要进一步完善课程与教学改革，我们必需加强理论与实践的对话。
To further improve curriculum and instructional reforms, we need to strengthen the dialogue between theory and practice.
大多数W3C规范把它称为名称空间声明，而不是属性，而且观察对话中的差异是最佳实践。
Most W3C specifications call it a namespace declaration rather than an attribute, and it's a best practice to observe the difference in conversation.
最佳实践是让中央或对话实例处于同样的DB 2级别。
It is considered best practice to keep the central and dialog instances on the same DB2 level.
这也是对推荐意味着促进处于某个时刻网站和访客之间对话的这种推断的最好实践。
This is best done with the assumption that a recommender is meant to facilitate situated, in-the-moment conversation between the place-owner and visitor.
另一方面，在与其他教育学科的对话、与教育实践的关系和本身学术性方面也表现出一些不足。
On the other hand, there are some shortcomings in the respects of the dialogue with other educational subjects and the relationship between educational practice and the academy itself.
本文借助教学对话理论，着力探讨了对话式阅读教学的在实践层面具体建构。
According to the theory of teaching dialogue, I research into the structure of dialogue pattern in practice.
校长需要完善在教育领导中的实践理论，以搭起理论与实践对话的平台。
The principals need to improve the practical theory in theired ucational leadership in order to bridge the gap between theory and practice.
与此相对应，形成了以对话课程观、自主课程观、本土课程观和实践课程观为主要特征的新课程观念。
And in harmony with this, new curriculum conception comes into being with the main characteristics as curriculum outlook of dialogue, self-determination, native-region and practice.
教育理论与教育实践的沟通必须在理论主体与实践主体的“对话”中实现。
Lastly, only through the dialogue between theoretical subject and practical subject, can we link up educational theory and educational practice.
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.
学者与教师应各自看到自己的局限，加强对话与交流，从对方身上汲取力量，促进教育理论与实践的融合。
Theorists and teachers should realize their limitations and strengthen the communication between them in order to bring about harmonious relations between educational theory and practice.
建立对话的文化学不仅是一种普遍的对话范式在文化理论中的确立，而且要求我们在文化实践和社会实践中展开对权力话语的批判。
This is not only an establishment of a general dialogue paradigm in cultural theories but requires us to criticize the hegemony discourse in the cultural and social practices.
我们在实践中探讨对话式教学模式的同时，也要注意对话式教学的辩证法。
We should explore the mode of conversational teaching in practice and at the same time we must pay more attention to its dialectic method.
本论文主要阐述了语文课堂对话教学在实践中所存在的种种误区，并分析了误区产生的原因，从而针对症结提出诊断对策。
The thesis mainly illustrates various misunderstandings of Chinese dialogue teaching in practices and analyzes the causes of misunderstandings, aiming to find out solutions.
由于我们对巴赫金“对话理论”的理解一直存在误区和盲点，致使一个时期以来我们的“对话”实践大都处于一种虚拟的状态。
In the opinion of the author, a lot of twist and blind spots lie in our understanding of the Bakhtin s dialogic theory, and these have deprived us of the practical ground of dialogue for a long time.
第三部分，主要通过笔者的教学实践，阐述如何运用信息技术进行高中英语对话课、阅读课、语法课、作文课和高考复习课的教学。
Thirdly, to expound how to make use of it in teaching dialogue, reading, grammar, composition and general review for college entrance examination.
本文以对话的形式，深刻地阐述了教育研究的四大功能及在教育决策、教育实践，形成大众教育观念中的作用。
The paper sets forth four functions of the educational research, its effect on the education decision, educational practice and public educational notion.
第二章探讨转向的可能性基础，主要是理解和实践、对话和实践理性的内在关联和沟通。
The second deals with the possible base for the turn, which reveals on the affinity between understanding and practice, dialogue and phronesis.
人本化德育的方法，即自主建构法，主要有实践活动法、平等对话法、角色扮演法。
Its method view tells us that its method is the ways of self-construct such as the method of practice activity, the method of equal to talk, and the role-played.
提出了道德教育的四种方法：榜样、对话、实践和认可，对我国的道德教育有着重要的启示。
The theory proposed four methods of the moral education: example, dialog, practice and approval. It has the important enlightenment to our moral education.
由于我们对巴赫金“对话理论”的理解一直存在误区和盲点，致使一个时期以来我们的“对话”实践大都处于一种虚拟的状态。
In the opinion of the author, a lot of twist and blind spots lie in our understanding of the Bakhtin's dialogic theory, and these have deprived us of the practical ground of dialogue for a long time.
对话教学反应了新课程对教学的要求，是一种崭新的教学方式，需要各级各类的教育工作者进行研究与实践。
Dialogue teaching is a complete new method reflecting the teaching requirements of the new curriculum, demanding various educators on different layers researching and practicing.
对话教学理论与中学教师的教学实践相脱节，诸多因素限制着对话教学在中学生物学教学中的实践。
The theory on dialogue instruction is inapplicable to the teaching reality in middle school. The application of dialogue teaching approach in biology instruction is limited by many factors.
与此相对应，形成了以对话课程观、自主课程观、本土课程观和实践课程观为主要特征的新课程观念。
And in harmony with this, new curriculum conception comes into being with the main characteristics as curriculum outlook of dial...
与此相对应，形成了以对话课程观、自主课程观、本土课程观和实践课程观为主要特征的新课程观念。
And in harmony with this, new curriculum conception comes into being with the main characteristics as curriculum outlook of dial...
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