卡塔拉体系是大量神圣心灵科学教学主体的一部分。
The Kathara System is part of a much larger body of sacred spiritual-science teachings.
介绍了新的教学主体观念。
学校和社会共同组成教学主体是至关重要的。
在以往的认识中，人们对教学主体关系的理解存在着偏颇。
There used to be some kinds of deflection at the cognition and understanding of teaching-learning subject relationship in the past.
教学主体与文本的对话是文学阅读、鉴赏得以最终形成的关键。
The dialogues between teaching and texts are key to reading, enjoying and comment on literature.
这种系统是教学主体之间、教学主体与教学客体之间的“对话”系统。
This system is a dialogue system between teaching subjectives and between the teaching subjectives and the teaching objectives.
提出了利用教学主体的主观能动性进行能力培养的新观点和几点操作参考。
There are a few new ideas and operating reference on how to make use of teaching principal part to foster students 'ability.
语文审美式教学的主要特征有：教学主体在情感的作用下转化为审美主体；
The following is the characters of the Chinese aesthetic teaching: under the pressure of emotion, the subject of teaching is changed into the subject of judging beauty.
因此，在保障语体文作为现在语文教学主体的前提下，也要重视文言文的教学。
So we should pay attention to the classical Chinese teaching in the condition of making the colloquialism teaching to be the principal part.
教学主体的特定规定性与师生互动，是把握大学教学主体问题的两个逻辑起点。
The speciality of teaching subject and the mutual activity between teachers and students are the two logic start point when we analyse the problem of teaching subject in colleges.
作为高校德育教学主体的教师，对于高校德育教学的效果将起到决定性的作用。
As teaching main body of colleges and universities' moral education, the teachers play a decisive role on teaching effects of its moral education.
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.
运用文献资料法、调查访问法、教学实验法及数理统计法对大学体育教学主体参与模式进行了研究。
Adopting literature study, interviews, teaching experiment and mathematical statistics, this paper researched into the mode of the university students participation in P. e.
其表现形态有三：教学主体与课程文本的对话、教学主体与教学主体的对话以及教学主体的自我对话。
It has three expressions: the dialogue between teaching subject and course text, the dialogue between teaching subject and teaching subject; teaching subject, the self - dialogue of teaching subject.
其表现形态有三：教学主体与课程文本的对话、教学主体与教学主体的对话以及教学主体的自我对话。
It has three forms: dialogue between pedagogical subject and curriculum text, dialogue among pedagogical subjects, dialogue within pedagogical subject.
教学价值被理解为是教学客体满足教学主体需要的一种关系，希望达致主体需要与客体属性的和谐统一。
Thus, teaching value is interpreted as a kind of relation which teaching-object harmoniously meets teaching -subject's needs.
然而人们在追捧探究式的时候只得其形而不得其神，以往作为试验教学主体的验证性试验却被搁置在一边。
However, people in the pursuit of inquiry, when only its shape without obtaining the God Teaching as a subject of previous experimental validation experiment been left aside.
教学实践活动与教学理解的内在关联与统一，决定了教学主体对教学意义的理解必须指向人的自我理解与自我超越。
This internal unity determines when the instructional subject understands instructional significance, one must direct to self-understanding and self-transcending.
教学交往与一般的交往相比较有自己的特殊涵义，它是教学主体间相互施加影响的过程，是可以直接观察到和体验到的精神、价值、情感交往的现实。
Teaching communication has its own special meaning because it can influence teaching subjects each other and can directly experience the communication of spirit, value and feeling.
这不仅会有助于学生篮球技战术实践能力水平的提高，更为重要的是通过教学生态环境帮助学生建立主体的、正确的行为态度与价值取向。
This not only improves students' practice basketball tactics, but also help students to build main body, right action attitude and value tropism by teaching student ecology environment.
它以建构主义和“折中教学法”为理论依据，确立了学生在教学过程中的主体地位。
The model, based on constructivism and "eclectic teaching approach", establishes the subject status of students in the process of learning and teaching.
突出主体性，并利用“微格教学”，拓宽教学内容，这样才能培养出高素质和开拓型的音乐教育人才。
Protruding subjectivity, using micro-check teaching and extending teaching content, thus, could train musical educators with high quality and pioneering spirit.
传统的《思想道德修养》教学偏重道德理性知识的灌输，忽视学生主体的道德实践能力培养，影响了教学的效果。
Traditional teaching of "moral and Tutelage" focuses on teaching the moral rational knowledge, neglecting the students' moral practice ability, which has affected its effect.
第三部分以理论结合物理教学实践，探讨了在师范物理教学中实施主体性培养的途径；
In part three, we discussed how to carry out the activity education, combining the theory and practice of physical teaching.
因此，文中指出，习作教学必须超越以往，走向主体间性。
Thus, in this paper the writer points out that the practice composition teaching must be beyond the before and leads to the inter-subjectivity.
历史教学应充分发挥学生的主体性，以求最大限度地实现历史教学的社会功能。
The students' subjective function should be brought into full play so as to carry out the social function of history teaching to its maximum limit.
随着主体教学的不断展开，有效性问题成了研究者关注的焦点。
As subjective teaching is progressively underway, its teaching effectiveness has become a focused issue.
第二，教学是主体性与主体间性相统一的过程。
Second, the teaching is between independent and the main body the disposition unification process.
第二，教学是主体性与主体间性相统一的过程。
Second, the teaching is between independent and the main body the disposition unification process.
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