- 更多网络例句与教理论相关的网络例句 [注：此内容来源于网络，仅供参考]
-
Sex of Dong Zhongshu 3 taste " talking to discuss human nature, offerred sex of academic basis;" to execute social Jiaohua 3 taste " talking to discuss human nature " waits for Wang Jiao and " of be apt to, pointed out who will carry out Jiaohua, how to carry out Jiaohua, the " sex that offerred Dong Zhongshu of academic basis; for social culturist the 3 objects that tasted " talking to discuss Jiaohua are medium civilian quality, teach an object to provide academic basis for establish society."
董仲舒的"性三品"论论述人性，为实行社会教化提供了理论依据；"性三品"论论述人性"待王教而善"，指出了谁来实施教化、怎样实施教化，为社会教化者提供了理论依据；董仲舒的"性三品"论论述了教化的对象是中民之性，为确立社会教对象提供理论依据。
-
In the meanwhile, IITC should be pay more attention not only on students creative ability but also mastery and impartment of systemic science knowledge.
建构主义教与学的理论、学习心理学、传播理论、视听理论、系统科学理论为信息技术与课堂教学奠定了坚实的理论基础。
-
Kindergarten's is even earlier, which normally starts from 3 years old. However, according to Shiah's theory, it is already too late. 0-3 is truly the "Golden Era" for parents to grasp.
比这更早的也就是幼儿园了，而幼儿园的教育一般是从3到4岁开始，但在早教理论中，从4到5岁开始的儿童教育已经太迟了，幼儿大脑发展的黄金时期是0-3岁。
-
The second chapter analyses theories of Islamic Revolution and Islamic Republic. Khomeini's theory is to establish Islamic government ruled by Faqih, his theory is progressive and conservative, rational and lopsided, religious and popularist, of extremism and moderation.
阿里·阿里亚梯的理论深受马列主义和社会主义影响，是第三世界反帝反封建的革命理论；纳瓦布·萨法维的理论是保守而偏激的伊斯兰原教旨主义理论；巴扎尔甘的理论明显接受西方资产阶级的自由、民主、平等、博爱的思想。
-
With about 360 thousand characters, the whole paper is composed of eight parts, which may be arranged as follows: The prelude gives a brief illustration of the significance, purpose and research situation of this topic, and places emphasis on the textual research of the concept of Islamic Fundamentalism—the focus of the paper, for which it studies the origin of Islamic Resurgence Movement, analyses the relationship between Islamic Traditionism, Modernism, Fundamentalism and other ideological movements, examines the conceptual connotation of Islamic Fundamentalism, and poses that Islamic Fundamentalism is a revolutionary ideology with theoretical proposition in a systematic way.
全文约36万字，分为8个部分，具体安排如下：序论部分在简要阐述本选题的意义、目的和研究现状之外，主要考证本文关注的焦点——伊斯兰原教旨主义的概念，为此梳理了伊斯兰复兴运动的源流，辨析其中伊斯兰传统主义、现代主义、原教旨主义等等思潮运动之间的关系，考察伊斯兰原教旨主义的概念内涵，提出伊斯兰原教旨主义是一种有着系统理论主张的革命性意识形态。
-
In this part the clou of the whole article is put forward, that is, the teacher education toward practice and significance surpassing epistemology is realizing educative significace through making teachers form the strong consiousness of teaching and be pursuit of education perseveringly.
最后一部分通过返观教师教育中的理论与实践对教师之教是否可教进行了尝试性的探讨，并提出了本文的中心论点，即：面向实践、追求意义的教师之教就是超越认识论的框架在实践领域中实现着教育的意义，使教师形成一种对&教&的强烈的意识和信念，形成一种对教育的孜孜不倦地追求。
-
By analyzing the deficiencies of offensive realism, this paper advances three evaluating laws: 1 alienation, i.e., during the developing process of IR theory, there is both self-affirmation and self-negation to gain its contemporary legitimacy; 2 assimilation: i.e., IR theory evolutes from entirely different to continuous conjunction, showing its characteristics when harmonizing with others to gain its contemporary rationality; 3 fundamentalisation: like any other kinds of thinking, when IR theory has come into being, it gets the trend of fundamentalization, i.e., affirm itself by negating the opposites to gain its contemporary teleonomic.
文章在分析进攻性现实主义的不足时提出了国际关系理论的三大演绎律1）异化：即理论发展过程中既有不断肯定自我的过程，也有不断否定自我的过程，以获得现时代的合法性；2）同化：即各理论从泾渭分明到不断通约，在融合中展示自身特质，获得现时代的合理性；3）原教旨化：与任何其他人类思维形式一样，理论一旦形成，都具有原教旨倾向，即不断否定对立面来肯定自身，获得现时代的合目的性，并以此探讨对待国际关系理论的一般性问题。
-
In teaching process's teachers and students relations,"teach for the leadership, studies is the main body" expression, regardless of being theoretically or as if is accepted in the practice utilization by the general pedagogues, but the teaching actual massive facts indicated that "teaches for the leadership" often to become "teaches for the control".
教学过程中的师生关系，&教为主导，学为主体&的表达，无论是在理论上还是在实践运用上似乎都被广大教育者所接受，但教学实际的大量事实表明&教为主导&往往变为&教为主宰&。
-
The students of inquiry used to train students' ability of innovation are generally accepted and carry out as a teaching Patten. The article of mine develops the studies of inquiry in history teaching on basic of the theory of teaching and learning, the theory of structure principle and the theory of pedagogy and psychology and some other theories on the studies of inquiry, combining the partials situation of studen...
本论文依据&教与学&的理论，建构主义理论及有关的教育学心理学理论，及多位学者的有关研究性学习理论，结合学生的实际情况和自己的教学经验和教学实践，探索历史教学中研究性学习的开展，并就如何在历史教学中更好的实施研究性学习，提出了研究性学习的实施策略，研究性学习的学习方式以及目前实施研究性学习需要注意的几个问题，使历史教学中开展研究性学习落到实处。
-
Mere things like your wattle and daub hut, several oxen and a shiny necklace are no longer impressive; now you need to have followed the Inca trail, formed an opinion on G. K. Chesterton's Christian apologetics and be familiar with the Higgs boson's role in a grand unified theory.
仅仅是抹灰的篱笆小屋，几头公牛，闪闪发光的项链早已没有吸引力了；现在，你需要的是：踏上过印加之路，对切斯特顿的基督教护教理论有所见地，还要熟悉黑格斯玻色子在大统一理论中的作用。
- 更多网络解释与教理论相关的网络解释 [注：此内容来源于网络，仅供参考]
-
dogmatically：教义上/独断地
dogmatical /教义的/独断的/ | dogmatically /教义上/独断地/ | dogmatics /教理论/教义学/教理神学/
-
dogmatically：教条主义地; 武断地 (副)
dogmatical 教义的; 武断的; 教理的 (形) | dogmatically 教条主义地; 武断地 (副) | dogmatics 教理论; 教义学; 教理神学 (名)
-
dogmatician：教理神学者
dogmatical 教义的 | dogmatician 教理神学者 | dogmatics 教理论
-
dogmatics：教理论
dogmatician 教理神学者 | dogmatics 教理论 | dogmatism 独断
-
Dogmatism：独断
dogmatics 教理论 | dogmatism 独断 | dogmatist 独断家
-
Harmer：怎样教英语 外研社
1891 语言教学教程:实践与理论 外研社 Ur 2000 | 1892 怎样教英语 外研社 Harmer 2000 | 1893 英语测试 外研社 Heaton 2000
-
Hickey：语用学与翻译 上海外教
1788 目的性行为--析功能翻译理论 上海外教 Nord 2001 | 1789 语用学与翻译 上海外教 Hickey 2001 | 1790 翻译问题探讨 上海外教 Newmark 2001
-
Lynch：语言课程评估:理论与实践 上海外教
1778 第二语言教与学的文化因素 上海外教 Hinkel 2001 | 1779 语言课程评估:理论与实践 上海外教 Lynch 2001 | 1780 社会语言学与语言教学 上海外教 Hornberger 2001
-
martyrdom：殉教
(22)沙拔达沙(Sappadasa)比丘的(30)和众贤 (Sanghabhadra)着的「阿毘达磨顺正理论」像其它宗教一样,殉教(martyrdom)也是大乘佛教里常见的一上面所举都是以表面字义去了解(literal understanding)和
-
patristic：教父
他认为梅尔不可能向加尔文推介成串的教父(Patristic)作家,其一贯主张也与加尔文后期的思想轮廓大相径庭. 因此,梅尔对于加氏神学思想的初创根本无功无德. 50勒泰的理论确实极难伺候. 所言"加尔文受教于梅尔",