怀特海有关创造性的、综合的和相关性的教育理论是其哲学宇宙观的应用。
His educational theory on creativity, integration, and relevance is but an application of his philosophical perspective of cosmology.
在比较教育领域里实施跨文化哲学对话重要的是实现文化自觉、理论自觉和实践自觉。
It is very important to realize the cultural self - consciousness, the theoretical self - consciousness and the practical self - consciousness in the philosophical dialogue in cross - c.
哲学讨论课试图实现哲学知识的“创造性转化” ，以期更好地完成哲学教育的使命即提高精神境界和理论思维能力。
We try to make creative transformation of philosophical knowledge in order to bring it to success that state of spirit and ideation of theory will be advanced.
通过研究和回答重大的理论和实际问题，提高我国的大学哲学教育整体研究和综合研究水平。
Through the research and the reply significant theory and the actual problem, enhance our country's university philosophy education whole research and the synthetic study level.
该文主要对一些常用的教育术语如教育、教育理论、课程论、教育哲学、教育思潮等概念进行了比较和分析。
This paper compares and analyzes some educational terms in common use such as education, education the - ory, curriculum theory, education philosophy, education thoughts etc.
在实践哲学视野中，理论和实践、教育理论和教育实践是不可分的。
Educational theory and educational practice are united in the field of practical philosophy.
哲学、教育学、心理学和语文教育学的相关理论为本论文的研究提供理论支撑。
This study is supported by the relevant theories of philosophy, pedagogy, psychology and Chinese education.
哲学解释学教育学涉及教育目的、教育对话、权威-反思-解放、学习和教育理论-实践关系等范畴。
EDFPH is concerned with such categories as educational aim, conversation and authority-reflection-emancipation in education, learning and relation between educational theory and practice.
第三部分总结中庸教育哲学思想的理论和实践意义。
The third part summarizes the The Doctrine of the Mean philosophy of education theory and practice.
该文主要对一些常用的教育术语如教育、教育理论、课程论、教育哲学、教育思潮等概念进行了比较和分析。
This paper compares and analyzes some educational terms in common use such as education, education theory, curriculum theory, education philosophy, education thoughts etc.
有关哲学、教育学、心理学的理论研究和方案教学等实践的研究为生成课程奠定了丰厚的基础。
The theory of Philosophy, Pedagogics, Psychology, and practice of the project method become base of the emergent curriculum.
因此，超越论教育哲学在教育实践和教育理论建设上都有特别重要的价值。
Therefore, the Transcendent educational philosophy weighs heavily on both the education practice and the construction of education theory.
本文首先对杜威职业教育思想产生的历史背景进行简述，继而探讨了杜威教育哲学的理论基础——杜威的一般哲学和实验学校的作业课程理论。
Second: Dewey's philosophy which worked as the basis of his education theory and the curriculum theory of his 8 years' education experiment in Dewey Primary school.
该文主要对一些常用的教育术语如教育、教育理论、课程论、教育哲学、教育思潮等概念进行了比较和分析。
This article first briefly analyzes the differences and connections between the concepts of pseudoscience, fabricated science and the trend of pseudoscience.
它以杜威的教育哲学、皮亚杰和维果斯基的建构主义理论、布鲁纳的发现学习理论为理论支撑。
It can draw its theory basis from Dewey's, Piaget's, Vygotsky's and Bruner's.
它以杜威的教育哲学、皮亚杰和维果斯基的建构主义理论、布鲁纳的发现学习理论为理论支撑。
It can draw its theory basis from Dewey's, Piaget's, Vygotsky's and Bruner's.
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