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constructivenesses中文什么意思

發(fā)音:   用"constructivenesses"造句

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  1. currently, scholars lay emphasis on the constructiveness of identity, which provides a theoretical basis for researches on regional identities
    當(dāng)前國際關(guān)系學(xué)者強(qiáng)調(diào)認(rèn)同的建構(gòu)性為研究區(qū)域認(rèn)同提供了理論基礎(chǔ)，具有重要學(xué)術(shù)意義。
  2. except some aspects such as the administration, the public participation, etc, the thesis emphasizes the theories and methods of urban design for the constructiveness of planning and design at the stage of regulatory planning
    本論文研究的重點(diǎn)是基于控制性詳細(xì)規(guī)劃的規(guī)劃設(shè)計(jì)建構(gòu)層面的城市設(shè)計(jì)的理論和方法，而對于控制性詳細(xì)規(guī)劃層面的城市設(shè)計(jì)的其它方面如管理實(shí)施、公眾參與等內(nèi)容未作過多涉及。
  3. economic observer excels in fully presenting newly emerged, active ideas and attitudes as to value and life, i . e ., sense and constructiveness; select information; columns with unique angle of view; photos of great impact and delicate whole designing
    《經(jīng)濟(jì)觀察報(bào)》的特色在于充分表現(xiàn)新興的、行動(dòng)能力強(qiáng)的價(jià)值觀和生活態(tài)度，即理性、建設(shè)性；有選擇的信息；獨(dú)到視角的專欄；富有沖擊力的圖片和制作講究的整體設(shè)計(jì)。
  4. while the world in teaching is the field constructed around the center of understanding and embodied by explicit behavior and in which the life possibilities of teachers and students'can be designed and realized, whose fundamental characteristics are internality, comprehensive nature, instrumentality, constructiveness and academic nature
    教學(xué)世界是以理解為中心建構(gòu)的借助外顯的行為表現(xiàn)的從感情、認(rèn)知與行為方面籌畫并實(shí)現(xiàn)師生生命可能性的內(nèi)在場域，其基本特徵有內(nèi)在性、理解性、工具性、建構(gòu)性與學(xué)術(shù)性。
  5. nevertheless, people have reached a common knowledge of chinese teaching ~ lack of humanity; emphasis on its nature of a tool; dispatch of real life and focus on dull logistics . consequently, chinese teaching, which is supposed to be centralized by beauty sensing education, has turned out to be away from its target . development teaching theory is based on the concept of constructiveness and development
    不過，人們對語文教學(xué)的現(xiàn)狀也有了基本的共識(shí)：缺少人文性，偏重工具性；脫離現(xiàn)實(shí)生活，缺乏對學(xué)生可能生活的合理構(gòu)建；以單調(diào)乏味的理性生活為主，缺少對學(xué)生感性生活的重視，不能滿足學(xué)生精神生活的需要；在本應(yīng)以審美教育為主的語文教學(xué)中弱化審美教育，使得具體的語文教學(xué)實(shí)踐出現(xiàn)較大偏差。

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