教育理论家的英文

• educationist

• "教育"英文翻译    education
• "理论家"英文翻译    theoretician
• "教育理论" 英文翻译 :    educational theory
• "教育理论研究与实践" 英文翻译 :    a thought on foreign language classroom
• "思想政治教育理论与实践" 英文翻译 :    the theory and practice of ideological and political edncati
• "理论家" 英文翻译 :    doctrinarian; egghead; ideologue; theoretician; theorist
• "体育理论" 英文翻译 :    theory of physical education
• "纯理论家" 英文翻译 :    doctrinaire
• "法学理论家" 英文翻译 :    legal theorist
• "货币理论家" 英文翻译 :    monetary theorist
• "建筑理论家" 英文翻译 :    architectural theorist
• "空头理论家" 英文翻译 :    theologian
• "逻辑理论家" 英文翻译 :    logic theorist; lt
• "思想家；理论家" 英文翻译 :    ideologist
• "文艺理论家" 英文翻译 :    writer of literary theory
• "戏剧理论家" 英文翻译 :    nicolas boileau
• "教育理学硕士" 英文翻译 :    master of science in education m.s.e. m.s.ed
• "阶段发育理论" 英文翻译 :    theory of phasic development
• "一个纯理论家" 英文翻译 :    passage a pure theorist
• "美国教育理事会" 英文翻译 :    american council on education
• "印度教育理事会" 英文翻译 :    indian council of education
• "体育理论和实践" 英文翻译 :    teoria i praktika fizicheskoi kultura
• "体育理论与实践" 英文翻译 :    theorie und praxis der koperkultur
• "法国电影理论家" 英文翻译 :    nol burch
• "混沌学家,混沌理论家" 英文翻译 :    chaos theoretician; chaos theorist

• There were heated arguments about bilingual education in america in 1980 ' s and 1990 ' s
  到80年代双语教育已成为教育理论家乃至整个社会争论的热点。
• Modern education is not a natural thing as it in the life long before but becomes more artificial , so it needs much more effort than ever to construct better space and time structure to achieve the values which worth to pursue
  教育时空是一个并不自然的时空，需要专门的构建。然而教育理论家在叙述教育理想时，要么取法自然，要么忽视具体的教育时空的展开，要么所设想的时空展开方式是现实条件难以达到。
• As a result , some students have learned english for several years , yet they still ca n ' t communicate with each other in english , not even to say to communicate with native english speakers . this kind of phenomenon cannot meet with the demand of the development of education in our country
  “任务型”教学( tbl )是根据我国新形势下对英语的社会需求和英语学科在基础教育中的价值定位，汲取了国内外英语教育理论家的研究精髓的基础上提出来的。
• Viewed as a whole , the developing history of the western moral education research focuses on the grand theory before 1960 ' s . while researching on philosophy , ethics , pedagogy and other social education , the scholars touch upon the issues of moral education mainly employ theoretical analysis . the developing history of chinese moral education is the history of either grant theoretical study from the perspective of philosophical speculation or experience . the conclusions drawn from these studies are often abstract , and seldom can provide moral educational practices with detailed and microcosmic theories , or if any , they are only in the form of experience and ca n ' t be extended
  到了二十世纪六十年代，由于社会问题的加剧，人们加强了对社会道德建设的关注，这对学校道德教育既是挑战又是机遇，道德理论研究从纯理论研究转向理论与实践相结合的道路，并以实践研究、实证研究为主， “模式”研究应运而生，一系列璀璨夺目的德育模式划过德育理论研究沉寂的天空，道德教育理论家们构建了许多引人注目、影响深远的德育模式，其中，代表“当代道德教育的概貌和研究深度”的德育模式有认知性道德发展模式、价值澄清模式、体谅模式、社会行动模式。