从2000年秋季，研究型课程正式列入上海市高中课程计划，全市高一全面实施该课程起，时至今日，研究型课程在上海已经走过了两年多的实践历程。
So far from the autumn in 2000, at that time ROC was formally listed in the curriculum plan and applied in all of the high schools of Shanghai, ROC has two years history in Shanghai.
以下讲稿大纲绝佳地概述了课程内容，从中可了解课程涵盖的认知历程的范围。
The following lecture outlines provide an excellent overview of the course, and explore the breadth of cognitive processes covered.
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.
从课程特征的角度看，我国古代语文教育经历了“诗教课程”到“文教课程”的演变历程。
A review of the curriculum features indicates that the mother tongue education in ancient China has gone through poem-focused curriculum and prose-concentrated curriculum.
回顾我国中小学民族团结教育历程，给予该课程较为准确的解读和定位，可以促进中小学民族团结教育课程的有效实施和民族团结教育工作的深入开展。
Recalling the history of national unity education in middle and primary schools, and making correct understanding and orientation of the course can promote effective improvement of the course I...
回顾我国中小学民族团结教育历程，给予该课程较为准确的解读和定位，可以促进中小学民族团结教育课程的有效实施和民族团结教育工作的深入开展。
Recalling the history of national unity education in middle and primary schools, and making correct understanding and orientation of the course can promote effective improvement of the course I...
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