round way,and promote the development of man s subjective from both humane and science accomplishment.主体性教育是随着人的主体地位提高而发展的 ,它是教育发展的必然趋势。
2.Subject education is a kind of teaching philosophy,which aims at making students the subject of learning strategic teaching focus on training their ability of how to learn,to think and how to solve a problem,helping them how to be self-improved and self-perfect;It is also a must for lifetime study,creation and all-round education,an effective way to realizesubject education.主体性教育是一种教育哲学思想,其目标是使学生成为学习和发展的主体。
3.As an instruction model, participation instruction features "independent participation and cooperative study" , which fully embodies the ideological intension of modernsubject education and is an important carrier of quality education.参与性教学作为一种教学模式,其特点是“自主参与,合作探究”,充分体现了现代主体性教育的思想内涵,是素质教育的一种重要载体。
6)personality education主体性教育
1.Onpersonality education in experiment teaching of college physics;大学物理实验教学中主体性教育探讨
2.Research and Practice of Personality Education in College Physics Teaching;大学物理教学中主体性教育的研究与探索
延伸阅读
教育影响连贯性和一致性原则德育原则之一。连贯性是指社会主义思想品德教育的内容和要求应循序渐进，前后连贯，有目的、有计划、有系统地进行；一致性是指校内全体教职工、各种学生组织，以及校外教育机构、家庭、社会同学校的教育要求都要互相配合、步调一致。思想品德教育的不连贯和教育要求的不协调，是造成教育效果不大，甚至完全无效的重要原因之一。学生思想品德的发展是有阶段性的，不同阶段有它特殊的矛盾，各阶段之间又是互相联系的。因此，对学前、小学、初中和高中学生进行思想品德教育，应注意教育内容的相互衔接和前后连贯，体现出螺旋式的上升，即便在同一个阶段的思想品德教育内容和要求，也不能忽视前后的连贯性，而要逐步提高。学生思想品德的成长，是学校、家庭和社会多方面影响的结果。在中国社会主义制度下，家庭、社会影响和学校教育理应是一致的。但是，由于社会和历史的原因，家庭、社会不可避免地或多或少地存在一些与学校教育不一致的因素 。因此 ，要求校内共产主义青年团、中国少年先锋队、学生会等各种学生组织和全体教职工都要把思想品德教育的要求、内容统一于社会主义教育目的之下；要求学校发挥专门教育机构的职能，同家庭建立多种形式的联系，统一思想，密切配合；学校应采取措施，对社会的影响加强控制和调节，把社会中的积极因素，组织到学校思想品德教育过程中来。教师在保持、维护思想品德教育的连贯性和一致性中起着主导作用。
