教育的

It has embodied the essential idea of modern education amply, which is the trend of development of future education.

面向可持续发展的中小学环境教育充分体现了现代教育的基本理念，是未来教育发展的大趋势。

We should first make clear what Chinese traditional education and American modern education were at the end of 1800s in order to study the influence of American churchman for China modern education.

为了研究美国传教士对中国近代教育的影响，我們必須首先弄清19世纪末中國的傳統教育和美国的近代教育。

All one after another have taken a series of reform measure to the civic education, but the school achievement carries on the education the main place, becomes the various countries to carry on the civic education reform the key point.

国外很多国家如美国、英国、日本、法国等都相继对公民教育采取了一系列的改革措施，而学校作为进行教育的主要场所，成为各国进行公民教育改革的重点。

China Computer Correspondence School was established in 1984, in 1987 the State Council Leading Group for Science and Technology approved to engage in a nationwide computer professional higher education institutions, the country developed a computer application more than 500,000 people, known as the "National flagship computer education ", on behalf of the State Education Department the authority of an independent computer certificate issued under the" country "brand name college.

中国计算机函授学院组建于1984年，1987年经国务院科技领导小组批准的一所面向全国从事计算机普及教育的高等专业院校，为国家培养了五十多万计算机应用人才，被誉为"全国电脑普及教育的旗舰"，代表国家教育部门独立颁发计算机权威证书，属"国"字号品牌学院。

It indicated that government, marketplace, intermediary organism, and culture stimulated the interaction of Korean agricultural development and agricultural education.

韩国农业发展与农业教育的互动机制可以概述为：人力资本和科学技术是联系农业发展和农业教育的纽带，政府行为、市场机制、中介组织和文化因素促进农业发展与农业教育互动。

This article suggests that a new type of teacher-student relationship in the new era has to base itself on a considered abandonment of the traditional relation of "obedience" and on the development of the modern relation of "equality", so that it can be defined as follows: Joint participants in the cognitive and learning process, joint collectors and sharers of knowledge, and joint appliers and creators of knowledge.

而这一基本框架以及由此带来的变革对中小学教育提出了崭新的要求。它要求教育思想观念和实践行为适应和服务于这一变革，其中教育观念的不断更新导致了对传统的师生关系的深刻检讨；而素质教育的深入开展，加快了教师角色的转换，学生主体地位的确立，迫切要求建立与新时期相适应的新型师生关系。

Germany is one of the countries with comparatively developed vocational education, the trait of which is exercising "dualities".

我国的职业教育经过20多年的发展已经取得了一定的成效，1996年颁布的《中华人民共和国职业教育法》以下简称《职业教育法》，标志着我国职业教育开始步人法制化轨道，但目前关于职业教育的法律主要是宏观方面的内容，缺乏相应的实施细则，有关职业教育的立法工作仍需进一步完善。

A child"s education freedom is also restricted, which will provide compulsion of education with reasonable assurance. When a child"s freedom goes beyond this restriction, negative effects will be brought to education orders, interest of other persons and the child himself, and at this moment, pedagogues shall have to adopt an appropriate compulsive method to restore such kind of freedom to its correct state.

儿童的教育自由亦是有限度的，此种限度为教育的强制提供了一种合理性的担保，即当儿童的自由超越了这个限度，对教育秩序、他人利益以及儿童自我发展产生消极的影响时，教育者就必须通过正当的强制手段，而恢复儿童的基本的教育自由之状态。

In 1993, NUBS again successfully went abroad and conducted MBA education in Singapore, training 150 students in 10 classes.

圣露易斯大学合作举办了第一期MBA班；开海外办学之先河，1993年即成功地在新加坡开展 MBA教育，培养了10届共150名 MBA学员；创建国内MBA教育之品牌， 1993年成为中国国务院学位办公室批准的第二批试行 MBA教育的院校，目前已经招生3400余名学生，毕业了 2500名。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

And Pharaoh spoke to Joseph, saying, Your father and your brothers have come to you.

47：5 法老对约瑟说，你父亲和你弟兄们到你这里来了。

Additionally, the approximate flattening of surface strip using lines linking midpoints on perpendicular lines between geodesic curves and the unconditional extreme value method are discussed.

提出了用测地线方程、曲面上两点间短程线来计算膜结构曲面测地线的方法，同时，采用测地线间垂线的中点连线和用无约束极值法进行空间条状曲面近似展开的分析。