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harmonious
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  “harmonious”译为未确定词的双语例句
    Quality Education-The Harmonious Combination of Scientific and Humanism Spirits
    素质教育:科学精神与人文精神的有机融通
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    On the Harmonious Beauty of the Teaching Language
    论教学语言的融合之美
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    On the Application of Harmonious Culture to Modern Education
    论和合文化在现代教育中的运用
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    Multi-dimension harmonious model construction in curriculum-study
    课程研究多维谐同模式建构
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    Paflesh's School of Today——A Practical Base of Sukhomlinskii's Thoughts of Harmonious Education
    今天的帕夫雷什学校——苏霍姆林斯基人道主义教育思想的实践基地
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  harmonious
Interaction between the two species in the mixed stand is harmonious and productivity is high, making this kind of mixed plantation a very successful pattern on poor sandy sites in north China.
      
Mechanism of harmonious interaction between the two species was observed in the view of the nutrient cycle of fine roots.
      
Our models mainly include a harmonious unifying hybrid preferential model, a large unifying hybrid network model, a quantum interference network, a hexagonal nanowire network, and a small-world network with the same degree.
      
In particular, it discusses the preservation of historical and cultural relics, the harmonious relationship between architecture and nature, and the collection and security of cultural relics.
      
This pattern is propitious for good living and harmonious development of society.
      
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Four hundred and ninety third-year students of senior high school were grabed by the rating scale of eighteen variables of compeition. These ratins beta were factorized by higher order faCtor analysis, and three group factors were obtained. The first group factor was the g factor of composition ability-the degree of the harmonious development of various abilities which interact one another in the cognitive activity of composition. The second was the verbal ability that consised of vocabuary, ability,...

Four hundred and ninety third-year students of senior high school were grabed by the rating scale of eighteen variables of compeition. These ratins beta were factorized by higher order faCtor analysis, and three group factors were obtained. The first group factor was the g factor of composition ability-the degree of the harmonious development of various abilities which interact one another in the cognitive activity of composition. The second was the verbal ability that consised of vocabuary, ability, sentence-making ability, etc. It was an active factor in the structure of composition ability. The third was the vocabulary. It was independent factor that existed in the first-order and second-order actors, a factor indispensable tO the cognitive activites of different singes.

对490名高三学生的18个作文变量的测验资料,运用高阶因素分析法概括出中学高年级学生作文能力结构的三个群因素。第一个是作文能力的因素,它是作文认知活动的各种能力相互作用的一种协调发展程度。第二个是由词汇量、造句等能力组合成的词语能力,它是作文能力结构中的一个活跃因素。第三个是词汇量因素,它独立存在于一阶、二阶因素中,表明它是不同阶段认知活动的一个不可缺的因素。

In view of the problem that the studnts' lacking deserved learning interest leads to their deficient motive power of study and hinders them from deveolping their harmonious individulity in the present chemical teaching of junior middle school,this paper applies the theory of modern podagogy and psychology and considers the psychological characteristics of junior middle school students and the subject characteristics of chemistry to put forward the following view points. Researching the interest of junior...

In view of the problem that the studnts' lacking deserved learning interest leads to their deficient motive power of study and hinders them from deveolping their harmonious individulity in the present chemical teaching of junior middle school,this paper applies the theory of modern podagogy and psychology and considers the psychological characteristics of junior middle school students and the subject characteristics of chemistry to put forward the following view points. Researching the interest of junior middle school students in learning chemistry as a stable individuality-psychological quality is in line with the Maxism on human being,the theory of modern educational psychology and the reality of chemical teaching in junior middle school.The occurrence and development of the interest of middle school students in learning chemistry are a stereoscopic course.Its vertical ternd is,the direct sense interest→the inquiring analysis interest→the active exploration interest.Its horizontal qualities are,tendency,endurance,width and efficacy.The improvement of the interest of junior middle school students in learning chemistry should be carried out in the efficacious teaching.

针对目前初中化学教学中学生因缺乏应有的学习兴趣而导致学习动力不足和影响其个性和谐发展的问题,运用现代教育学、心理学的理论,结合初中生的心理特点和化学学科特点,提出把初中生学习化学兴趣提到学生稳定的个性心理品质上来研究,是符合马克思主义关于人的学说和现代教育心理学理论以及初中化学教学实际的;初中生学习化学兴趣的形成和发展是一个立体发生的过程,其纵向趋势为:直感兴趣→解析兴趣→探索兴趣;其横向品质为:指向性、持久性、广泛性和有效性,初中生学习化学兴趣水平的提高应当在有效的教学中进行

Personality education is a negation of stereotyped education, which is patternized education. But personality education is personalized education and it is a kind of educational ideology, i. e. to respect persons and personalities, to lay stress on exploration and development of personal proficiency and superiority, to advocate training people with personal qualities and all-round and harmonious development, to encourge the distinguishing features of education. personal education is a kind of educational...

Personality education is a negation of stereotyped education, which is patternized education. But personality education is personalized education and it is a kind of educational ideology, i. e. to respect persons and personalities, to lay stress on exploration and development of personal proficiency and superiority, to advocate training people with personal qualities and all-round and harmonious development, to encourge the distinguishing features of education. personal education is a kind of educational activities, i. e. a unified process of training and strengthening the good personal qualities with preventing and transforming the bad personal qualities of the education receivers ; a motor process of promoting the transformation of education receivers from realistic personal qulities to ideolistic personal qualities; an entity of personalization and socialization, and of education of others and self-education.

个性教育是对划一性教育的否定。划一性教育是千篇一律的模式化教育,而个性教育则是个性化的教育。个性教育主要是一种教育思想.即尊重人和人的个性,强调良好个性潜能和优势的发掘与发展.主张培养良好个性素质全面和谐发展的人,提倡教育的特色化。个性教育也是一种教育活动,即是培养、强化受教育者的良好个性素质与预防、改造受教育者的不良个性素质相统一的过程,是促使受教育者的现实个性素质向理想个性素质的运动过程,是个性化与社会化、他教育与自我教育的统一体。

 
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