在课程开发过程中儿童与课程的关系将体现为儿童与环境的关系。
In the process of curriculum development, the relationship between children and curriculum can be viewed as that of children and the environment.
从儿童与课程的关系维度来考察，历史上的课程可以分为内容课程与经验课程。
If we make a study of the curriculum historically there were content curriculum and experience curriculum in the light of relation of the child and the curriculum.
比较全面地认识了课程实施的影响因素；了解到英语课程与教学研究需要基于新的逻辑起点——儿童的需要。
Still, we found some new factors which influenced the teachers' curriculum decision and realized that the new logical beginning of English language curriculum and instruction was children's needs.
对这一入程入行深入体系的研讨与阐释是入一步研讨儿童在德育课程学习中的道德接受题目的主要理论前提。
A further and systematical study of this process is the important theory premise to study the morality reception in learning the curriculum of moral education deeply.
因此，至关重要的是将灾害风险教育作为一项内容纳入全国学校课程，一定要使儿童懂得自然灾害与环境之间如何互动。
It is essential, therefore, to make disaster risk education a component of national school curricula, and to ensure that children understand how natural hazards interact with the environment.
科学主义与人文主义的争论从知识和儿童这两个维度澄清了课程与教育中的过于关注知识传授、轻素质培养等现存的许多问题。
The controversy between scientism and humanism has made clear many current problems, such as putting too much emphasis on imparting knowledge from two dimensions, knowledge and children.
科学主义与人文主义的争论从知识和儿童这两个维度澄清了课程与教育中的过于关注知识传授、轻素质培养等现存的许多问题。
The controversy between scientism and humanism has made clear many current problems, such as putting too much emphasis on imparting knowledge from two dimensions, knowledge and children.
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