例句與造句

1. Reflections on value clarification of raths ' moral education thoughts
   論拉斯的價值澄清德育思想及其啟示
2. Values clarification school
   價值觀辨析學(xué)派
3. On the mode of value clarification and its implications to school moral education in china
   論價值澄清模式及其對我國學(xué)校德育的啟示
4. Raths ' values clarification is an influential theory on moral education in modern western society
   摘要拉斯的價值澄清德育理論是當(dāng)代西方較有影響的德育理論流派。
5. For this purpose , the theory puts forward four important elements and several main methods for values clarification
   為此，該理論提出了價值澄清的四大要素和幾大主要方法。
6. It's difficult to find value clarification in a sentence. 用value clarification造句挺難的
7. Model one includes theory basis building models , value clarification models , social behavior models and consideration models
   模式一有理論基礎(chǔ)構(gòu)建模式，價值分析模式，社會行動模式，體諒模式。
8. There were three groups : experimental group with values clarification approach , controlled group with traditional approach , controlled group out of school with traditional approach
   研究對象共分為三組分別進(jìn)行實驗教學(xué)：實驗組、校內(nèi)對照組、校外對照組。
9. Value clarification and cognition reasoning didn " t really solve the " weak validity " problem of our moral education , on the contrary , they led to the phenomena of " negative validity "
   價值澄清和認(rèn)知推理不但沒有真正解決學(xué)校道德教育“弱效”問題，甚至還出現(xiàn)了“負(fù)效”現(xiàn)象。
10. Model two includes durkheim models , wilson models , kohlberp models , value clarification models . the third part are the advantage and disadvantage of american moral education
    模式二有涂爾干的道德教育模式，威爾遜的道德教育模式，柯爾伯格道德教育模式，價值澄清學(xué)派的道德教育模式。
11. The main purposes of this study were to apply values clarification approach to make the teaching models of resources recycling education , and to explore the differences of the effects between values clarification approach and traditional approach
    摘要本研究旨在運用價值澄清教學(xué)法，探討學(xué)生在資源回收結(jié)果評價、態(tài)度、自我效能、行為意圖、資源回收認(rèn)知及環(huán)境敏感度上的教學(xué)成效。
12. This research was based on the theory of the formation process of value , which was put forward by value clarification . in the research a questionnaire was used with 403 primary and middle school students aged from 10 to 16 year - old as subjects and four moral situational stories were compiled as stimulus materials to study " cheng xin "
    本研究以價值觀辨析學(xué)派關(guān)于價值觀形成過程的觀點為依據(jù)，圍繞“誠”和“信”編撰了四組道德情境故事，以此作為調(diào)查材料，對403名10 - 16歲中小學(xué)生組成的樣本進(jìn)行了測查，來調(diào)查我國兒童誠信價值觀的現(xiàn)狀。
13. From the angle of how to construct the mmes , the thesis attempt to study and analyze the main four essences of mme , and also discusses the characteristics and strategies on the purpose of prompting the further development of the construction of modem mmes in china . in the first part , the thesis firstly illuminates the basic theories of the mme and analyzes the its limits . then the thesis puts forward the view that an efficient mme must possess four essences , namely , theme of mme , aim , qualification and operation . in the second part , to indicate author ' s view the thesis takes apart the representative four models in modem western moral education , to name , the cognitive moral development model , values clarification model , the consideration model and the social action model of moral education
    本文分為三個部分，第一部分是德育模式基本理論的概述，目的是揭示德育模式的本質(zhì)，闡明德育模式的特征，說明德育模式的應(yīng)用價值和局限性，提出并重點闡釋德育模式應(yīng)該具有“道德教育主題、活動目標(biāo)、條件資源和操作程序”四個基本要素的觀點，為德育模式建構(gòu)的探討分析奠定基礎(chǔ);第二部分選擇了西方最具代表性的認(rèn)知性道德發(fā)展模式、價值澄清模式、體諒模式、社會行動模式四種德育模式，從“模式建構(gòu)要素”的角度對其進(jìn)行剖析，一是驗證德育模式必然擁有道德教育主題、活動目標(biāo)、條件資源和操作程序的觀點，二是揭示出這些模式對我國學(xué)校德育模式的構(gòu)建有何參考和借鑒價值:第三部分，在分析西方當(dāng)代德育模式基礎(chǔ)上探討當(dāng)代德育模式的走向，并以德育模式結(jié)構(gòu)要素及我國德育現(xiàn)代化進(jìn)程的特點為基石，就指導(dǎo)思想、理論基礎(chǔ)、適用范圍、運用條件、師生地位、形式和內(nèi)容提出了建構(gòu)我國學(xué)校德育模式的有關(guān)策略。