教育主体的分化意味着教育关系的变革。
The differentiation of educational main bodies means the change of education relation.
终身教育主体要学会认知，成为信息的主人。
The body of lifelong education must be recognitory and become the master of information.
教育要素包括教育目标、教育内容、教育主体。
The essentials of education include educational objectives, educational contents and THT subject.
其核心在于作为教育主体的人的内在价值的认同缺失。
Its essence is the shortage of agreement to the intern al value of man as the subject of education.
转型期基本的教育主体有：国家、社会、家庭与受教育者。
The basic main bodies are the country, society, families and students in the transforming period.
因而，对教育主体的升学行为进行研究具有重要的现实意义。
Therefore, it has an important significance for going on research about the behavior of entering a higher school.
解决道德教育的实效性，对道德教育主体的关注和研究显得尤为重要。
To solve the problem of timeliness of moral education, it is important to pay attention and to research the main body of moral education.
第一要从思惟道德素质、知识素质和才能素质几方面提高教育主体素质。
First is to improve the quality of education subject from the ideological and moral qualities, knowledge qualities and ability qualities.
因此，非正式群体如同正式群体一样，都是教育工作者的面临的教育主体。
Therefore, the informal groups, just like formal groups are the main participants faced by the educators.
分别就客体主体性对教育主体、教育介体、教育环境、教育过程的多方面影响。
Lie between body, educational environment, influence in many aspects of the educational course on.
因而，如何表达诸多教育主体的利益并使之满足，给大学的管理和决策者们带来了挑战。
As a result, it is the great challenges for the university management and decision-makers how to express the interests of the subject education and satisfaction to.
教育主体自身的二重化及其内在矛盾性为主体自我教育提供了现实根据，构成了主体自我教育的内在机制。
Such duality and the internal conflict provides a practical basis for the subject's self-education and constitutes the internal mechanism.
教育目标不是唯一的，在大学德育活动中，教育主体面临着不同的价值取向，或社会的或个人的或两者相结合。
The educational goal is not unique. In the morally educational activities, the main body of education is faced with the values or the combination of both social values and individual values.
教育境界是教育主体觉解而形成的一种意义世界，是教育主体的“灵明”所照亮了的他所生活于其中的意义世界。
The educational bourn is a kind of meaningful world formed through the awakening of educational subjects. It is also the world that the education subjects live in.
研究发现（1）摩梭人成年礼仪式蕴含着深刻的教育意义，它包含了教育内容、教育方法和教育主体等多种因素；
What the research has found are that 1, there are rich educational implications in the Moso's rite of puberty, which contain educational contents, methods and receivers of education, etc. ;
针对在校女研究生这一特殊群体，面对她们的婚恋观问题，作为教育主体的学校在这一方面需要做的应该会有很多。
There are a lot should to be done by the school to help this special group facing with their attitude of love and marriage.
传统的观点认为，教育目的是教育主体对于其所希望达成的结果的设定，教育目的是由人类意志主观外在地决定的。
It is the traditional opinion that the aim of education is the design of educational subject for its desiring end and it is determined outside and subjectively by human will.
实践性道德主体能否在学校道德教育中成功建构，关键在于德育课程是否真正体现了实践性的原则。
Whether the moral curriculum actually embody the principle of activity is crucial for successfully constructing the moral subject in the moral education of school.
希望本文的研究能为我国“主体教育”这一块领域作一些有益的补充。
I sincerely hope this article can do some useful complement in the field of main body education.
活动教育寓于主体性教育之中，是主体性教育的一种有效手段或延伸。
Activity education contained in subjectivity education is an effective means or extension of subjectivity education.
初级指挥军官培养是军队院校教育的主体和基础。
The Junior Commanding Officer Cultivation (JCOC) is the backbone and foundation of military institutional education.
教育的受益主体是受教育者个人和社会。
The individuals and society are the main subjects who get benefit from education.
实现普遍的道德自律，超我占主导的社会主体，需要大众教育水平和认知思维水平的提高，是一个长期工程，并不是冲动的道德绑架。
It is a long-term project to achieve prevalent moral self-discipline and to make superego become dominant social subjects which needs to improve levels of public education and cognitive.
主体性教育在反思教育的进程中呼之欲出。
Subjectivity education presents itself in the process of reflecting education.
本文从研究人的主体性的心理结构出发，探索了教育中学生的主体性的培养问题。
Starting from studies on the psychological structure of subjectivity in schoolboys and schoolgirls, this paper probes into the problem of subjectivity in education.
与其他教育阶段相比，大学生主体性处于高级阶段、成熟阶段、理性阶段。
Compared with other education period, the subjectivity of college students is an advanced, mature and reasonable one.
语文教学主体参与策略的概念建立在建构主义学习理论以及主体教育理论的基础之上。
The concept of Chinese teaching subjective participation strategy is based on study theory structure and subjective education theory.
对话性道德教育模式旨在凸显人的主体性、价值性，强调个体的理性自觉，强调个体德性的自主生成。
The dialogic moral educational model is aimed at highlighting man's subjectivity and values, stressing the individual's rational consciousness and autonomous cultivation of virtues.
必须用新的道德教育——主体性道德人格教育对现行道德教育进行整合才能使现行道德教育进入应然状态。
Only by integrating new education in ethics-subjective ethical personality education into present education in ethics, can we put the present education in ethics into intrinsic state.
主体教育思想在我国源远流长，可以说是经历了古代、近代与现代。
The main body education thought is well-established in our country, may say is has experienced the ancient times, the modern times and themodern age.
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