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japanese schools
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  日本学校
     The Main Content of Ideological and Political Education of Japanese Schools in the 21st Century
     21世纪日本学校思想政治教育的主要内容
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     On the Current Situation and Development of the Social Work in Japanese Schools
     日本学校社会工作现状及发展探析
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     The main content of ideological and political education of Japanese schools in the 21st century includes patriotism education, philosophy education, labor education, personality education and internationalization education, which can provide some reference for our school ideological and political education.
     21世纪日本学校思想政治教育的主要内容包括爱国主义教育、人生观教育、劳动教育、个性教育以及国际化教育。 对这一领域的研究可以引发对我国当代学校思想政治教育的思考。
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     THE FORMULATION OF ACCIDENT RELIEF LEGISLATIVE BILL AND JUDICIAL EXPLANATION IN JAPANESE SCHOOLS
     日本学校事故救济立法案的制定及司法解释
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     traditional grammar teaching in Japanese schools only covers auxiliary verb "た",which is not scientific enough and also in complete in some aspects,especialy in the study of tense and subordinate clause in a comparative time.
     传统的日本学校语法只是研究助动词た ,有其不科学性的表现。 尤其是相对时间的研究和从句时间的研究还很不彻底。
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  东文学堂
     On the Japanese Textbooks Used by Japanese Schools During Late Qing Dynasty
     试论清末东文学堂日语教科书
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     Meanwhile, the author thinks that the activity translating Japanese history books into Chinese inthe first 20th century originates from the Chinese making various preliminaries:(1) The establishment one by another of Japanese schools;
     同时,笔者认为,20世纪初期中国日文史书翻译的活跃是缘于中国人所作的各项准备:(1)东文学堂的相继成立;
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     They set up their office, established connections with the local gentry, founded the East Asia Common Culture Academy, sent teachers to the Japanese Schools in Chaozhou and Shantou area, gained support from the newspapers Zhi Xin Bao and Dong Hua Bao, and planned to join efforts with the local gentry to publish Dong Ya Bao.
     他们设立事务所,联络士绅,开办东亚同文书院,向潮汕东文学堂派遣教师,取得《知新报》与《东华报》的响应,并计划与当地士绅创刊《东亚报》。
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     Many Japanese textbooks,along with Japanese schools,arose with the first wave of Japanese learning in China during the late Qing Dynasty.
     清末中国出现了近代史上第一次学习日语的高潮,随着这一高潮的出现,产生了不少东文学堂及日语教科书。
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     Summary of Information Ethics Education in Japanese Schools
     日本中小学信息伦理道德教育综述
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     From 1896 to 1937, Chinese students studying in Japan aggregated about 110,000 people,but only 11000 of them graduated from Japanese schools.
     从1896年至1937年,中国留日学生总数大约达到11万人,而在各类学校毕业的却只有1.1万人。
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     On this basis, the developmental tendency of the Chinese and Japanese schools' physical education in the 21~st century is presented in the present paper.
     在此基础上,提出了21世纪中日两国学校体育的发展趋势。
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     Moral Experience Education in Japanese Schools and its Enlightenment
     日本中小学德育的体验教育及其启示
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     In the clinical practice of Japanese schools,the four modes of school counseling,community counseling,brief therapy and narrative therapy arrest lots of the attention of the school psychotherapists.
     在日本的学校中,学校心理学模式、社区心理学模式、短期治疗模式和叙事治疗等四种模式比较多的为学校临床心理士们所关注。
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  japanese schools
It shows that Japanese schools are now more willing to accommodate special needs of Koreans in mainstream schooling and that Korean students experience schooling more positively than was the case in their parents' generation.
      
Japanese schools have a mechanism for helping their students to find jobs, rather than leaving this function to market forces.
      
A number of interesting contrasts were revealed between Australian and Japanese schools.
      
Education for international understanding in Japanese schools
      
Physical environments reflected these differences; Japanese schools had gymnasiums, swimming pools, pianos and televisions for large group activities and American schools had learning centers and computers for individual and small group activities.
      
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Involving the practices and customs of the people as well asethics and moralities, this paper totally discusses the similarities and dif-ferences between Chinese and Japanese cultures from both historical andmodern points of view. Under the influence of Confucian thought, Chineseand Japanese Cultures have many aspects in common. However, Japaneseculture Keeps the characteristics of his own. In writer's opinions, Japaneseculture can be thought of as Japanese school of Confucianism.

本文全面论述了中日两国文化的同与异,既涉及民风、民俗,又涉及伦理、道德,既论历史,又论当今.中日两国文化在儒教思想的影响下,诸多方面存在共同之处,但日本文化保持着其特殊性。笔者认为,日本文化的基调可以说是儒教日本宗

Through a comparative study on physical culture in Chinese and Japanese Schools,the author points out both the advantages and shortcomings in the philosophy,target and tasks and the Structure system of physical culture in two counties. The author indicates that physical culture in our Schools dose not meet the demands of modern Society and the development of education and physical culture because of tack of accurate philosophy and the target and the tasks are too abstract and the structure system...

Through a comparative study on physical culture in Chinese and Japanese Schools,the author points out both the advantages and shortcomings in the philosophy,target and tasks and the Structure system of physical culture in two counties. The author indicates that physical culture in our Schools dose not meet the demands of modern Society and the development of education and physical culture because of tack of accurate philosophy and the target and the tasks are too abstract and the structure system of the texbook of physical culture is not reasonable.

本研究通过中国《学校体育学》和日本《体育科教育法》的比较研究,从学校体育的指导思想;目的任务以及教材内容结构体系三个方面,分析了各自的长处和不足.通过研究,可以认为我国学校体育学教材已经不能适应现代社会以及教育,体育发展的要求.具体表现在缺乏贯穿始终的明确的指导思想,目的任务过于抽象,针对性不强,难于操作;教材内容结构体系不够合理,严重脱离学校体育实际.

Using the great reforms in recent times as the background, the present paper divides the development course of Chinese and Japanese schools P. E. in stages and at the same time gives a comparative analysis systematically on the effect of the social factors including politics, economics and military affairs on schools P. E. in each stage. Therefore,the author reveals the characteristics,experience and lessons in the development course of Chinese and Japanese schools P. E. in various stages.

依据近代社会的重大变革为背景,对中日两国学校体育的发展过程进行阶段划分,并根据各时期政治、经济和军事等社会因素对学校体育的影响.进行系统的比较分析.揭示了中日两国学校体育发展过程不同阶段的特征和经验教训。

 
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