课程评价的基本价值取向有三种：目标取向、过程取向、主体取向。
We can summarize all the orientations of curriculum evaluation into three: objective orientation, process orientation, and subjectivity orientation.
课程政策的制定既需要遵循一定的价值原则，也需要满足一定的价值取向。
Making curriculum policy, we need not only abide by some value principles but also satisfy some value orientations.
阅读教学的价值取向是21世纪语文新课程的一个重要议题。
The Value of Reading Teaching is a very important topic for discussion in the 21st century.
课程的价值取向在特定的历史时期是合理的，但随着时代和条件的变化，必然会进行相应的改变和调整。
The value orientation of curriculum is reasonable in the specific historical periods, but along with the change of time and condition, it will inevitably change and adjust correspondingly.
接着，本文权衡利弊，指出高职语文课程目标的基本价值取向是：（1） 以高层次为立足点；
Thereafter, the article weighs up the matter carefully and indicates thefundamental value it adopts:1 Base on the high level.
从全人化、多样化、主体性和发展性等方面阐释了信息教育课程设计的价值取向。
The value orientations of information education curriculum design have been expounded from the aspects of whole-personalization, diversification, subjectivity and developmentablity, etc.
我国民族高等院校大学课程价值取向的新思考及重要性。
Part three discusses new thought and importance on the value choice of ethnic higher education.
对体育课程价值取向的研究和体系的构建就显得尤为迫切。
To research the value orientation of the PE curriculum is so urgent.
量化课程评价是目标取向的，它追求工具理性。
Quantitative evaluation embodied objective orientation and pursued instrumental rationality.
五是形成合力，营造利于课程实施取向转变的良好舆论氛围。
And lastly, build up good public opinions which benefit the orientation transformation of the curriculum implementation.
数学教育是数学文化的教育。文科数学教育的价值取向必须体现育人为本的课程设计观和服从于文科专业培养目标的宗旨。
The value selection of mathematical education of liberal arts must embody an outlook on course design based on training men and obey the object of special training aim of liberal arts.
课程价值取向是高校课程运作的灵魂和方向。
Curriculum value orientation is the soul of college curriculum operation and direction.
对学生而言，适应教师角色具体要求和促进教师专业成长是师范院校教育学课程教学的根本价值，实践“素质化”教学是实现这一价值取向的有效途径。
As for students, the basic value of curriculum of pedagogy in normal colleges is to settle into the role of teachers and promote the development of professional teachers.
研究中国农村职业教育课程的价值取向，不能脱离一定的社会现实和教育现状。
The study on the value orientation of China's rural vocational education curriculum in the new era can not be detached from social reality and education status.
不同的课程设计者会表现出不同的价值取向，对课程要素进行不同的组织。
The different curriculum designer can display the different value orientation, carries on the different organization to the curriculum essential factor.
课程的价值取向决定着课程的目的。
The value orientation of curriculum determines the purpose of this course.
我国现行基础教育课程体系忽视了人的主体性与生命活力的弘扬，在价值取向上一定程度体现出“人”本体被遗忘的特征。
The ignorance of the vivaciousness of students in the current Chinese basic curriculum has factually defied the value of truism.
其中，学习历程取向是个案教师的主导取向，该取向在课程价值分布的五个层面均有体现，当个案教师遭遇冲突情境时，它总是能优先获得教师的关注，其它取向均会围绕该取向作出调整或让步；
Among them, learning-process orientation acts as her dominate value. This orientation not only emerges in all of the five aspects above, but also gets the privilege in the conflict with others.
提出现代数学课程价值取向应是数学课程基本价值基础上的整合。
Propose that the value orientation of modem mathematics curriculum should be the conformity on the basis of the basic value of mathematics curriculum.
模式是学校课程管理的两种取向。
There are two orientations of school curriculum management: stratified model and professional model.
课程创生取向是课程实施研究中的新兴取向，创生取向指导下的师幼关系是一种主体间性的关系。
The article analyses specific performance of inter-subjective relationship to offer new perspective for realizing and reconstructing new teacher-child relations in process of new curriculum implement.
大学体育课程面对多元的教育理念与课程价值取向，表现出多元结构非理性状态。
The university P. E. curriculum faces various education ideas and curriculum value orientation and displays various structures at non-rational state.
我们从定向运动课程价值取向、目标、内容选择和设计几个方面探讨了为期32学时的定向运动课程体系。
We research a 32 period orienteering curriculum system from several aspects of its value orientation, target, content choice and design.
研究表明，在大学英语听力课程中引入多恩叶的过程取向的动机激发策略是十分必要的。
The result of the research suggests that it is necessary for Chinese college English listening teachers to employ Dornyei's motivational strategies in their teaching.
教师新课程实施中的行为取向反映着他们对课程实施过程的不同认识，影响着课程实施的效果。
The teachers' behavior in carrying out the new course reflects their different understanding to the complement of new course and thus imposes great influence on the ending.
究其原因，根源在于人们对语文课程的阅读取向与写作取向，以及两者之间究竟是什么样的关系或在何种程度的关系等等问题认识不清；
The reason can be attributed to unclear understanding of the focus of reading, the focus of writing, and the type and strength of the relationship between the two.
究其原因，根源在于人们对语文课程的阅读取向与写作取向，以及两者之间究竟是什么样的关系或在何种程度的关系等等问题认识不清；
The reason can be attributed to unclear understanding of the focus of reading, the focus of writing, and the type and strength of the relationship between the two.
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