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.

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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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