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克伯屈的英文

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"克伯屈"怎么读用"克伯屈"造句

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  • william heard kilpatrick

例句与用法

  • The first part introduces kilpatrick ' s life and the formation of his education thoughts
    第一部分，介绍克伯屈的生平及其教育观的形成。
  • The fourth part discuses the influences of kilpatrick upon china education practice , paying emphasize on project method principles and its spreading in china
    第四部分，探讨克伯屈对近现代中国教育实践的影响。着重论述设计教学法的原理及其在中国的传播。
  • The third part explores the kilpatrick ' s two visits to china , including the cause of the visits , the chief contents of his speeches hi china and influences and remarks
    包括来华的缘起，克伯屈在华演讲及在其主持的讨论会上发言的主要内容、社会反响及其访华对中国教育理论发展的影响并作评价。
  • William kilpatrick is an american outstanding progressive educator in 20th century . he played an important role in the education and culture exchanges between china and the west in early 20th century as well
    克伯屈是20世纪美国著名的进步主义教育家，在当时的中外教育交流中扮演了一个重要的角色。
  • According the clue of persons , the second part traces the contacts and friendships between kilpatrick and his chinese disciples , including zhang boling , tao xinzhi and zhu qixian , reflecting his friendly feelings to chinese people
    第二部分，以人脉关系为主线，叙述克伯屈与中国留学生(包括张伯苓、陶行知、朱启贤等)的交往及深厚情谊，反映了克伯屈对中国人民的友好感情。
  • The experiences of teaching and administration in early time made his progressive education ideas grow up ; and entering teachers college of columbia university and becoming the student of john dewey , thondike and monroe , especially dewey , may be essential to the formation of his education thoughts at last
    和美的家庭氛围造就了克伯屈的人格品行；而早年教学和从政的经历及随后的各种教研活动，不仅使其阅历增加，而且使教育理念也开始萌芽。
  • The thesis chooses the life of kilpatrick as a point to cut in , and then makes a tentative approaches of contents and influences in following issues , including the contacts between him and his chinese students , two times visits to china in 1920s , and the experiment of project method he designed and proposed in china . the author ' s all efforts are trying to find out the exact and all round relations between kilpatrick and the modern china education , returning the history original face
    本文以其生平作为切入点，在追述克伯屈教育思想形成的同时，通过考察其与中国留学生、学者的互动往来、两次来华讲学活动及推行设计教学法产生的影响，及其对中国教育产生较大影响的原因的分析，旨在对克伯屈与中国近现代教育的关系作一较为全面的探讨，还历史以本来面目。
  • The fifth part makes some critical remarks concerning influences of kilpatrick on modern china education , analyzing the causes : both america and china had the same deficits of neglecting children in education , desiring for the new teaching methods , the transformation of china ' s intellectuals minds in the time , the charming force of kilpatrick ' s speech and teaching method , propaganda of his former students in columbia university
    第五部分，作了几点评析。肯定克伯屈对近现代中国教育产生了相当大的影响。究其原因在于：其时的美国和中国教育中都存在忽视儿童的弊端；二者对新式教学方法都很青睐；中国知识分子观念的适时转变；克伯屈本人的教学魅力及克伯屈旧日学生的推波助澜。
  • These must be got to know and made clear in the first place for any school where a course will be given in the pbl . therefore , the first part of the paper exerts itself to expound the connotation of the pbl , the teaching objectives of the pbl and their comparative research , the characteristics and material requirements of the pbl , the thought origins between the pbl , dewey ' s problem - based teaching , kilpatrick ' s project - based teaching , bmner ' s discovery learning and schwab ' s inquiry learning , and the cause and practical significance of the pbl
    为此，本文第一部分先着力阐述了研究性学习的内涵界定，研究性学习的目标定位及其比较研究，研究性学习的特点与内容要求，研究性学习与杜威的“问题教学法” 、克伯屈的“设计教学法” 、布鲁纳的“发现学习”及施瓦布的“探究式学习”的思想渊源，以及实施研究性学习的动因何在、意义何在。
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其他语种

百科解释

威廉?赫德．克伯屈(William Heard Kilpatrick，)，是美国的教育学者，约翰?杜威的弟子、同事，且是杜威在哥伦比亚大学的继任者。
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