教育批评从来都和教育形影相随。
回应：教育批评引发的教育反思。
The forth path studied the response of education to educational criticism.
教育批评是教育案例批评的桥梁。
Education criticism is the bridge of Education case criticism.
第三部分：不良教育批评透析。
第四部分：教育批评的建构。
本文共分四个部分：第一部分：识读教育批评。
This article is divided into four parts: part One: the knowledge reads the educational criticism.
第四部分为超越部分，是对语文教育批评的构想。
Part IV is the exceed part, which brings some ideas of critics on Chinese education.
因此，“教育批评”的四维度也是适用于教育案例批评的。
Therefore, four dimensions of education criticism are also suitable for education Case criticism.
第二，引入艾斯纳的“教育批评”四维度来构建教育案例接受活动中的批评维度。
The main ways of education case's acceptance are education case appreciation and Education Case Criticism.
首先通过对教育批评的教育基础和社会基础的分析，然后确立了教育批评建构的价值取向。
First of all, analyze the education and social foundations of educational criticism, and then set the value orientation of the construction of educational criticism.
这样的研究旨在探索出一条认识新课程语文教育批评的路径，搭建起一个分析语文教育批评的理论框架。
This research aims at probing out a route to recognize criticism on the Chinese new curriculum and building up a theoretical frame of analyzing Chinese education critics.
这一部分先界定“理性”、“教育批评”和“理性教育批评”的定义，然后从三个方面阐述了教育批评的意蕴。
First, the definition of "Rationality", "education criticism", "Rational criticism of education" are defined, and then set out from three aspects to formulate the connotation of educational criticism.
但与此同时，教育批评仍然存在著一些误区，如片面思考、归因失衡； 激愤有余、理性不足； 盲目求热、重复多变；
But, at the same time, there are many existing problems, which will do harm to the development of education including unilateralist reason, imbalance attribution ;
随着语文教育批评兴盛繁荣期的到来，在“人文主义”思想的指导下，语文教育批评摒弃了曲折迷失期的批评模式以及指导思想。
After the arrival of the flourishing phase, criticism of Chinese education, under the guide of humanism, did away with the pattern of criticism and the guiding ideology of the lost phase.
在餐桌旁，父母经常和有时教育批评孩子的比例分别为14.8%和2 7.5 % ，孩子因被批评而吃不下饭和勉强吃一点的比例分别为5 .9%和19.3%。
At dinner, 14.8% and 27.5% of parents often and sometimes criticized their children, and the ratio of children couldn't eat anything and only eat a little food were 5.9%, 19.3%, respectively.
在餐桌旁，父母经常和有时教育批评孩子的比例分别为14.8%和2 7.5 % ，孩子因被批评而吃不下饭和勉强吃一点的比例分别为5 .9%和19.3%。
At dinner, 14.8% and 27.5% of parents often and sometimes criticized their children, and the ratio of children couldn't eat anything and only eat a little food were 5.9%, 19.3%, respectively.
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