陶行知生活教育理论是我国教育史上的宝贵财富。
The life education theory of Tao Xingahi is a treasure in the educational history in China.
陶行知的生活教育理论，是陶行知教育思想的精华。
Tao Xingzhi's life education theory is the soul of his education thoughts.
陶行知健身思想是他生活教育理论的有机组成部分。
Tao Xingzhi's thinking on physical fitness is an organic part of his life-education theory.
生活教育理论与实践是2 0世纪人类文明的一大成就。
The theory and practice of life education is one of the achievements made in human civilization in the 20th century.
通过研究，我们得知健康教育思想是他生活教育理论的有机组成部分。
The educational thinking of physical fitness is an organic part of his life-theory. He paid much attention to health education.
生活教育理论的主要来源于传统儒学的认识论、墨家学说和杜威的实用主义教育理论。
There are three main sources in the Life Education Theory:the epistemology of the traditional Confucianiststhought, the essence of Mohism and the education theory of Pragmatism of Dewey.
生活教育理论的根本特质是生活的、行动的、大众的、前进的、世界的和有历史联系的。
The basic features of life education are live, motive, for the mass, moving forward, opening to the world and related to history.
摘要：以陶行知生活教育理论及其职业教育思想审视当前职业教育管理，对我国当前的职业教育管理有着重要的指导意义。
Abstract: : It would be of great significance to research into current vocational education management based on TAO Xing-zhi's life education theory and vocational education philosophy.
任何严肃的教育理论都涵盖两个部分：对生活目标的理解和心理动力学的知识，即精神运动的规律。
Any serious educational theory must consist of two parts: a conception of the ends of life, and a science of psychological dynamics, i.e., of the laws of mental change.
出于以上问题背景，本文对“教育生活体验研究”的意义进行了系统的分析，论述了其理论价值和实践意义。
For the above-mentioned backgrounds, my dissertation analyze the sense of "research inspect of educational life" all-roundly, it expounds the sense of theory and practice.
第二章分析教育生活体验研究的理论价值。
Chapter Two inquire into the theoretical value of research inspection of educational life.
中际层则是他者教育理论到达本土实践层面所要经历的不同场域，包括文化与生活世界的场域；
On the ground of education field, exploring the specialty of theory, practice concept and guiding of the Other's theory to local praxis.
这种脱离教育情境、远离教育的“生活世界”、忽略儿童个体的差异性、独特性的教育学导致教育理论研究离开了教育本身，给人一种疏远感。
Pedagogy also keeps away from pedagogical "life-world" and ignores the difference between each individual child, so it breaks away pedagogy itself and makes people a sense of alienation.
高职人文教育面向职业生活问题是教育理论与实践需要解决的现实问题。
That the humane education in high vocational education is facing professional life is a real problem that should be solved by education theory and practice.
形成于南京晓庄师范学校的“生活教育”理论并没有因为学校的关闭而停止。
Tao Xingzhi's theory on life education which took shape in Nanjing Xiaozhuang Normal school was not discarded because of the closing of the school.
在形形色色的本质规律、原则方法的界说过程之中，鲜活的教育理论及其实践愈来愈失去了它应有的属于本真生活的绚丽色彩。
At the process of Definition of essence laws and principle, it is brilliant color belong to the real life that the fresh educational theory and practice has lost.
孙铭勋是最坚决的“生活教育”理论的坚持者之一。
Sun Mingxun was a determined supporter of social education theory.
生活与教育的关系是教育哲学的永恒主题，也是当前教育理论与实践研究的热点问题之一。
The relationship between life and education is the eternal theme of educational philosophy as well as one of topics of the research of education theories and practice.
他在近30年的教育实践中创造出了秉承生活教育思想精髓、具有生活教育特色的生活德育理论。
In his about 30 years of educational practice, he got the quintessence of educational thoughts and put forward the life moral education theory with life education features.
我国的道德教育，不太注重生活中点点滴滴的教育，总是从大的方面出发，从理论出发，泛泛而谈道德，华而不实。
The moral education in our country pays less attention to the small bits in life. It always starts with huge concepts and speeches about moral, but has no practice.
本文重点对生活道德教育的理论基础、必要性和实践途径作了详细阐述，旨在给学校道德教育提出一点合理的理论指导。
This text discusses its academic foundation, necessity and approach of practice detailedly, in order to raise some reasonable academic directions for school moral education.
从理想教育的实践与理论出发探讨进行生活理想教育的重大意义。
Part two: Based on the study of the existing problems the living ideal education of our country, it puts forward the necessity of Studying the living ideal education.
本研究以建构主义学习理论、国际理科课程STS教育思想和“教育生活化”理念做为基本的理论基础，进行了为期一学期的教育实践与实验研究。
The research based its theoretic basic on the constructivism, STS education and life education, and then makes a process of teaching practice and experiment which lasts one term.
本研究以建构主义学习理论、国际理科课程STS教育思想和“教育生活化”理念做为基本的理论基础，进行了为期一学期的教育实践与实验研究。
The research based its theoretic basic on the constructivism, STS education and life education, and then makes a process of teaching practice and experiment which lasts one term.
应用推荐