教育

Post-secondary (Sub-degree course)（专上教育: Including all Higher Certificate/ Higher Diploma/ Professional Diploma/ Associate Degree/ Pre-Associate Degree/ Endorsement Certificate/ Associateship or equivalent courses in Universities/ Vocational Training Council, other sub-degree courses in Universities funded by University Grants Committee, Higher Certificate/ Higher Diploma/ Professional Diploma/ Associate Degree/ Pre-Associate Degree or equivalent courses in former Polytechnics/ other statutory or approved Postsecondary Colleges, Higher Diploma/ Professional Diploma/ Associate Degree/ Pre-Associate Degree or equivalent courses in other colleges providing postsecondary courses, sub-degree courses in Hong Kong Institute of Education, Sub-degree level nurse training courses/ dental training courses, Distance learning sub-degree level courses and other sub-degree level courses

包括大学／职业训练局的高级证书／高级文凭／专业文凭/副学士/副学士先修/增修证书/院士衔或同等课程、由大学资助委员会资助的其它大学非学位课程、前理工学院/其它法定或认可的专上学院的高级证书/高级文凭/专业文凭/副学士/副学士先修或同等课程、其它专上学院开设的高级文凭/专业文凭/副学士/副学士先修或同等课程、香港教育学院的非学位课程、护士训练非学位课程、牙科训练非学位课程及遥距非学位课程。

Only if educators construct and create the actual education, the educatees can select something from it. The future education mainly depends on what educational choice the educators make presently. It means, the actual education is not the foreordination, but is decided by the educators'constructing and creating.

受教者作为参与教育的重要主体，他们对教育的需求，无疑对教育的实施起着重要的制约、影响的作用，但受教者对教育的制约和影响是从接受教育的向度，从既成的教育之中选择自己所需要的教育(包括学校、教师、课程等诸般教育资源)和向施教者提出自己所需要的教育，由于受教者不是教育的实施者，其对教育的制约和影响必须通过施教者得以体现，现有的教育和施教者的存在乃是受教者选择接受什么教育和如何接受教育的前提。

The first part introduces MPA's historical development in America and its particular characteristics. This partmainly focuses on 5 main characteristics, namely,(1) the development of practical skills as the highest priority in their educational formation,(2) the experience-oriented enrollment system;(3) the perfected curriculum setting,(4) the effective and flexible teaching methods, and (5) the highly trained faculty. The second part analyzes the background and key problems of Chinese MPA's education. It includes a lack of specialized educational aims, an overly grade-conscious enrolment system, a need for a more flexible curriculum, a shortage of "case-oriented" teaching methods and the dearth of a highly trained faculty. The third part proposes a theoretical framework based on the MPA educational model.

本文首先阐述了美国MPA教育的发展历程，并在追溯历史的基础上总结了美国MPA教育的主要特点，即：能力为先的培养目标、注重经历的招生办法、完善多样的课程设置、灵活有效的教学方式以及专兼结合的师资队伍五个方面；然后分析了我国MPA教育产生与发展的宏观背景与学科背景，并从MPA教育微观层面对我国目前存在的主要问题进行剖析，这些问题包括培养目标缺乏个性、招生录取偏重分数、课程设置弹性不足、案例教学较为薄弱、队伍建设有待加强；再从MPA教育的学科性质、培养目标、学科基础、课程设置、馨糕孺教学方法等方面构筑了MPA教育的基本理论框架：最后，提出了我国MPA教育改革与发展的基本思路与主要对策，思路着眼于MPA教育的长远发展，对策主要针对目前我国MPA教育存在的主要问题，包括：适时调整宏观政策、加大教学创新力度、强化师资队伍建设、加强硬件环境建设以及构建开放教育网络五个方面。

Main body singleness of sponsor. 9. Running a school with limited independence power.On the basis of the comparison of successful experiences of running agricultural education in developed counties, such as USA, Japan and France, this paper put forward following viewpoints: In order to visualize the strategic status of HAE, necessary protectionism must be offered through lawmaking and hortative policies, peasantry-undergraduates facing agricultural production must be cultured in the process of expanding and developing HAE. The opportunities of developing higher agricultural vocational and technical education must be grasped in the process of realizing the transit from elite-education to popularization-education. Existent and developmental room of HAE must be unceasingly widened basing upon the road of distinctiveness, integration and internationalization. The relationship of elite-education and popularization-education must be rightly dealt with and the niches of agricultural colleges must be made clear.

文章在比较美国、日本、法国等国家发展高等农业教育的成功做法和经验的基础上，提出了要通过立法或制定鼓励政策来彰显高等农业教育的战略地位，为高等农业教育的发展提供必要的政策性保护；要在大力扩张高等农业教育的过程中培养面向农业生产一线的农民身份的大学生；要在实现农科精英教育向大众化教育转轨的过程中抓住发展高等农业职业技术教育的机遇；要通过立足走特色化、综合化和国际化的道路来不断拓展高等农业教育的生存和发展空间；要正确处理精英教育与大众化教育的关系，明确各类农业高校的生态位等发展高等农业教育的观点和思路。

Jaspers thought that there are three kinds of educational methods such as academic approach education,master and apprentice' approach education and socrates' approach education.it is perceived from jaspers' deep comprehension and classification to educational methods that jaspers emphasized socialized educational method and paid great attention to selfhood education and he enthroned conversation.according to the character of jaspers' educational methodology,we should restore original appearance of education in educational practice.we should alter single irrigational method in conventional education and adopt and select reciprocal educational method,with which teachers and students can interact each other.at the same time,the students can interact each other too.so the students can be educated in the atmosphere of equality and harmony and interaction.

雅斯贝尔斯认为，现存的教育方式有经院式教育、师徒式教育和苏格拉底式教育等三种。从雅斯贝尔斯对教育方式的深刻理解与分类，我们看到，雅氏在教育方法上强调交往的教育方法，注重自我教育及推崇对话。根据雅斯贝尔斯教育方法论的特点，在实际的教育实践中要还教育的本来面目，改变以往传统教育中单一的灌输模式，采用与选择师生互动的交互式的教育模式，从而创设师生互动，生生互动的情境，在平等、和谐与互动中达到对学生教育的目的。

The result shows that: with the expansion of teacher education space, the reform and development of Chinese teacher education is much closer or equal to that of the international teacher education. The transitional stage and education reform in China puts forward a new demand for P. E. talents. The innovation as to education object, specification and curriculum arrangement raised in P. E. Curriculum Arrangement for Chinese Universities with four-year Program published in 2003 meets such a demand, and narrows the gap of education development in high P. E. academy between China and foreign countries. P. E. teachers abroad are usually cultivated by comprehensive universities, the cultivating objectives are verified, and generalists adapted to social development are emphasized. Cultivating mode abroad are various, with "open-type" or "non-directional type" as the main mode, and 4-year program, 5-year program, and 3-year program serve as the main form of education system. Curriculum arrangement abroad stresses general education, with foundationalization, normalization, objectification, optionalization, miniaturization, internationalization and syntheticalization as its characteristics and it employs credit system. The close-typed cultivating mode of P. E. academies in China should be gradually transformed into open-type or multi-type, cultivating generalists instead of specialists, and further constructing a new one with several cultivating types co-existing. Orientation of P.E. teachers in China should follow standard principle, coordination principle, experience principle and resource principle. To improve P.E teacher education in China, the following measures can be taken: relevant laws and regulations should be made for orientation; P.E teachers" training organization should be encouraged to participate in orientation; extension and connotation of P.E. teacher education should be expanded; resources should be optimize; systematic P.E. teachers" orientations should be organized;"Life P.E. Teacher Qualification "should be changed; useful-life should be set for P. E. teacher qualification; P.E. teacher qualification should be regularly authenticated; On-job training of P. E. teachers abroad tends to be systematic, but in China P.E. teachers" on-job training and prevocational training are separated; therefore measures must be taken to change this circumstance and thus speed up the systematic process. Factors concerning constructing a new system of P. E teachers are the following: reconstructing resources, making P.E. teachers" cultivation, orientation and training systematic, establishing a mechanism for encouragement and punishment, making school-based training and college training systematic, and setting up a mechanism combining directional training with non-directional training.

研究结果表明：随着教师教育革新空间的拓展，我国体育教师教育的改革与发展水平逐步与国际体育教师教育发展趋于接轨化。2003年颁布的《全国普通高校体育教育本科专业课程方案》在培养目标和规格、课程设置上的创新性，适应了我国社会转型和教育改革对体育教育专业人才的需求，进一步缩小了与国外高等体育院系教育发展的差距；国外体育教师一般由综合性大学或文理多科性大学培养，培养目标多向化，以培养适应社会发展的通才型人才为主；培养模式灵活多样，多数以"开放型"或"非定向型"培养模式为主，学制多以4年制、5年制、3年为主；课程设置上注重通识教育，突出基础化、师范化、针对化、选修化、小型化、国际化和综合化特点，实行完全学分制的教育管理制度；我国普通高校体育教育本科专业人才培养模式应该由封闭性转向开放式混合型的人才培养模式转变，由专才型转向复合型人才培养模式转变，构建多种类型并存的人才培养模式；我国体育教师入职教育革新应遵循的原则是本位原则、协同原则、经验原则和时间与资源原则，改进措施有：做好入职教育的法规化、制度化建设，激励体育师资培育机构参与体育教师的入职教育，拓展体育教师教育的外延和内涵，优化整合资源，系统组织体育教师的入职教育，改变体育教师资格"终身制"，设定体育教师资格有效期限，推行教师资格定期认证制度等；国际上体育教师在职培训体系显现了体育教师教育一体化的发展取向，但我国体育教师的在职培训与职前培养存在分离性，必须采取改革措施，加速我国体育教师教育的一体化进程；构建体育教师教育新体系的实施要素是：重组资源配置，实现体育教师培养、入职和培训一体化，建立奖惩机制，实现校本与院校培训一体化，建立体育教师定向与非定向培养培训有机结合机制。

According to the different educational subjects and functions, the author divided the educational purposes into three parts: the ideal of education, the educational principle and the education goals, in order to analyze the different educational aspirations and the mutual relations among them; and further point out that educational spirit reflects the basic interests and values of human activities on education, which constitute the core educational purpose; the fundamental purpose of researching education is to uphold and promote the spirit of education, which is to promote a comprehensive and healthy"life and growth"for the educatee.

笔者根据不同教育主体教育功能的差异将教育目的划分为教育理想、教育宗旨和教育目标等三类，分别剖析其各不相同的教育利益诉求以及彼此之间的相互关系；并进一步指出，教育精神反映了人类对教育活动最基本的利益追求和价值取向，构成了教育目的的基本内核；研究教育目的的根本意义在于坚持和弘扬教育精神，也就是要促进受教育者全面健康的&生活与成长&。

In the US, there are oriental medicine, Chinese herbology, acupuncture, and massage. In Canada, the education systems include Chinese medicine, Chinese herbology, and acupuncture. In the UK, only Chinese medicine exists. Licensure in Taiwan is the doctor of Chinese medicine; whereas there are acupuncturist, herbalist, and massagist in the US.

本研究分析结果发现，中医医事教育制度在台湾包含中医教育、中药教育、中医护理教育，在美国包含东方医学教育、针灸教育、中药教育、按摩教育，在加拿大包括中医教育、针灸教育、中药教育，在英国为中医教育。

The poeticized moral education introduces a esthetics to morality and makes it aestheticized to a certain degree.Its essence is to input and promote aesthetics into morality.The proposal of poeticized morality is of great importance.It inherits the morality tradition and helps to change rationality to nestle people in morality poetically;In contrast to rationality,in moral education,the poeticized education is characterized with great humanism,and with unobstrusively influence.In this article,I explore how to implement poeticized morality.It specifically includes how to foster students' viewpoint of poetry,the way to change from "monologue"to "dialogue",propose artistic outlook on life,combine spoken education with non-spoken education,and so on.

诗化的道德教育把美学引入道德教育中，使道德教育带有一定的美学色彩，其实质就是寓道德教育于美育之中，以美促德，将人们立身成德的追求升华为一种诗意的美；诗化的道德教育的提出具有重大意义，它弘扬了中国道德教育的诗化传统，克服了唯理性的道德教育，从而使人在道德教育中诗意地栖居；与唯理性的道德教育相比，诗化的道德教育具有寓理于情、寓意于形、寓教于乐、人文关怀、潜移默化的特点；本文还对如何进行诗化的道德教育进行了探讨，具体包括培养学生诗意的观世法、教育方法从理性的&独白&转向诗性的&对话&、倡导艺术的人生观、有言之教与无言之教相结合等几个方面。

To compare with the used thoughts of methodology literae humaniores, we make sure the relationships among the education ontology, education epistemology and the methodology of education research, which admit the methodology of education research constituting by the education ontology and education epistemology.

通过对历史上人文科学方法论思想的探讨，还明确了教育本体论、教育认识论与教育研究方法论的关系，认为教育研究方法论内涵着教育本体论和教育认识论，教育本体论和教育认识论是教育研究方法论的前提、基础和必要构成部分，而教育本体论和教育认识论问题的解决又要以一定的教育研究方法论为指导。

By the time of its fall, most of the prisoners were writers who had written against the corruptions of the government.

到它被攻陷的时候，里面多数的犯人是写了反对政府贪污文章的作家。

The most obvious variation to ovum morphological character was that the color was changed from light green to sepiaceous in embryonic development, and all the ovums were almost hatched after 96h.

在胚胎发育过程中卵的形态特征最明显的变化是颜色从淡绿到深褐色，卵在发育96h后卵基本全部孵化。