其内涵具体体现为学校变革的综合策划者、学校变革过程的动态组织者、学校变革的反思者与重建者。
The connotation is that they work as comprehensive planner/dynamic organizers/self-questioners and rebuilders during the process.
在社会经济转型过程中,学校德育也随之发生了变革。传统德育已不适应变革的社会。
In the period of social economic transition, traditional moral education has not adapted to the changing society.
在社会经济转型过程中,学校德育也随之发生了变革。传统德育已不适应变革的社会。
In the period of social economic transition, traditional moral education has not adapted to the changing society.
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